The Authors of the Harvard Social Studies Project: A Retrospective Analysis of Donald Oliver, Fred Newmann, and James Shaver
Social studies research & practice, Jul 1, 2008
During the late twentieth century in the field of social studies education, Donald Oliver, Fred N... more During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.
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Books by Chara Bohan
Real teaching requires courage, a deep understanding of the complexity of the subject matter, and skillful use of primary sources. Rather than teaching students what to think, Teaching Enslavement in American History pushes students to learn how to think: empirical argumentation, source evaluation, understanding of change-over-time, and analysis of historical context. The lessons in this book ask students to read, analyze, and contextualize a variety of primary sources, to identify the limitations of these sources and to articulate historical contradiction where it occurs. At the heart of this book is the belief that historical consciousness leads to societal change. Teaching about enslavement is not merely about teaching a curriculum, it is about molding citizens who will lead our democracy in its journey to become a more perfect union.
Articles by Chara Bohan
relevant biographies into their social studies classrooms with English learners (ELs). In the social studies
curriculum, United States history often is regarded as one of the hardest courses for newly arrived
immigrants to learn due to the unfamiliarity of American history content (Dunne & Martell, 2013). Using a
culturally relevant approach to teaching social studies has the potential to connect EL students to content
in powerful and meaningful ways. As the number of Spanish speaking EL students grows in the American
public school system (Cruz & Thornton, 2008), the use culturally relevant Latinx biographies allows
teachers to incorporate different reading levels, bilingual narratives, and historical photographs in their
sheltered (EL only) or mainstream (traditional) classroom. Teachers can differentiate assignments for
students based on English proficiency, as well as challenge students who are learning new English skills.
Additionally, the use of culturally relevant biographies can help teachers change the landscape of
American history s/heroes and these shifts can be impactful for native-born students also (Wineburg &
Monte-Sano, 2008). In this article, we provide a sample lesson where EL students in United States history
study female Latinx activists to construct body biographies.
Real teaching requires courage, a deep understanding of the complexity of the subject matter, and skillful use of primary sources. Rather than teaching students what to think, Teaching Enslavement in American History pushes students to learn how to think: empirical argumentation, source evaluation, understanding of change-over-time, and analysis of historical context. The lessons in this book ask students to read, analyze, and contextualize a variety of primary sources, to identify the limitations of these sources and to articulate historical contradiction where it occurs. At the heart of this book is the belief that historical consciousness leads to societal change. Teaching about enslavement is not merely about teaching a curriculum, it is about molding citizens who will lead our democracy in its journey to become a more perfect union.
relevant biographies into their social studies classrooms with English learners (ELs). In the social studies
curriculum, United States history often is regarded as one of the hardest courses for newly arrived
immigrants to learn due to the unfamiliarity of American history content (Dunne & Martell, 2013). Using a
culturally relevant approach to teaching social studies has the potential to connect EL students to content
in powerful and meaningful ways. As the number of Spanish speaking EL students grows in the American
public school system (Cruz & Thornton, 2008), the use culturally relevant Latinx biographies allows
teachers to incorporate different reading levels, bilingual narratives, and historical photographs in their
sheltered (EL only) or mainstream (traditional) classroom. Teachers can differentiate assignments for
students based on English proficiency, as well as challenge students who are learning new English skills.
Additionally, the use of culturally relevant biographies can help teachers change the landscape of
American history s/heroes and these shifts can be impactful for native-born students also (Wineburg &
Monte-Sano, 2008). In this article, we provide a sample lesson where EL students in United States history
study female Latinx activists to construct body biographies.
development with a, focus on culturally relevant pedagogy. The professional development fostered co-teaching by history and social studies education professors to help improve the pedagogical practices of partici pating teachers. White female teachers participated in this research. Data collection included grant evaluation reports, focus group interviews, and observations. In addition to describing the grant, the authors examine White teachers' pedagogical practices in schools that serve primarily Black and Latino student populations.
and graduate life in Xi'an, and Beijing, China and Athens, Georgia, and her work with international students in the United States. These experi ences led Zhao to develop an interest in diverse ethnic groups around the globe and to pursue teaching social studies at the university level in order to share this knowledge and interest with future teachers.