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Explore the World of Cosplay
No full texthttps://thekeep.eiu.edu/eiu_comicfest_2025_book_displays/1001/thumbnail.jp
Wonder Woman\u27s First Issue
No full texthttps://thekeep.eiu.edu/worlds_of_wonder_wonder_women/1000/thumbnail.jp
The Anti-Hero: Why Do We Love Them So?
No full texthttps://thekeep.eiu.edu/worlds_of_wonder_antiheroes/1009/thumbnail.jp
Batman\u27s Gadgets
No full texthttps://thekeep.eiu.edu/worlds_of_wonder_antiheroes/1021/thumbnail.jp
Tackling Mississippi’s Brain Drain: A Problem-based Geographic Inquiry Approach for Social Studies Educators
No full textThis paper offers an overview of brain drain as a social problem and shares insights on integrating problem-based geographic inquiry (PBGI) into classrooms. It aims to help social studies teachers: 1) understand brain drain and its geographic relevance, 2) explore how brain drain serves as an engaging public policy issue for PBGI, and 3) identify resources to support problem-based learning. Additionally, the paper provides practical recommendations on designing effective PBGI units, selecting relevant resources, and utilizing geographic tools to foster civic and geographic reasoning skills. Investigating human migration associated with brain drain using a public policy lens should help students engage with critical issues affecting their communities and prepare them for more informed democratic participation
Teaching Inquiry: A Guiding Template Fosters Critical Thinking
No full textThis article provides a supportive way to address the marginalization of social studies by teaching inquiry through the use of a template. Inquiry based learning encourages students to make real-world connections by engaging in problem solving and exploration through research. It fosters higher level skills like critical thinking, evaluation, and synthesis of knowledge through experiential learning (Bell, Urhahne, Schanze and Ploetzner 2009). Using inquiry to investigate social studies topics encourages the use of sources from diverse perspectives to understand the complete picture of the event being researched. Teaching social studies through inquiry is a daunting task due to multiple obstacles such as the marginalization of social studies in contrast to the dominance of math and literacy instruction, a lack of reserved time to teach social studies, and lack of teacher content knowledge and confidence. Using a guiding template to support inquiry skill development encourages critical thinking
Whose Histories Will a GenAI Tool Generate? Prompting ChatGPT-4 for Diverse History Lesson Plans for the Cold War Space Race
No full textThis paper explores strategies for teachers to use in prompting ChatGPT-4 to develop diverse history lesson plans for the Cold War Space Race. Prior research showed that when given a single, broadly phrased “design a lesson plan” prompt, chatbots are less likely to generate material about experiences of African Americans, women, and other historically marginalized groups. We tried two alternative prompting strategies: a) Change the wording of the prompt to incorporate James Banks’ Levels of Multicultural Content Model, and b) Change the source of the content for the prompt by using teacher-curated materials from an open online wikispace, resourcesforhistoryteachers that included text and links to primary source, multimedia materials, and diverse content. Analysis revealed that changing the language and content of the prompt integrated the historical experiences of African Americans and women during the Space Race mainly at the lower levels on the Banks content model scale, although revised prompting that instructed the AI to include well-established instructional frameworks like Bloom’s Taxonomy began to expand the diverse content of the plans. To build more diverse history lesson plans, we conclude teachers must continue prompting AI chatbots to provide more multicultural information while also integrating their own professional and historical knowledge into the design and delivery of learning experiences for students