The racially tinged Confederate flag debate in South Carolina is viewed as a signifier of more popular struggles over the representation of "southern heritage" and under girds the social studies unit described in this paper. The unit was designed to teach the curriculum from a popular cultural, issues-oriented perspective using critical pedagogical techniques. Using the Confederate battle flag as an organizing theme, the unit's substantive components include critical and reflective exercises such as journaling, debating, writing essays, researching, and role-playing. Both traditional assessment strategies as well as alternative assessment strategies (e.g., portfolio development, free-writes, and performances) were used to determine students' learning and interests. The unit was taught in a conservative, rural, working-class, majority White, upstate South Carolina school setting. This approach enabled the students within the blue-collar population to think critically and reflectively about their own positions, privileges, attitudes, beliefs, and "heritages," as well as see that democracy in action is painful at times, messy, and even embarrassing, but necessary if society is to reach inclusive compromises.
The study looked at the impact of scheduling configurations on middle-level social studies student achievement. Results of South Carolina's accountability assessment system's social studies mean test scores, at the school level, from seventh grade students in 117 schools as well as a survey completed by the principals of those schools were analyzed. After adjusting for poverty, the highest mean score for all demographic groups was for those using the 61-79 minute block all year configuration. However, there was no statistically significant difference found between scheduling configurations used and social studies accountability test results. Findings do show a statistically significant difference between scheduling configurations used and principals' perceptions of students' preparedness for the next grade level in social studies.
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