This article is the most comprehensive one on this list because it is a lesson plan which includes several theories to improve the feel of the classroom, and offers ways to teach the concept of race in the classroom. For the smaller theories, the article has two. The first is the “exit card” strategy, which asks students to answer a specific but brief question about the content covered at the end of class, and the “3-2-1” strategy, which asks students to write three things they learned from the class or text, two question they still have, and one aspect of the class they enjoyed. This lesson plan focuses on a strategy named “Think, Pair, and Share.” Students are asked to think about a given question or concept, pair up with a partner and discuss, and when everyone returns to the main group each pair talks about what they discussed or discovered. The rest of the lesson is a comprehensive list of strategies on how to discuss the meaning of race, the history of race, the meaning of racism, impact of racism, and the impact of categorizing people. Handouts, videos, and worksheets are also provided as ways to discuss race and racism.

All of these strategies would work great in any classroom. Personally, I think that the “3-2-1” strategy is a perfect way to encourage kids to think a little more deeply about the content, and can be used as an end of class activity that allows students to leave early if they finish it in time. “Think, Pair, and Share” are essential to any social studies class (I mean social is in the name), and I will most definitely be using this strategy during my classes in order to encourage conversations and try to work through different points of view. Finally, the entire article is a lesson plan with worksheets, handouts, and videos. It’s a perfect resource for a teacher who needs help with a lesson, or a teacher who needs more resources to pull from. I can definitely see myself using some of the worksheets in my future classes.

https://www.facinghistory.org/resource-library/teaching-holocaust-and-human-behavior/concept-race

This article goes over two different theories. Ecojustice education and racial inequality education. First, the article explains that language should be changed in the classroom in order to change the discourse. The author uses the example of how European colonizers  described Native Americans as “savage” or “wild.” This language is not only harmful to the native Americans, but also places nature itself in a very negative light since it’s being used to insult people. The author also suggests that over vocabulary should be introduced. Terms like anthropocentrism, ethnocentrism, androcentrism, and others should be introduced to the class as well. These terms can be used to explain the harm of some ways of thinking and why the world is the way it is today. The article also suggests that teachers engage in community-based learning as a way to broaden a student's understanding of the world they live in, and the issues in their community. With this, students are asked to look at the socio-economic and cultural issues in their communities, and try to come up with solutions.

In a history classroom, I think it’s very important to understand the vernacular and vocabulary of the time, but I also know it’s important to discuss the harm that language caused. I don’t plan to use harmful language in my classroom, but students should know how people were offended and degraded in the past. As far as community-based learning, I want to take my students to local museums, monuments, and other schools where they can learn of the history of their own habitat. I also want to encourage my students to perform volunteer work and community service. Getting students involved with their own community is a great way to talk about socio-economic disparity and cultural differences in their community and in the world itself.  

https://files.eric.ed.gov/fulltext/EJ904903.pdf

The Return of Martin Guerre by Natalie Zemon Davis is about a French peasant in 16th century France who is replaced by an imposter. The reason I have chosen to include this book is because of how it interpretes history differently. Traditionally, it is agreed that the imposter, Arnaud du Tilh, was the mastermind behind everything, and Martin Guerre’s wife, Bertrande, was none the wiser. However, Davis interpretes the story very differently by stating that Bertrande was also in on the scheme, and she was as much a mastermind as Arnaud. How is this important to social justice teaching, and how to practice progress teaching? Having students read the book is a way to help them understand that not all history is fact, and almost everything can be interpreted differently. This practice is important to social justice teaching because it enables students and teachers to look at events through different lenses. In the case of this book, Davis uses a feminist lens to look at the story of Martin Guerre.

This book by Natalie Zemon Davis is an important template for how all classes should function, and how history should be taught in classes. The Return of Martin Guerre allows students to see that there isn’t always a concrete interpretation of history. By using this book in my future classroom, I want my students to understand that history can be interpreted and that history doesn’t have to be boring. The Return of Martin Guerre is written like a novel, like a story, not like any other history book I’ve ever read. This way of presenting history is more intriguing to students of any age, and should inspire anyone to present their work in a more palatable way. In my future history classes, I want my students to be able to look at events in history and wonder if their own previously learned history is true, or if there is another way to look at it. In the end, I want my students to be able to look at history differently, and be able to use the skills they learn in my class and apply them to the real world.

Davis, N. Z. (2010). The return of Martin Guerre. W. Ross MacDonald School Resource Services Library.

This article provides ten different recommendations on how to teach gender and gender equality in the classroom. Many of the recommendations are things that I would consider could be attributed more to classroom culture. Things like disassociating ourselves with gender norms and roles, treating the male and female students the same, use materials and resources that are free of gender biases. These recommendations are things a teacher should do to improve the environment of the classroom. The article suggests that when teaching gender, it’s important to be inclusive of the male students. The concept of gender is one that does not only include women, so it’s important to make it clear that gender and gender equality is not a female thing, but an everyone thing.

Keeping gendered language out of my vocabulary when teaching, I believe, is very important. More important for a future history teacher, it’s very important for me to teach that gendered history doesn’t only cover women. A history of gender is one that includes men, women, and non-binary people. Keeping away from assigning students roles that are traditional to their gender is something I want to do, too. 

https://www.opencolleges.edu.au/informed/features/gender-equality/