Engaging Minds in Social Studies Classrooms: The Surprising Power of Joy

Political intrigue. Environmental issues. Ethical dilemmas. Critical thinking. Problem solving. Social studies content is directly connected to real life and is filled with built-in hooks to transform tuned-out students into engaged and enthusiastic learners. Experiencing schoolwide elections, researching a cause, and participating in mock court cases are just a few ways to build the joyful self-efficacy and knowledge that students need for college, careers, and civic-minded adulthood.

Springing from the insights and research in Engaging Minds in the Classroom: The Surprising Power of Joy, Erekson explains how to integrate the joyful learning approach with social studies standards, including the Common Core, the National Curriculum Standards for Social Studies, and the College, Career, and Civic Life framework. In addition to discussing how to create a student-centered classroom and develop activities that generate authentic products and meaningful outcomes, Erekson provides specific strategies that will enhance your own joy of teaching and learning.

This volume completes the set of Engaging Minds, and is a welcome addition to every teacher's reference collection.

James A. Erekson is a former elementary teacher and has collaborated with K-12 teachers on reading, writing, and oral language. He has successfully used social studies content to help students develop into stronger readers and writers and is an associate professor of reading at University of Northern Colorado.

James A. Erekson is an associate professor of reading at the University of Northern Colorado. He has been teaching in the field of languages and literacy for more than 20 years, teaching four foreign languages in addition to reading and language arts courses. Erekson collaborates with K-12 educators to teach and do research on reading, writing, and oral language in elementary and middle schools. He taught elementary grades and collaborated with middle school teachers to coordinate a successful reading center for eight years, where the vitality of social studies content helped young readers make breakthroughs in reading and writing. Erekson has presented his work both nationally and internationally, and recently worked with Denver Public Schools elementary teachers on a three-year state-funded learning experience on social studies and literacy.

Michael F. Opitz is professor emeritus of reading education at the University of Northern Colorado, where he taught undergraduate and graduate courses. An author and literacy consultant, Michael provides inservice and staff development sessions and presents at state and international conferences and also works with elementary school teachers to plan, teach, and evaluate lessons focused on different aspects of literacy. He is the author and coauthor of numerous books, articles, and reading programs.
Michael P. Ford is chair of the Department of Literacy and Language at the University of Wisconsin Oshkosh, where he teaches undergraduate and graduate courses. He is a former Title I reading and 1st grade teacher. Michael is the author of five books and more than 30 articles. He is a senior author of the core reading series LEAD 21. Michael has worked with teachers throughout the country. His work with the international school network has included staff development presentations in the Middle East, Europe, Africa, South America, and Central America.