Call for Chapters: Extending the Ground of Public Confidence: Teaching Civil Liberties in K-16 Social Studies Education
CALL FOR CHAPTER PROPOSALS
Extending the Ground of Public Confidence:
Teaching Civil Liberties in K-16 Social Studies Education
Book Editors: Dr. Janie Hubbard and Dr. Jason Harshman
A volume in Information Age Publishing’s Teaching and Learning Social Studies
Series Editor: Dr. William B. Russell III
The preamble to the U.S. Bill of Rights (1791), a document created in recognition that the U.S. Constitution (1789) had failed to address the rights of citizens, includes the lines “...in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the ground of public confidence in the Government, will best ensure the beneficent ends of its institution.” Of course, words alone do not guarantee that the rights and freedoms detailed in the Bill of Rights and subsequent amendments have been equally protected and upheld without fail. In fact, just as there were concerns over tyranny and oppression then—and has been evidenced during the course of the project in democracy that is the history of the United States—challenges to and distress over our civil liberties remain relevant today. In these times, and in the interest of future generations, students must not only learn about these issues, but develop the knowledge, skills, and attitudes necessary for leveraging their capacity as active citizens charged with holding institutions responsible for protecting our civil liberties accountable.
The Information Age Publishing book series Teaching and Learning Social Studies (TLSS) issues a call for chapters for a volume entitled Extending the Ground of Public Confidence: Teaching Civil Liberties in K-16 Social Studies Education.Grounded in current scholarship, this book seeks to address the need for a practical, user-friendly, current resource for teaching civil liberties topics and issues affecting individuals and groups both in the past and present in social studies in K-12 and teacher education. This book will bring together chapter-length discussions and classroom ready learning activities framed by the NCSS C3 inquiry arc to highlight and support meaningful education about and for civil liberties in the United States. Such topics include, but will not be limited to: challenges surrounding freedom of speech and religion, protecting due process, defending property rights, debates on security of persons and privacy, including online environments, and the free exercise of assembly and expression. The editors and publisher seek to include research on how civil liberties are presented and discussed in K-12 and teacher education classrooms, curricular and conceptual projects that examine historical and contemporary perspectives on civil liberties, and lesson ideas that engage learners across age groups and grade levels in inquiry based learning and that foster informed, sustainable actions aimed at upholding and protecting civil liberties for all.
Authors interested in this book project are invited to submit proposals that focus on classroom research and/or inquiry-based learning activities that examine the intersections of civil liberties with contemporary events and issues, history, law, ethics, sociology, race, gender, sexual orientation, citizenship status, ability and disability, geography, economics, and more.
The book will be divided into sections, and each section will include 2-3 chapters, with each chapter focusing on teaching about a civil liberty using the C3. Interested authors are asked to submit chapters that align with one of the following book sections:
- The U.S. Constitution and Constitutional Law
- Citizenship Status and Civil Liberties in the U.S.
- Voting Rights and Access in the U.S.
- Gender, Sexuality, and Civil Liberties
- Religious Liberties and the Establishment Clause
- Race, Resistance, and Resilience within the U.S.
- Interacting with Elected Officials, Institutions, and Groups to Protect Civil Liberties
Submission Guidelines and timeline:
Interested authors should email an abstract to civillibertiesbookIAP@gmail.com by November 25, 2017 that includes the following items:
- Author Information: Name(s), position(s), mailing address(es), phone number(s), and e-mail address(es). Please note the corresponding author for the submission.
- Title of proposed chapter and the section you wish to be included under.
- Designate the grade level and content area (i.e. history, economics, civics, geography, sociology, psychology) your lesson activity best aligns. All lesson activities will use the Inquiry Design Model (IDM) template. Upon acceptance, authors contributing a lesson will receive the template and guidelines for formatting the chapter.
- Chapter abstract without research (500-750 words maximum): Include theoretical or conceptual framework, compelling question, desired learning outcomes, potential materials, and significance to civil liberties education for 21st century social studies.
- Chapter abstract with research (750-900 words maximum): Include theoretical or conceptual framework, discussion of methodology, a brief description of participants, at least two significant findings in relation to civil liberties education, compelling question, desired learning outcomes, potential materials, and significance to civil liberties education for 21st century social studies.
- A bio of no more than 100 words for each author.
CFP sent: September 18, 2017
Author proposals due: November 25, 2017
Invitation to submit full chapter: December 17, 2017
Chapter drafts due to editors: March 10, 2018
Peer Review of chapter submissions sent: March 17, 2018
Chapter reviews returned to Editors: April 24, 2018
Chapters sent to authors for revisions: May 1, 2018
Chapter revisions from authors due to Editors: June 7, 2018
Complete manuscript sent to series editor: June 22, 2018
All proposals should be emailed as Word attachments with the subject line: “Civil Liberties Education - LAST NAME” to civillibertiesbookIAP@gmail.com.
Jason Harshman, PhD
University of Iowa
N235 Lindquist Center
240 S. Madison Street
Iowa City, IA 52242
Janie Hubbard, EdD
University of Alabama
Bibb Graves Hall 203F
Tuscaloosa, Alabama 35487-0232