Characteristics of Middle Schoolers

Navigating middle school is challenging because students undergo significant changes in physical, cognitive, social-emotional, and psychological development (Association for Middle Level Education, 2025). Physically, students undergo changes that can impact their health and self-image. Cognitively, they become eager to tackle real-life problems and engage in critical thinking, problem-solving, and debates. Socially and emotionally, their development is heavily influenced by relationships with family and peers, as well as by the effects of social media. Some students may even struggle with romantic relationships. Psychologically, they grapple with questions of identity and self-discovery. Middle school is a crucial time for shaping students’ overall well-being, making it essential to nurture their humanity during these years. By promoting humanity in the middle grades, educators can support students’ growth and encourage a positive attitude toward themselves and others.

Social Studies and the C3 Framework for Middle Grades

According to the National Council for the Social Studies (2025), “The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” The essential components of social studies include geography, history, culture and society, civic engagement and government, and economics. This field encompasses human interactions across various disciplines, including history, political science, and government. These areas complement one another, representing the humanities and fostering a collaborative understanding of human behavior and interpretation. Humanity, inclusivity, and diversity are key aspects of social studies.

A common misconception of social studies is that it consists merely of a list of dates and facts, which is overly simplistic and misrepresents the true nature of the field. When history is presented without the complexities of the historical process, it becomes a mere shadow of its real essence. Our cognitive abilities are truly tested and expanded by exploring successes and failures, contradictions, and the complexities of events. A classroom that avoids divisive issues denies students the opportunity for intellectual growth and development. A national curriculum that glosses over these contentious elements presents a distorted view of history (Walker and Langan, 2016). Social studies serve as a lens for understanding humanity–who we are and how we function within society. One of the main objectives of social studies is to teach empathy. While exploring complex social issues, we must reflect on what these events represent to us as individuals and as global citizens.

The National Council for the Social Studies (2013) outlines four dimensions that support middle school students’ readiness for college, career, and civic engagement (C3). These dimensions are: 1) developing questions and planning inquiries, 2) applying disciplinary tools and concepts across civics, economics, geography, and history, 3) evaluating sources and using evidence, and 4) communicating conclusions and taking informed action. By fostering these skills, students will be better equipped to navigate their world and take action rooted in respect for human dignity.

The Primary Source Analysis Guide for Nonfiction and Its Expansion to Fiction

Students should be encouraged to explore learning through various forms of expression. While engaging in their education, they can discover multiple ways to demonstrate their understanding of the material. By allowing students to engage with complex social issues, such as the Israeli-Palestinian conflict, educators can help them examine these interactions in depth. Discussing world events and exploring socially divisive problems enables students to watch videos on social interactions and historical narratives, which helps them consider different approaches to conflict resolution. It is crucial to foster a non-confrontational environment that promotes a humanistic approach to learning and allows for respectful, open discussions.

Primary sources often refer to original documents or firsthand accounts that provide direct evidence about a topic. In teaching social studies, treating primary sources as raw data is important. Our responsibility as historians is to find meaning in this evidence, much like a judge would evaluate the value of a resource such as eyewitness testimony. We derive meaning through interaction. By examining historical documents, such as House Bills or Executive Orders, we can gain a deeper understanding of the perspectives of previous administrations regarding the law. A similar analysis can be applied to watching movies or television programs. For example, shows like “I Love Lucy” or “The Honeymooners” offer insights into life during the 1950s.

While analyzing archival data, it is essential to recognize the collective new vision for teaching social studies. This approach requires a more in-depth historical analysis through document exploration and encourages examining the past from multiple social perspectives. It also promotes a style of scientific inquiry in learning, often seen in science classrooms. Within this framework, students are challenged to go beyond textbooks and engage with history as explorers (Wineberg, 2001). This allows them not only to be consumers of information but also to participate actively in the learning process.

Kincheloe (2004) suggests that many students are not stimulated to study multiple perspectives or learn that in U.S. culture and around the world, there are profoundly different interpretations of historical, scientific, literary, political, social, and economic issues that go beyond those presented in textbooks, content standards, and curriculum guides. Understanding and appreciating diverse perspectives are essential in social studies. However, the challenge arises when someone’s perspective dehumanizes another person. Fyfe (2017) states:

We know that of the many things words can do, one is to cause significant harm. Words can cause direct psychological harm, but they can also directly or indirectly lead to physical violence. In the context of mass violence, words have been used to create and strengthen particular social relations conducive to neighbors killing neighbors. (p. 523)

We believe that the primary source analysis guide created by the Library of Congress Teachers’ Program (n.d.) can and should be extended to include analysis of fictional works, such as Ikeda children’s stories, to promote critical thinking and active learning. This guide consists of three key elements: observation, reflection, and questioning. Students are encouraged to engage with these elements flexibly, as there is no specific order in which they need to be addressed.

Observe: Have students identify and note details.

Reflect: Encourage students to generate and test hypotheses about the source.

Question: Encourage students to ask questions that prompt further observations and reflections.

In addition to these elements, teachers can incorporate questions that prompt further investigation, helping students develop critical thinking and research skills. These additional notes allow teachers to share more insights with students during the analysis activities.

Daisaku Ikeda and His Writing of Children’s Stories

Daisaku Ikeda (1928-2023) was born in Tokyo, Japan. He was a philosopher, educator, peacebuilder, author, and poet. He founded 14 Soka (value-creating) schools across seven countries and established six institutes to foster culture, education, and peace. Ikeda was engaged in conversations with more than 7,000 world leaders and scholars, working to build a global network of friendship and trust. By 2025, he had received 409 honorary doctorates and over 800 honorary citizenships worldwide (Daisaku Ikeda: Peace through Dialogue, n.d.b). Ikeda studies have emerged as an important field, with presentations, publications, and applications featured at national and international conferences, journals, and books. These studies focus on themes such as “life-to-life encouragement, creative coexistence, dialogue, global consciousness, and value-creating approaches to knowledge, society, and power” (Goulah, 2024, p. 1511). Two recently published books highlight this field: Hope and Joy in Education: Engaging Daisaku Ikeda Across Curriculum and Context, edited by Drs. Isabel Nunez and Jason Goulah (2021), published by Teachers College Press, and Value-Creating Education: Teachers’ Perceptions and Practice, edited by Drs. Emiliano Bosio and Maria Guajardo (2024), published by Routledge. Both books showcase the work of numerous educators and researchers in Ikeda studies, demonstrating the importance and practicality of fostering humanity through education. In their article, Engaging Youths in Conversations on Humanity through Daisaku Ikeda Children’s Literature, Kuo and Kubicki (2022) use the three criteria: 1) story and character, 2) language, and 3) illustration and text, suggested by the University of British Columbia Library, to analyze Ikeda children’s stories. They conclude that incorporating high-quality children’s stories about humanity offers a powerful way for youths to create meaning and happiness for themselves and others.

Ikeda once stated, “Education will be my final undertaking in life” (World Tribune, 2024, January 2). He emphasized that the purpose of education is to cultivate humanity and achieve peace. He urged educators to positively influence children by inspiring them, modeling humanistic behavior, and creating lasting memories together. Ikeda believed, “Believing in the youth, being their friend, their big brother or sister, and treasuring them as if they were one’s own children–that, I am convinced, is the key to fostering capable young people” (Ikeda Sensei, 2022, para. 3).

Ikeda’s passion for writing children’s stories stems from his childhood experiences during World War II, where he recognized the profound impact that early experiences have on a child’s entire life. Ikeda expressed, “I set about writing children’s stories with the hope of imparting courage and hope to children, and thus contributing in some way to planting ‘seeds of the heart’ that teach the importance of cherishing friendship and trust” (Daisaku Ikeda: Peace through Dialogue, n.d.a). At 21, he joined his mentor, Jose Toda, at a publishing company, where he began editing a children’s magazine and honed his writing skills. Ikeda concluded his reflections on writing for children by stating, “It is my earnest wish that my works not only serve to create in children the awareness that their lives are infinitely precious, but that the stories also act as a springboard to enable them to cultivate ‘wings of courage and hope’ with which they can soar into the skies of their mission” (Daisaku Ikeda: Peace through Dialogue, n.d.a). Ikeda’s 18 videos of children’s stories are translated into several languages, including English, Korean, French, Spanish, Chinese, and Cantonese. They are freely accessible to the public at https://www.youtube.com/@ikeda.animation.channel.

Ikeda children’s stories convey his profound love for youth, humanity, and peace. He argues that “the essential responsibility of education is to foster in the minds of youth a love of humanity and a spirit to dedicate oneself for the sake of the people and for society” (Daisaku Ikeda: Peace through Dialogue, n.d.d). When education is geared to the service of humanity and motivated by a sense of responsibility, it empowers people to transform their environment through inner change, awakening the interconnectedness of all life, and spreading the powerful philosophy of human revolution for social change (Daisaku Ikeda: Peace through Dialogue, n.d.c).

Theoretical Framework

Blumer’s Symbolic Interactionism

Herbert Blumer (1986) states that symbolic interactionism is founded on three key concepts: 1) individuals respond to objects based on the meanings those objects hold for them, 2) these meanings arise from social interactions with others, and 3) individuals process and alter these meanings through interpretation. The concept of symbolic interactionism explains how objects give meaning to people’s interactions (Charon, 2009). It suggests that individuals act toward the environment based on the meanings it holds for them. Interactions with others influence these meanings and are constantly evolving. In other words, the distinction between objectivity and subjectivity is not clear-cut. Our perceptions and interpretations are continually shaped, revised, or generalized through social interactions with what are considered objective realities (i.e., neutral or fixed). Subjectivity is functional and negotiable; people respond to things based on the significance those things have for them. As meanings change over time or across different contexts, individuals adjust their actions to align with the self-image they construct within social reality and society.

We utilize symbolic interactionism to explore how students interpret the meanings of Ikeda children’s stories. During instructional activities, students participate in interactions that enable them to process and reshape these meanings. This empowers them to make informed decisions that positively affect human lives. By using Ikeda children’s stories as a medium, teachers can closely observe middle-grade students’ interactions with these stories during analysis activities, fostering a deeper understanding of humanity (figure 1).

Figure 1

The Symbolic Interaction with Ikeda Children’s Stories

Tables 1, 2, and 3 provide concrete examples of using the primary source analysis guide for Ikeda children’s stories.

Table 1

Analyzing “The Princess and the Moon”

Table 2

Analyzing “The Cherry Tree”

Table 3

Analyzing “The Winds of Victory”

Connecting Fictional and Nonfictional Media

The literary genre of Ikeda children’s videos is fiction. Fictional accounts are stories created from the imagination, meaning they may not be based on real events. These can include novels, short stories, plays, and more. In our case, the children’s videos are important. Key characteristics include fictional characters, events, and settings; it often tells a story that is not true but contains themes or lessons to learn. In the following section, we give examples of extending Ikeda children’s social studies videos by identifying relevant nonfiction sources. Nonfiction accounts are based on real events, real people, and facts. These include biographies, news articles, documentaries, and essays. Fiction offers indirect ways, while nonfiction provides direct ways for students to engage with the environment; both help develop reflective citizens. Table 4 illustrates that at our core, we all desire happiness. Helping people see their inner beauty helps us see our own value and worth.

Table 4

Connecting Fictional and Nonfictional Media: Happiness

Table 5 demonstrates that through the care of a cherry tree, this story teaches children the importance of perseverance, hope, and friendships in promoting peace within their communities. This story reflects the aftermath of World War II. How did the citizens of Japan carry on after Hiroshima and Nagasaki were devastated by atomic bombs? Yoshito Matsushige’s account of the Hiroshima Bombing is much like the world that inhabits the cherry tree. Yoshito Matsushige survived the Hiroshima Bombing. Like Taichi, Yoshito is dealing with the aftermath of conflict. Both the fictional and nonfictional characters carry on after a great tragedy. What parallels can you find in these fictional and nonfictional accounts?

Table 5

Connecting Fictional and Nonfictional Media: Peace

Table 6 uses the story of The Winds of Victory to illustrate that we can win and lose gracefully. In the video, young and professional athletes demonstrate good sportsmanship. When we watch global competitions like the Olympics, we celebrate the sport and the spirit of competition. Athletes serve as role models for children, so adults must reflect on their behavior, as future generations look up to them. Find aspects related to good sportsmanship. Providing students with opportunities to learn is essential. In life, we face challenges and setbacks and must learn to confront them as they arise. Overcoming these obstacles helps us become more resilient and better equipped for the future. Global competition requires respecting your opponent and prioritizing personal growth and development.

Table 6

Connecting Fictional and Nonfictional Media: Sportsmanship

Discussion

Integrating Social-Emotion Learning in Social Studies

Social studies educators play a vital role in nurturing wellbeing during middle school, impacting students’ growth and fostering a positive self-image and relationships. In The Princess and the Moon, mental health and social-emotional development are crucial themes in the context of social learning. Educators need to be aware of their students’ needs and abilities, providing positive role models and opportunities for reflection that support mental health. This includes cultivating critical thinking and reflective practices. With the reality of trauma, including teen suicide, online bullying, and in-school bullying, it is imperative to address these issues and equip children with tools to navigate challenges at an earlier age than past generations. Today’s students confront mental health issues, the effects of COVID, and social unrest as they learn. In The Cherry Tree, Taichi grapples with his father’s death and a war-torn village, exemplifying hope for children facing loss. Similarly, The Winds of Victory emphasizes fair play, which is closely linked to good citizenship through kindness and respect. In the face of rising bullying and suicide rates among teens, social-emotional learning is essential. Alverson et al. (2021) emphasize that all middle school programs should respond to the developmental needs of young adolescents. Daisaku Ikeda children’s stories address contemporary issues, making them particularly relevant. The middle school period is crucial for addressing students’ cognitive, social, emotional, moral, and cultural development (Brinegar and Caskey, 2022). Borman et al. (2021) highlight the significance of this factor in shaping students academically, socially, and emotionally. Furthermore, Brown et al. (2024) emphasize creating a school culture that values students’ strengths, promotes inclusive practices, and fosters meaningful connections among students, families, and the community.

Promoting Democratic Education

The analysis of Ikeda children’s videos, which focuses on themes of happiness, peace, and sportsmanship, aligns well with various social studies standards, including those related to democracy. It also supports social and emotional learning goals, such as self-awareness, responsible decision-making, and relationship development. This alignment highlights that promoting and restoring humanity through social studies is not only academic competence but also a moral obligation. One of the most empowering aspects is its call to action. Teachers inspire students to apply what they learn by engaging in civic action or service learning that positively impacts their schools and communities. This empowerment catalyzes change, inspiring both educators and students to make a positive impact. Ikeda children’s stories, along with their connection to nonfiction media, deepen students’ understanding of their environment in a unique way. It not only focuses on the narratives of conflict but also sheds light on human revolution (i.e., inner transformation), diplomacy, and community-building efforts. By highlighting lesser-known narratives of peacebuilders, civil rights leaders, and reconciliation efforts, teachers can provide a more comprehensive and balanced view of history, fostering a deeper understanding and appreciation of the complexities of human interactions. We want to ensure that it is not just the story of those who suffered during war, but also one of perseverance.

Implementing Innovative Activities

Georgia, for example, emphasizes inquiry-based learning and civic understanding in its Social Studies Standards of Excellence (Georgia Department of Education, 2023). By integrating these standards with the C3 Framework, this article illustrates how state and national educational expectations align. Social studies educators can effectively teach both content and social perspectives by being intentional in their teaching methods. Utilizing narratives from The Cherry Tree video alongside the historical context of the Hiroshima Bombing serves as a powerful way to foster compassion and courage, particularly in relation to global conflicts. These hands-on activities raise students’ awareness of the dignity of life and empower them to take action for peace.

Fictional and nonfictional media create a sense of community among students, fostering a shared understanding of complex social issues. These methods allow students to engage emotionally and critically with real-world topics. Fiction invites empathy by placing students in the shoes of diverse characters, while nonfiction offers factual grounding and historical context. Classroom activities such as role-play can deepen student engagement by encouraging them to explore different perspectives, fostering dialogue, and promoting problem-solving. These strategies help learners explore their world, examining the systems, norms, and communities that shape their lives. By reflecting on their lived experiences alongside those represented in texts, students can make meaningful connections, challenge assumptions, and begin to envision themselves as active participants in social change. Educators can also benefit from this shared understanding and connection as part of this community.

Taking a Stand for Justice

Justice and peace are inseparable concepts because a truly just society upholds the dignity of every person’s life. A justice-oriented philosophy in the classroom can be understood as developing skills for real-world problem-solving. Teachers need to provide a space for discussing complex issues and a safe environment for those with different perspectives. In this article, Ikeda children’s videos on happiness, peace, and sportsmanship are used for analysis activities, providing social studies educators with a valuable approach to fostering students’ sense of responsibility for creating peace in their environments. In his book, “One by One: The World is Yours to Change,” Ikeda (2004) highlights Rosa Parks’s courageous and compassionate actions, emphasizing that “the courageous cry of even a single individual standing up for justice can light a flame in the hearts of thousands and change the course of human history” (p. 148). He further asserts that “one person inspiring another, transcending all differences–this is the basis of changing society at the most fundamental level” (Daisaku Ikeda: Peace through Dialogue, n.d.d.). The insights illustrated in Ikeda’s children’s stories and through analysis activities teach that pursuing justice requires individual observation, reflection, and questioning. This is especially crucial for the youth, our society’s future, who are dedicated to pressing onward with courage, compassion, and wisdom for their own happiness and that of others.

Inspiration can take many forms, from a woman refusing to give up her seat on a bus as a symbol of resistance against segregation, to a school recognizing and addressing unfair policies for its students. Teachers must view students holistically and provide supplemental resources to foster a more comprehensive understanding of historical topics. Allowing adolescents to voice their anger and engage in open conversations about the world is essential. Engaging in discussions about current social issues signifies our commitment to students.

Social studies plays a pivotal role in interdisciplinary learning, often integrated with fields like English and Science, encouraging students to explore the interconnectedness of knowledge and fostering curiosity. According to the National Council for the Social Studies (2025), social studies standards offer substantial interpretive space for districts, schools, and teachers due to intentional design choices and political influences. This flexibility leads to variation in curricula across states and districts, highlighting the significance of educator input. National and state guidance frames standards as goals rather than strict curricula (NCSS, 2025). These standards articulate what students should know and be able to do, while the “how” is left to local curricula and teacher discretion.

Our article aligns with national and state social studies standards by promoting teacher autonomy, accommodating local contexts, and encouraging critical thinking rather than rote memorization. By focusing on disciplinary practices through both fiction and non-fiction examples, instructional activities can facilitate deeper learning in social studies, rather than simply listing facts.

Conclusion

The primary goal of social studies is to develop students into contributing citizens by nurturing their humanity. This article explores how Ikeda children’s stories can help teachers foster a sense of humanity that embraces happiness, peace, and sportsmanship. By extending the “Teacher’s Guide: Analyzing Primary Sources” to include fictional sources and connecting to nonfictional sources, social studies educators promote creative expression and critical thinking through various forms of media. This approach helps students transform self-doubt and societal violence into a commitment to peaceful coexistence. Integrating human education through Ikeda children’s stories cultivates empathy and a deeper understanding of both global and local issues. It allows students to explore diverse perspectives, ethical dilemmas, and their own paths to empowerment. By emphasizing observation, reflection, and questioning, educators encourage dialogue and active citizenship in the classroom and beyond.

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