Annals of Social Studies Education Research for Teachers
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The Digital Dimensions of Witnessing: Learning with Technology and Testimony
Get PDFThis introduction to the special issue on digital testimony provides context to the articles that follow including an overview of key issues in using digital Holocaust survivor testimony and a discussion of some challenges and dilemmas. Teaching with digital testimony must consider the transition from in-person to digital survivor testimony, issues of memory and history, and the benefits and limitations of the technology. There are important implications for teachers who often see testimony as a way to develop empathy
Designing Digital Simulations to Promote Inclusion in the Social Studies Classroom
Get PDFEngaging social studies pedagogy has a history of using simulations in the classroom. In their present form, simulations can often come with logistical elements that distract from fundamental learning goals. In this paper, we summarize our experience building and facilitating a digital fur trade simulation for use in a 6th grade Minnesota Studies classroom with the goal of alleviating logistical and exclusion strain. Importantly, we make an existing simulation more accessible to students with limited mathematics, reading comprehension, or English-language skills – specifically English Learners and Special Education students who have traditionally struggled with the existing simulation. Reflecting on this experience, we identify new possibilities for accessibility, inclusion, and engagement promised by digital simulations that demonstrate their compelling utility for classroom social studies teachers
Simulations in Social Studies: Practical Implications from Classroom to Extended Reality
Get PDFThis paper examines the use of simulations in social studies education, from traditional classroom methods to extended reality (XR) technologies. Our research explores experiential learning in social studies, ranging from traditional classroom simulations to extended reality (XR). Our research explores the affordances of using both traditional and extended reality (XR) simulations to teach hidden and hard history. Key findings highlight the importance of purposeful instructional design, structured inquiry, and ethical considerations when implementing simulations, particularly for sensitive historical subjects. The research reveals that well-designed XR simulations can enhance student engagement and historical understanding by making the past visible and accessible. However, educators must carefully balance immersive experiences with critical analysis and avoid role-playing traumatic events. The study provides practical implications for educators, including strategies for integrating XR simulations into curricula and addressing the technological challenges of evolving platforms. This research contributes to the ongoing discussion about effective and ethical ways to use experiential learning in social studies education
Framing the Past: The Critical Role of Context and Reflection in the Educational Use of Interactive Digital Testimonies
Get PDFInteractive Digital Testimonies (IDTs) are increasingly utilized in educational settings to engage students with narratives of historical and contemporary events. However, their effectiveness likely depends on the contextual framing provided before the interaction and the structured reflection phase that follows. This article explores the critical role of contextualization and reflection in ensuring the pedagogical value of IDTs by showcasing selected studies. Using examples from Holocaust education and beyond, it argues that context helps students understand the broader historical and social frameworks surrounding testimonies, while reflection fosters critical thinking, empathy, and meaningful connections to the material. The discussion highlights that without these components, IDTs risk being perceived as isolated narratives rather than tools for a deeper understanding of history and memory. The article concludes by offering practical recommendations for educators to design and implement IDT-based lessons that balance immersive engagement with critical analysis, thereby enhancing their potential to contribute to broader educational goals
The Potential of Made-for-School History-Oriented Videogames in the Classroom: The Case of Mission US
Get PDFThis study examines the potential of Mission US, a history-oriented videogame, to foster historical thinking and reasoning skills in K-12 students. Historical thinking, which involves reasoning like historians, is a critical component of disciplinary literacy in history education. The game offers students interactive experiences by placing them in historical scenarios like the American Revolutionary War, the Great Depression, and the Civil Rights Movement, allowing them to engage in historical perspective-taking, cause and consequence analysis, and use of primary source evidence. Through a combination of content analysis and discourse analysis of gameplay, the study assessed how effectively the game mechanics support students in practicing historical thinking. Findings suggest Mission US provides limited but meaningful opportunities for deep engagement in historical thinking. The game includes numerous historical facts and scenarios but often falls short of requiring complex analysis or impactful decision-making. While mechanics such as dialogue selection and map navigation encourage perspective-taking, many interactions remain surface-level. The study concludes that the game, when used in conjunction with broader educational strategies, can enhance students\u27 historical thinking skills but is less effective as a stand-alone teaching tool. The research highlights the importance of teacher involvement in guiding students through the game\u27s content. Effective integration of the game into classrooms should include guided play sessions, collaborative learning, and reflective activities that bridge the gap between gameplay and real-world historical analysis. This study emphasizes the need for supplementary resources and careful handling of sensitive historical topics to fully realize the educational potential of history-oriented videogames
Otipemisiwak (Selves-governing), Wâhkôhtowin (all-related) and Manito (good-vibe) : A Métis Approach to Teaching and Learning About Place
Get PDFThis article begins with a timeline of the autobioethongraphic method of research, and discusses the tenants of the decolonizing Indigenous methodology (Smith, 1999). Given the criteria of the autobioethnography, i provide context of my Métis heritage and apply the Indigenous Métissage (Donald, 2012) method of research that brought forth the Métis wholistic motivational worldview based on otipemisiwak (selves-governing), wáhkôhtowin ( all-related) and manito (good-vibe) (OWM) Nehiyaw concepts (Jarvis, 2023a). Lastly, i provide applications the K-12 educator may use for entry into a wholistic healing process that connects with the local Indigenous language
Performance in Pedagogy: Ethical and Pedagogical Dilemmas Shaping Virtual Survivor Testimony
Get PDFDigital first-person testimonies have become increasingly more available and utilized to engage students. However, with its increase, digital first-person testimonies are facing significant ethical and pedagogical challenges, especially within the field of Holocaust Education which has historically relied on survivor testimony (Ballis, et. al., 2025; Marcus, et. al., 2021; McGregor, et. al., 2022; Tirosh & Mikel-Arieli, 2023; Traum, et. al., 2015; Walden, 2021). With the era of living survivors rapidly coming to an end, understanding the role of digital first-person testimonies within Holocaust Education is paramount. This article summarizes the work of a larger empirical study on the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live Holocaust survivor testimony at the National Holocaust Centre and Museum (UK). The overview of the findings answers two research questions concerning the implementation of VIHST at the National Holocaust Centre and Museum (UK): 1) How do stakeholders perceive the value, utility, and challenges of learning from and with VIHST? 2) What are the interactional forces shaping pedagogical decisions around the use of VIHST in museums
Immersive Memory: Using VR to Reveal the Untold Histories of Chaidari Concentration Camp in Athens
Get PDFIn Europe, immersive technologies have seen limited application at historically contested sites. Meanwhile, despite the significant impact of the German Occupation of Greece (1941-1944) on public debates and its inspiration for artistic displays and performances, many World War II memory sites in Greece remain largely invisible. This paper presents the “Block 15” project, an innovative initiative hosted by the Athens University of Economics and Business (AUEB) and co-funded by the Greek-German Fund for the Future and the Hellenic Ministry of Culture (https://block15.aueb.gr/wp/). The project focuses on the historical significance of the Chaidari concentration camp in Athens during the German occupation of Greece (1941-1944). By utilizing virtual reality (VR) technology for the first time in Greece to present first-person testimonies from survivors at a site of \u27difficult heritage,\u27 this paper aims to explore how digital testimonies can reshape historical understanding and educational practices regarding the Holocaust. The use of VR in the “Block 15” project provides an innovative approach to historical education by immersing users in the testimonies of survivors. This paper argues that VR can preserve the dynamism of survivor narratives, preventing them from becoming static representations that lose their emotional resonance. By actively involving users in the narrative, VR helps maintain the fluidity of memory while addressing the risks of oversimplification or misrepresentation. Through the exploration of these goals and arguments, this paper aspires to contribute to the evolving discourse on digital testimony and its implications for Holocaust and genocide education. This paper also seeks to investigate how VR technology can enhance the pedagogical value of first-person testimonies, facilitating a deeper emotional and cognitive engagement with historical narratives. By offering insights into the integration of VR technology in educational settings, we aim to ensure that the histories of Chaidari’s survivors are preserved and resonate with future generations. Ultimately, this project seeks to illuminate the broader implications of trauma and memory, fostering critical reflections on how the past continues to influence the present
Simulating with Care: Some Thoughts on Mitigating the Potential for Harm in Social Studies Simulations
Get PDFThis editorial commentary and introduction addresses the ethical concerns with simulations for social studies education. While simulations can be a powerful pedagogy for engaging students in perspective taking and decision-making, the harmful and inappropriate use of simulations is well documented. Simulations have the potential to harm students by enacting curricular violence, stereotyping, appropriation, and the reproduction and normalization of oppressive systems. However, with careful pedagogical mediation, these potential harms can be mitigated. This article discusses how simulations may harm students and provides guidance for navigating ethical concerns when using simulations for social studies education
Carrying The CRT Legacy in Perilous Times: Research and Practice in the Social Sciences Under Florida’s Stop WOKE Act
No full textFlorida’s House Bill 7, also known as the Stop Woke Act, is one of the most controversial legal measures in educational history, increasing the supervision of teaching and learning about antiblack racism in social studies education. Florida Governor, Ron DeSantis, has legally banned the teaching of CRT (critical race theory) from K-12 schools, colleges, and universities. In this paper, I analyze specific points from Florida’s House Bill 7 (2022), unpacking its legal divisiveness that upholds white supremacy in the social sciences. This blatant denial of America’s tragic racial history has intensified a hostile and superficial learning environment for teachers of social studies education. As a Black woman, educator, and researcher; there is an added layer of betrayal teaching about race under intense legal scrutiny. In this article, I intend to unpack my experience as one of the last groups of doctoral students to learn CRT at a Florida public university; revisiting the political shift against CRT and how it has impacted my research and practice