Teaching Japanese-American Incarceration

Miksch, Karen L.; Ghere, David L.

doi:10.2307/1555653

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…In reference to the attacks on September 11, 2001 and the internment of Japanese Americans, educators nationwide have invested a great deal of effort into developing curricula to promote the understanding of facts while breaking down stereotypes and animosity (Miksch and Ghere, 2004 ). As part of schoolwide efforts to mitigate Asiaphobia, it would be useful to discuss disinformation about COVID-19, correcting it as appropriate.…”

Section: Discussion: Ideas For Interventionsmentioning

confidence: 99%

Reopening America's Schools During the COVID-19 Pandemic: Protecting Asian Students From Stigma and Discrimination

Akiba

2020

Front. Sociol.

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The COVID-19 outbreak has prompted a rise in stigma and discrimination against people of Asian descent in many areas in the world, including the United States1. Anti-Asian hate incidents, which have ranged from verbal attacks, refusal of service to physical assault, continue to transpire in the U.S., and they put psychological and physical well-being of Asian children at increased risk. Discussions toward reopening of U.S. schools thus far, however, seem to have exclusively included the infection-related concerns and pedagogical consequences of continued disruptions in face-to-face instructions. Hence, educators, policymakers, and other stakeholders need to have plans in place to ensure that reopening of schools will be a smooth experience for students of all backgrounds.

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Section: Discussion: Ideas For Interventionsmentioning

confidence: 99%

Reopening America's Schools During the COVID-19 Pandemic: Protecting Asian Students From Stigma and Discrimination

Akiba

2020

Front. Sociol.

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“…Likewise, in several of the teacher self-reports we examined (Alvarez 2008;Miksch and Ghere 2004;Moorhouse 2008;Sanchez 2006;Schur 2007), teachers discussed that they used simulations to engage students and to challenge them to think critically about social studies topics and questions. Schweber (2003) investigated a semester-long simulation of the Holocaust in an upper level history elective and found the simulation encouraged students' thinking about important moral questions.…”

Section: Myth 1: Simulations Are Superficialmentioning

confidence: 99%

To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations

DiCamillo

Gradwell

2013

The Social Studies

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“…For example, in a study of 305 middle grades students, Gehlback and associates (2008) found increases in student motivation after they experienced a web-based GlobalEd simulation. Most of the literature related to middle grades and secondary history teachers using simulations is dated (DeLeon, 2008) and appears in practitioner journals drawing heavily from teacher self-reports (see Alvarez, 2008;Miksch & Ghere, 2004;Moorhouse, 2008;Pace, Bishel, Beck, Holquist, & Makowski, 1990;Sanchez, 2006;Schur, 2007). Recent research related to historical simulations is limited; one study analyzed teacher candidates' perceptions toward digital simulation games in the area of social studies (Devlin-Scherer & Sardone, 2010), a second study was a content-analysis of two published social studies-based simulations (DeLeon, 2008), another study evaluated students' motivation using a webbased, role-playing simulation (Gehlbach, et al, 2008), and a fourth study investigated a semester-long simulation of the Holocaust in an upper-level history elective (Schweber, 2003).…”

Section: Introductionmentioning

confidence: 99%

Using Simulations to Teach Middle Grades U.S. History in an Age of Accountability

DiCamillo

Gradwell

2012

RMLE Online

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In this year-long qualitative study we explore the case of two eighth grade U.S. History teachers who use simulations on a regular basis to teach heterogeneously-grouped students in a high-stakes testing environment. We describe the purposes the teachers espoused for implementing simulations and provide detailed portraits of three types of simulations used: role-play, game, and trial. We argue that because the ambitious teachers know their discipline well, see the potential of all their students, and feel that learning rather than testing should drive instructional decision-making, they are able to engage and challenge their students with historical simulations. This study adds to the sparse field of simulation research and to the emerging literature on ambitious history teaching. It also shows educators what is pedagogically possible in teaching history.

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Teaching Japanese-American Incarceration

Cited by 6 publications

References 4 publications

Reopening America's Schools During the COVID-19 Pandemic: Protecting Asian Students From Stigma and Discrimination

Reopening America's Schools During the COVID-19 Pandemic: Protecting Asian Students From Stigma and Discrimination

To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations

Using Simulations to Teach Middle Grades U.S. History in an Age of Accountability

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