Annals of Social Studies Education Research for Teachers <p>We know that social studies teachers are dedicated to their craft and always looking for ways to improve those practices. Teachers tell us that they would like to make use of research that illustrates powerful social studies teaching and learning, but that they don’t have access to the research, don’t have time to read it, or find it too difficult to digest.</p> <p>Here at <em>ASSERT</em> we want to break down these barriers for you. On our site, you will find easily digestible, relevant, well-written, summaries of the best published social studies research the profession has to offer with practical advice on how to implement these ideas in your classroom.</p> <p>Each article is blind peer-reviewed by two professionals, a scholar with expertise in the field and a practicing social studies teacher. These reviewers help to ensure that the summaries you read are of the highest possible quality, that they accurately represent the research, and that they provide teachers with practical advice they can use to take their teaching to the next level. They are published along-side a Q &amp; A companion article that poses five questions (generated by teachers and teacher educators) about the author’s article.</p> <p>Best of all, we provide you with access to these summaries free of charge. We are a collective of social studies teachers and teacher educators dedicated to the profession and to hard working teachers like yourself. You and your students should have the best new ideas, research, and practices available to you. Now, you have it at your fingertips. <em>The Annals of Social Studies Education Research for Teachers</em> welcomes you to join us in this new and exciting venture.</p> University of Alberta Library en-US Annals of Social Studies Education Research for Teachers 2563-6006 <p>The <a href="">Creative Commons Attribution-NonCommercial 4.0 International License</a> applies to all works published by this journal, unless it is otherwise stated on the article. Authors will retain copyright of the work in perpetuity.</p> We Must Do Better Cory Wright-Maley Copyright (c) 2021 Cory Wright-Maley 2021-05-21 2021-05-21 2 1 i iii 10.29173/assert32 The Urgency of (Explicitly) Teaching Against Islamophobia Muna Saleh Copyright (c) 2021 Dr. Muna Saleh 2021-05-21 2021-05-21 2 1 1 7 10.29173/assert31 Interrupting and Disrupting Single Stories <p>No Abstract</p> Amanah Eljaji Copyright (c) 2021 Amanah Eljaji 2021-05-21 2021-05-21 2 1 8 18 10.29173/assert18 Supporting Muslim students through Culturally Responsive and Relevant Pedagogy <p> </p> Nisreen Alameddine Copyright (c) 2021 Nisreen Alameddine 2021-05-21 2021-05-21 2 1 19 30 10.29173/assert23 Muslim Youth Yearning for Normal Lives <p> </p> Asma Ahmed Copyright (c) 2021 Asma Ahmed 2021-05-21 2021-05-21 2 1 31 39 10.29173/assert16 Teaching about 9/11 and Terrorism and Against Islamophobia <p> </p> Jeremy Stoddard Copyright (c) 2021 Jeremy Stoddard 2021-05-21 2021-05-21 2 1 40 47 10.29173/assert15 Teaching for Change <p>TBD</p> Randa Elbih Copyright (c) 2021 Randa N Elbih 2021-05-21 2021-05-21 2 1 48 57 10.29173/assert17 Encountering Difficult Knowledge and the Curricular and Pedagogical Significance of Holism <p> </p> Zahra Kasamali Copyright (c) 2021 Zahra Kasamali 2021-05-21 2021-05-21 2 1 58 66 10.29173/assert14