Academic journal article Teaching History: A Journal of Methods

Robert W. Maloy and Irene S. LaRoche. We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classrooms

Academic journal article Teaching History: A Journal of Methods

Robert W. Maloy and Irene S. LaRoche. We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classrooms

Article excerpt

Robert W. Maloy and Irene S. LaRoche. We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classrooms. New York: SUNY Press, 2015. Paper, S29.95; ISBN 978-1-4384-5558-7.

Democracy is a topic widely taught throughout public schools in the United States: Students learn democracy so that they can participate in democracy. Students usually list voting or volunteering for a campaign as examples of practicing democracy. However, learning about democracy and doing democracy are two different activities. We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classrooms proposes a method for student teaching interns and practicing teachers to integrate more democracy rather than just listening about democracy into their elementary and secondary classrooms.

Stressing the 7 C's of democratic teaching (contrasting, conducting, collaborating, conversing, conferring, co-construction, and connecting), Maloy and LaRoche argue that "history/social studies classes at all grade levels an play a unique and essential role in how students learn about democracy and their roles as engaged members of a democratic society." Through the 7 C's, the authors guide the reader in an engaging and interesting read throughout the text. The chapters are research-based, including practical applications and commentary from university interns as they experience implementing the 7 C's of democratic teaching. Each chapter includes a definition of the "C" being discussed, followed by an in-depth discussion of research to build a foundation of the "C." The practical applications follow with examples of how to implement the "C" into elementary and secondary classrooms. The most important section of each chapter is the voices of student interns. This section of the chapter gives insight to implementation, including successes, failures, revelations, and frustrations of real life teaching. …

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