Reading Autobiographies, Memoirs, and Fictional Accounts in the Classroom: Is it Social Studies?
Bibliographic record
Abstract
Two professors share ideas regarding connections between autobiography, memoir, fiction, and social studies curriculum. The authors outline two narrative approaches they employed in their social studies curriculum and instruction courses for pre-service teachers. In one required course at the secondary level, a narrative inquiry symposium was a component wherein the students explored various narratives as entry points into the construction of social, political and historical events. The authors describe a second format employed in an elective course titled, Narrative and Social Studies Curriculum. Elementary, middle years, and secondary teacher education students worked in book clubs for the duration of this course. Both approaches encouraged pre-service teachers to consider historical fiction, autobiography and memoir as valid locations of social studies knowledge. The authors note how teaching social studies through a narrative approach provides opportunities to link the local and the personal to wider concepts and universal themes. Book lists are included.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.006 | 0.030 |
| Scholarly communication | 0.012 | 0.007 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".