Two-Column Notes

Date:
9/21/16

Name:
Devon Hundley-Beach

Class/Subject:
EDTL 2760: Introduction to the Teaching of Social Studies
Topic or Chapter
Beyond personally responsible: A study of teacher conceptualizations of citizenship education
Patterson, N., Misco, T., & Doppen, F. (2012). Beyond personally responsible: A study of teacher conceptualizations of
citizenship education. Education, Citizenship, and Social Justice, 7(2), 191-206.

Page #

The Text Says

Notes (key concepts, direct quotes, etc.)

I Say
My notes, commentary

Page
#197

Teaching social studies because it is required and

preparing students for the next grade level were
ranked last (pp. 197).
The most common and clearest responses in this
category focused on traditional values (honesty,
respect, civic awareness and pride, awareness of
laws and rules in the community, patriotism,
tolerance, responsibility), and traditional behaviors
(voter participation, community participation,
volunteering, following laws) (pp. 197).
About one-fourth of the teacherscategorized as
participatory, with such typical responses as: A love
and pride for their country that encourages them to be
participating citizens who share in the decisionmaking, operation, and well-being of the United
States, stays informed, contributes positively to
community, votes, accepting of people, works to make
world a better place and understand their
responsibilities as a citizen (pp. 197-198).

I feel that is it important that the teachers ranked this last.

That means, for the most part, that the teachers care about
their jobs and the impact they make.
This was and also was not surprising to me. I have been
told my whole life that social studies is not an important
subject or topic, and I can imagine that many other people
have as well. People, and even some teachers this shows,
do not conceptualize the fact that social studies engulfs the
world around us.

Six teacherswere categorized as justice-oriented,

I think that this is what teachers should strive to be and

Page
#197

Pages
#197-198

Page

This seems like the mediocre teachers that have no

significant passion for social studies. I also figured this
would be the biggest group from the study.

#198

with responses that indicated a desire to change the

status quo (pp. 198).
Someone who is aware of the interdependence of
world cultures, the physical and human features of
world cultures, understands the importance of
becoming involved at the local, regional, and global
levels in issues, and who is willing to be outraged at
social injustice. Good citizens should be able to get
information about issues, read and understand the
information, and then act on it by either voting,
petitioning, or creating opportunities to change (pp.
198).

provide for their students. However, I think there are a lot of

regulations that prevent teachers from going this far in
depth. As far as I have been taught, social studies teachers
should keep their opinions to themselves to protect
themselves. I have been told thus far that the participatory
path is more of how teachers should behave and teach.

Connections & Responses

1) Connections to previous readings
Since our classroom discussion, I have a much better understanding of what democracy in social studies is about. These pieces
connect very deeply. By having more informed and motivated citizens, there could be more of a push toward democracy. I think we
are seeing that a lot as well during this election season. Some aspects are pushing down democracy, but I think people are finally
attempting to be active and informed citizens, even if some are wrong or perpetuating misinformation.
2) Opinion on the findings of the study
I thought the justice-oriented teacher that took the meaning of citizenship beyond the classroom was very interesting. I never would
have thought to have students write letters to Congressmen or be active in that fashion. This makes me want to readdress how I plan
on teaching and provide and motivating my own future students.