Newsletter for Members of National Council for the Social Studies
A Conversation with Ken Burns
Ken Burns will hold an informal conversation with educators attending on
Sunday morning at the 94th NCSS Annual Conference to be held in Boston,
November 21–23, 2014. Burns has directed and produced some of the
most acclaimed historical documentaries ever made. Showing the breadth
of his interests, his films include The Civil War, Brooklyn Bridge, Thomas Jefferson, Baseball, Jazz, The War, Prohibition, The Dust Bowl, The Central Park
Five, and most recently, The Roosevelts: An Intimate History. His current projects include films on Jackie Robinson, the Vietnam War and the history of
country music. Burns’s films have received twelve Emmy Awards and two
Oscar nominations. His appearance is generously sponsored by the New
England History Teachers Association, which will present the 2014 Kidger Award to Burns for his
distinguished work in history.
At this stage of his career, Burns seems to takes on an epoch as if it were a slice of cake. For example, his epic, seven-part, fourteen-hour documentary about the Roosevelt family covers more
than a century, from Theodore’s birth in 1858 to Eleanor’s death in 1962. Over that span, Theodore
would become the 26th President of the United States and his beloved niece, Eleanor, would marry
his fifth cousin, Franklin, who became the 32nd U.S. President. Together, these three individuals not
only redefined the relationship Americans had with their government and with each other, but also
redefined the role of the United States within the wider world. The series encompasses the history
the Roosevelts helped to shape, but it is also an intimate human story about love, betrayal, family
loyalty, personal courage and the conquest of fear.
Number 251
October 2014
IN THIS ISSUE
94th NCSS Annual Conference:
Boston1
President’s Message 3
State and Regional Conferences
8
Teaching Resources
9
Professional Development
13
Awards, Grants, & Competitions
15
Each One, Reach One 17
TV Plus
20
Copyright by World Economic Forum. swiss-image.ch/Photo by Monika Flueckiger.
Nicholas Kristof: Keynote Speaker
New York Times Pulitzer Prize-winning columnist Nicholas Kristof is the latest speaker added to the lineup for the Conference. Kristof, co-author (with
his wife and 2012 conference speaker Sheryl WuDunn) of the forthcoming
book A Path Appears: Transforming Lives, Creating Opportunity, will speak on
Saturday afternoon, November 22, sharing his discoveries in researching
this book and showing clips of the PBS series, airing in January 2015.
Kristof and WuDunn, the first married couple to win the Pulitzer Prize, are
acclaimed for their reporting about international social injustices, women’s
issues, and Asia’s economic ascendance. They are co-authors of Half the Sky:
Turning Oppression into Opportunity for Women Worldwide. Kristof has written for the New York Times since 2001, during which time he received an additional Pulitzer for his
columns about the genocide in Darfur.
CONFERENCE UPDATES: Henry Louis Gates, Jr. has canceled his scheduled speaking engagement on Friday, November 21 at the Conference. He will be traveling abroad on behalf of Harvard
University, though he will appear on Thursday, November 20 as part of the College and University
Faculty Assembly (CUFA) annual meeting in Boston.
Jose Antonio Vargas will serve as the keynote speaker on Friday at 11:15am. He was covered in
the July/August 2014 issue of TSSP. Read about all of the conference speakers at www.socialstudies.
org/conference/speakers.
Page 1 • October 2014 • tssp
THE CIVIC MISSION OF SCHOOLS
LetFreedomRing
November 21–23, 2014
THE CIVIC MISSION OF SCHOOLS
Confirmed Speakers
Ken Burns
Eric Foner
Nicholas Kristof
Jose Antonio Vargas
Caryl M. Stern
Diana Hess
Walter Parker
Peter Levine
LetFreedomRing
November 21–23, 2014
Register now for the
94th NCSS Annual
Conference in
Historic Boston
Join NCSS in its first return to Boston and
New England in more than 30 years. The 94th
Annual Conference will feature a treasure trove
of Boston resources for social studies educators—
from historic landmarks to its many educational
institutions, including the nation’s oldest school
district.
Conference Highlights include:
• Over 800 content-rich sessions
• Renowned speakers and education experts
• Learning opportunities at Boston institutions
such as
 JFK Library
 Freedom Trail
 MIT Center for Civic Media
 USS Constitution
 Museum of African American History
 and many more!
Please come to Boston.
You’ll have a wicked good time!
Register Now!
socialstudies.org/conference
President’s Message
We’re Off and Running!
Just a few days following Constitution Day, the NCSS Board of Directors held its first meeting to kick off the
new school year. This year’s board is phenomenal and eager to achieve our NCSS goals and priorities for 201415, as described in these four objectives:
•Education/Knowledge
* Increase social studies content, instructional strategies, information, and resources to support high
quality social studies instruction.
* Increase accessibility, awareness, and use of NCSS resources
•Advocacy
* Increase national, state, and local advocacy in legislative and public awareness efforts of the importance of social studies
Michelle Herczog
•Membership
* Increase awareness of NCSS’s mission and purpose among social studies educators and pre-service educators
• Social Studies Excellence/Citizenry
* Promote and facilitate implementation of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.
We have established Board Member working groups for each of these four objectives and created action steps to move our work forward.
Board members will be reaching out to leaders in state and regional councils, communities, committees, and associated group, to gather
information about your work in these four areas and to offer assistance in reaching your goals as well.
If you are attending the NCSS Annual Conference, you can freely access an archive with more than 30 hours (and growing!) of session audio recordings and video from conference keynote speakers (a value of $125). Visit the NCSS Live Learning Center, ncss.sclivelearningcenter.com.
Be sure to check out the online NCSS Publications Archive (with free title and abstract searches for the general pubic), NCSS Annual Conference offerings, NCSS online professional development webinars, and other timely resources and events listed in the following pages of TSSP.
We are working with you and for you to meet the objectives and goals of today’s social studies professionals.
The Newsletter for Members of
National Council for the Social Studies
Number 251, October 2014
NCSS Executive Director
Susan Griffin
Director of Publications
Michael Simpson
Editor
Steven S. Lapham
Art Director
Richard Palmer
Contributing Staff
Timothy Daly
Director of Administration
David Bailor
Director of Meetings
and Exhibits
Ana Chiquillo Post
Director of External Relations and Council
Communications
Cassandra Roberts
Director of Membership
The Social Studies Professional, ISSN: 0586-6235, is
published online eight times a year (the issues of
September, October, November/December, January/
February, March, April, May/June, and July/August).
Send nonprofit announcements to tssp@ncss.org.
For advertising call Bill Doran at Phone: 302-6440546; Fax: 302-644-4678 E-mail: advertising@ncss.org.
Advertising rates and specifications can also be
found at www.socialstudies.org/advertising.
National Council for the Social Studies
All rights reserved, © 2014
Page 3 • October 2014 • tssp
Membership in National Council for the Social
Studies is open to any person or institution interested in the social studies. Comprehensive Member
dues are $82. Regular Member dues are $69;
Student/Retired Member dues are $40 (instructor
certification required for full-time student status).
To join NCSS or subscribe as an institution, send
check to NCSS, PO Box 79078, Baltimore, Maryland
21279; call 1-800-296-7840 extension 111; or visit
www.socialstudies.org/membership.
Notification of changes of address by members and
subscribers can be e-mailed to membership@ncss.org
or sent by regular mail to Membership Department,
NCSS, 8555 Sixteenth St., Suite 500, Silver Spring,
MD 20910.
Reports from the States
C3 Framework: Connecticut Holds Two Workshops
Kristin Steeves
A three-and-a-half day workshop on the topic of teaching with the C3 Framework in Connecticut was held at Hall High School in West Hartford, from June 31–July 3, 2014. A second similar session was held at Central Connecticut State University from August 11–14. Participants
used the new C3 Framework as well as drafts of state “curriculum frameworks” that align to it. (Visit www.sde.ct.gov/sde to read about “The Connecticut Framework: K-12 Curricular Goals and Standards” and related documents.)
The audience (about 160 people for both session) was primarily classroom teachers from all grade levels with some supervisory responsibilities. The workshops introduced teachers to the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (a free
download is at www.socialstudies.org/c3) and how state standards can be revised to reflect it. Participants took home classroom resources and
techniques for implementing the four dimensions of the C3 Framework in their classrooms. We are hopeful that the State Board of Education will approve revised state frameworks as early as October 2014. Once it is passed, teachers will work within their district to align their
curricula with the frameworks.
Dimensions of the C3 Framework’s Inquiry Arc
1. Developing Questions and Planning Inquiries
3. Evaluating Sources and Using Evidence
2. Applying Disciplinary Concepts and Tools
4. Communicating Conclusions and Taking Informed Action.
The August event was coordinated by Steve Armstrong from the state Department of Education and immediate past president of NCSS,
and John Tully from Central Connecticut State University. On the first day, key presenters Emma Thacker from Wakeforest University and Lauren Colley from the University of Kentucky explored each dimension of the C3 Framework and led group activities during which attendees
practiced creating “compelling questions” (focusing on enduring issues and concerns) and “supporting” questions (focusing on descriptions,
definitions, and processes that are generally agreed upon).
USDA/commons.wikimedia.org
On the second day, David Hicks from Virginia Tech University offered
an enthusiastic presentation on how to incorporate the process of inquiry into the classroom. We were honored to have Secretary of State
Denise Merrill join us and speak, with her colleagues, on the importance of civics and why voting matters.
On one day of the workshop, the audience heard from a classroom
teacher, Liz Devine, from William H. Hall High School in West Hartford.
One of her courses, Global Problem Solving, reflects the C3 Framework
approach to teaching in every sense. She prepares students for the
challenges of a global society by inviting them to seek out information
about a problem, collaborate with others, and apply problem-solving
strategies (see photo) to address an issue within the community.
Once revised state frameworks are passed, the Connecticut Council
for Social Studies (CCSS) plans to open a discussion through Google
Groups, a forum to facilitate conversation about anything related to the
Planting trees helps reduce the effects of global climate change. A
C3 Framework and the teaching of social studies K-12 in Connecticut.
student at Centreville (MD) Middle School at work in 2011.
CCSS will also continue to provide updates and professional opportunities at its website, (www.ctsocialstudies.org). Some of the workshop attendees expressed a concern with the absence of specific course content within the frameworks. In response, CCSS is discussing a possible
companion document, which could provide examples of how districts and schools can create curriculums and lessons that are in line with
the C3 Framework and related state frameworks, standards, and goals.
Both workshops generated a very positive response. Participants were engaged and interested in the inquiry process. They were eager to
utilize sources and take the next steps to ensure a high-quality social studies education for every student.
Kristin Steeves is a student at Central Connecticut State University, aiming for her bachelor’s degree in education, and is “director of logistics” for the Connecticut Council for
the Social Studies (the title was bestowed on her by Steve Armstrong). Is your state, district, or school using the C3 Framework in planning standards, curriculums, and lessons?
Please contact the editor at tssp@ncss.org to arrange a report from your state.
Page 4 • October 2014 • tssp
News Around the Nation
Seeking CAEP Reviewers
NCSS seeks members to serve as reviewers of university social studies teacher education programs for the Council for the Accreditation of
Educator Preparation (CAEP, formerly NCATE).
• How does it work? Teams of reviewers examine program
reports and conduct reviews over the Internet. One member
of each team, designated the “lead reviewer,” receives
program reviews from the other team members and
compiles the review report. An audit committee at NCSS
checks the reviews and sends them to CAEP for distribution
to the submitting institution.
• When does this happen? Reviews take place primarily in
October/November and March/April. Usually each reviewer
is assigned no more than three reviews per cycle, and can
expect to spend 8–10 hours per review.
• How do you prepare? NCSS training takes place at the annual
conference (this year in Boston) and is a two-part process.
We ask trainees to attend the all-day institutional training
clinic on Wednesday, November 19, 2014, from 9:00am to
4:00pm. (There is no charge for CAEP reviewer trainees to
attend the clinic, but we do expect that you will commit to
being a reviewer for at least three years.)
• You also attend a “How to Review” session on Friday,
November 21, at 9:00am until noon, followed by a workshop,
1:00–3:00pm that includes experienced reviewers.
If you are interested in becoming a CAEP reviewer, please contact Dr.
Benton as soon as you can.
Brandie Benton, Ph.D.
Coordinator, CAEP/Federal Programs
Curriculum and Instruction
Teachers College, Henderson State University
EDC 242, Box 7770
Arkadelphia, AR 71999
(870) 230-5203 (office) (870) 230-5459 (fax)
brandie.benton1 (SKYPE) BENTONB@hsu.edu (e-mail)
Resistance Grows to High-Stakes Testing Abuses
Promoting high standards in education is a worthy goal. The coercive and unscientific use of test results, however, is something quite different, and NCSS has signed statements that oppose sanctions against students, teachers, or schools (www.fairtest.org/empowering-schools-andimproving-learning) based on testing data. The National Center for Fair and Open Testing (www.FairTest.org) has posted a new report, “Testing
Reform Victories: The First Wave,” that reviews developments across the country as teachers, parents, and concerned citizens organize to
prevent testing abuses. For example:
• Four states—Minnesota, South Carolina, Alaska and Rhode Island—repealed or delayed graduation testing requirements;
• Many other jurisdictions, including Texas, Virginia, Oklahoma, North Carolina and New York City, rolled back the number of required
exams or reduced their impact;
• Common Core testing consequences were postponed in Oregon, Colorado, Nevada, Washington, DC and New Jersey;
• Opt-out drives, boycotts and rallies swept the nation. In New York, 60,000 public school children refused to take a state standardized
exam;
• Candidates won office by speaking out against high-stakes testing in Seattle, Denver, Long Island, Los Angeles, and Newark;
• Ten more colleges and universities dropped ACT/SAT admissions score requirements. The total of test-optional institutions now tops
830; and
• A majority of Americans now agree that standardized testing does not improve learning and teaching, according to the recent PDK/
Gallup survey and other opinion polls.
• Notable educators and social scientists continue to speak up against hubristic abuses of test data—people such as New York University Professor Diane Ravitch and Stanford University Professor Linda Darling-Hammond, both speakers at NCSS Annual Conferences in
recent years. See, for example, Hammond’s article “Evaluating Teacher Evaluation,” summarized at www.pdkmembers.org/members_online/
publications/Archive/pdf/DissGuide1203.pdf.
FairTest opposes any sort of “reliance on test scores to make critical educational decisions about students or schools.” The case is summarized
at www.fairtest.org/k-12/high%20stakes.
Page 5 • October 2014 • tssp
News Around the Nation
A National Review of Teacher-Ed Programs
The National Council on Teacher Quality (NCTQ) released its 2014 Teacher Prep Review—an annual assessment of the nation’s teacher preparation programs—with a much expanded and more comprehensive evaluation. The Review uncovers early evidence that teacher preparation programs are beginning to make significant changes. It arrives at a time of
heightened, unprecedented activity across the nation to improve teacher preparation:
• Thirty-three states have recently made significant changes in their accountability policies over teacher preparation programs and another seven have taken positive steps forward;
• A new consortium of seven states organized by the Council of Chief State School Officers (CCSSO) is working together to beef up their
approval of programs;
• The Obama Administration has signaled it intends to strengthen accountability measures for teacher preparation and that it will restrict
millions of dollars in federal grants to only high-performing programs;
• A new professional organization, Council for the Accreditation of Educator Preparation (CAEP), is beginning to accredit programs under
considerably tougher standards; and
• A growing number of districts are pledging to make use of program data, including the NCTQ findings, to improve their hiring of new
teachers and pressure programs to provide the training needed to successfully begin teaching in public schools.
Read more at http://www.nctq.org/teacherPrep/review2014.do.
Technology May Inhibit Civic Discourse Skills
Children are spending more time than ever in
front of screens, and it may be inhibiting their
ability to recognize emotions in others—a key
skill in civic discourse and conflict resolution—
according to new research out of the University
of California, Los Angeles.
The study, published in the journal Computers in Human Behavior, found that sixth-graders
who went five days without exposure to technology were significantly better at reading human emotions than kids who had regular access
to phones, televisions, and computers.
The UCLA researchers studied two groups of
sixth-graders from a Southern California public
school. One group was sent to the Pali Institute,
an outdoor education camp in Running Springs,
Calif., where the kids had no access to electronic
devices. For the other group, it was life as usual.
At the beginning and end of the five-day
study period, both groups of kids were shown
images of nearly 50 faces and asked to identify
the feelings being modeled. Researchers found
that the students who went to camp scored significantly higher when it came to reading facial emotions or other nonverbal cues than the students who continued to have access to their
media devices.
Read a summary of the study at this NPR blog, www.npr.org/blogs/ed/2014/08/28/343735856/kids-and-screen-time-what-does-the-research-say
Page 6 • October 2014 • tssp
News Around the Nation
John A. Stokes with President Obama
Plaintiffs and family members of the Brown v. Board of Education case met with President Barack Obama on the 60th anniversary of the U.S.
Supreme Court’s decision, as reported on page 7 of the July/August 2014 issue of TSSP. The White House recently released some press photos from that event, and here is one of them. Stokes, who helped lead a student strike at a Prince Edward County school for blacks in 1951,
has been a frequent presenter at NCSS Annual Conferences. His Social Education article, “A Bus Ride Across the Mason-Dixon Line during Jim
Crow” was published in October 2010. His autobiography for youth, “Students on Strike: Jim Crow, Civil Rights, Brown, and Me,” with Lois Wolf
and Herman J. Viola, was published by National Geographic in 2007. NCSS has endorsed the 30-minute documentary film “Mr. Stokes Mission,” about the student strike and Stokes’ subsequent career as an educator. Visit www.mrstokesmission.com.
Update: Colorado State DOE Tables a Resolution
The Colorado Board of Education has backed away from a draft resolution about A.P U.S. History standards, tabling the resolution, where it
is unlikely to be revived any time soon. That is a good outcome, according to Fritz Fischer, Professor of History and Director of History Education, University of Northern Colorado, and Past Chair, National Council for History Education. The previous issue of TSSP included Fritz’s letter
to the state board that was critical of the pending resolution. Denver’s Greeley Tribune described the debate as between conservative members of the board who supported the resolution (and who say new APUSH standards are un-American and “destroy the notion of American
Exceptionalism”) and more liberal members (who say the standards will help produce “students more deeply versed in the complexities of
history,” rather than simply regurgitating facts.) The board has moved on to other challenges on its agenda.
Page 7 • October 2014 • tssp
State and Regional Conferences
Affiliate State and Regional Social Studies Conferences provide great opportunities for teachers in their home areas.
Visit www.socialstudies.org/affiliates/conferences to find a complete listing that includes meeting themes, proposal deadlines, council webpages,
and conference contacts. Send updates to councils@ncss.org.
October 3, 2014
Oklahoma CSS
Moore Norman Career Tech Center (South
Penn Campus)
Oklahoma City, OK
October 17, 2014
Maryland CSS
The Universities at Shady Grove
Conference Center
Rockville, MD
October 4, 2014
Oregon CSS
Concordia University
Portland, OR
October 22, 2014
New Jersey CSS
Rutgers University
Piscataway, NJ
October 6–7, 2014
Iowa CSS
Prairie Meadows Conference Center
Altoona, IA
October 23–24, 2014
Florida CSS
Embassy Suites Orlando
Lake Buena Vista South
Kissimmee, FL
October 13, 2014
Alabama CSS
Samford University
Birmingham, AL
October 16–17, 2014
Montana CSS
Missoula Sentinel High School
Missoula, MT
October 16–17, 2014
Georgia CSS
The Classic Center
Athens, GA
October 16–17, 2014
Pennsylvania CSS
Frank J. Pasquerilla Conference Center
Johnstown, PA
October 17, 2014
Illinois CSS
Harper College
Palatine, IL
October 23–24, 2014
Louisiana CSS
Hilton New Orleans, Airport
New Orleans, LA
October 24–25, 2014
Virginia CSS
Sheraton Premiere
Tysons Corner, VA
October 25, 2014
Arizona CSS
Mesa Community College
Mesa, AZ
October 31–November 2, 2014
Texas CSS
Moody Gardens Hotel
Galveston, TX
Page 8 • October 2014 • tssp
November 5–7, 2014
Arkansas CSS
Marriot Hotel and Convention Center
Little Rock, AR
November 6–7, 2014
Michigan CSS
Best Western
Lansing, MI
November 14, 2014
Indiana CSS
St. Luke’s United Methodist Church
Indianapolis, IN
November 21–23, 2014
94th NCSS Annual Conference
Hynes Convention Center
Boston, MA
February 7, 2015
ATSS/UFT-NYC
UFT Headquarters
New York, NY
February 22–23, 2015
Minnesota CSS
Earle Brown Heritage Center
Brooklyn Center, MN
February 12–13, 2015
North Carolina CSS
Joseph S Koury Convention Center
Greensboro, NC
More at www.socialstudies.org/meetings
Teaching Resources
Books by NCSS Authors
Bárbara C. Cruz, Cheryl R. Ellerbrock, Anete Vasquez, and Elaine V. Howes, Editors
Talking Diversity with Teachers and Teacher Educators:
Exercises and Critical Conversations Across the Curriculum
Teachers College Press, New York, New York, 2014, 240 pages, paperback, $34.95.
Featuring content-specific strategies, assignments, and classroom activities, this book provides strategies to help pre- and in-service teachers develop the dispositions and knowledge they need to teach all students well. Focusing on the importance of creating a classroom community in which necessarily difficult dialogues are inspired and supported, the authors present content-area chapters on language arts,
social studies, mathematics, science, ESOL, foreign language, and teaching exceptional students in the inclusive environment. Each contentarea chapter includes a vignette illustrating a difficult conversation dealing with diversity and presents research-based, classroom-ready
exercises, effective pedagogic strategies, and action-oriented interventions—many of which the authors created and used in their own
classrooms. The book’s foreword is by Geneva Gay, and it concludes with an appendix of instructional and curricular resources.
Kathleen Thompson and Hilary Mac Austin. Examining the Evidence: Seven Strategies for Teaching with Primary Sources. Capstone Classroom, 2014 164 pp., paperback, $19.51.
Educators are being challenged as never before to “invite reality” into the classroom and allow students to explore it. Primary sources are
the very documents that history is made of. They are also excellent tools to teach the critical thinking skills required by the Common Core
State Standards. This book reveals in detail the strategies teachers can use to make primary sources come alive for students and to enhance
visual literacy. It includes clear photographs and powerful primary source texts.
Teaching Resources
The National School Boards Association (NSBA) has partnered with New Regency, Fox Searchlight, Penguin Books, and the filmmakers to
make copies of the acclaimed film, book, and study guide “12 Years a Slave” available to America’s public high schools.
This nationwide educational initiative was the brainchild of director Steve McQueen and Montel Williams, and now “12 Years a Slave” educator toolkits are available to all public high school teachers timed to the 2014–15 school year. Educators who gain permission to teach “12
Years a Slave” to their students will receive a free kit which includes: a DVD copy of the film (edited version with disclaimer/parental consent
requested); a paperback copy of the Penguin book; the “12 Years a Slave” printed study guide; and a letter from Steve McQueen. Any U.S.
public high school teacher with permission to add this to the high school curriculum may go to www.12yearsaslave.com and click on the button
for teachers to opt in and request an educators’ toolkit for their school.
The 9/11 Tribute Center launched a new online education toolkit entitled “Teaching 9/11” for teachers that will provide a diversity of methods
and examples of how to incorporate 9/11 in a variety of subjects throughout the academic year. The toolkit is free and can be accessed at
http://tributewtc.org/education/resources/teaching911.
“Teachers of today’s adolescents are meeting a generation of young people who have no memory of 9/11,” said 9/11 Tribute Center Curator Meriam Lobel. “They don’t know how or where to begin in approaching this sensitive and challenging topic. The interactive materials
found in the toolkit are designed to give educators thought-provoking ideas for creating inquiry-based, engaging lessons about 9/11 and
the profound impact in our world.”
The online toolkit offers online video interviews with educators and students, accompanying lesson plans including Common Core alignments, and links to resources. All the materials were developed in collaboration with schools in New York, New Jersey, Connecticut and Massachusetts and are directed at students in grades 6–12. The videos and accompanying lesson plans are divided by subject area including
English language arts and humanities, global history, government, U.S. history, media and visual arts, and community service.
Put Central America on the Map in Schools. More than 3 million Central Americans reside in the United States today, yet the lack of resources in most schools on Central America renders the rich history and literature of the region invisible. Also missing from the curriculum is the
direct connection between U.S. foreign policy and Central American immigration to the United States. For Latino/Hispanic Heritage Month,
Teaching for Change encourages teaching about Central America and provides support to schools with a variety of classroom resources.
Teaching for Change offers an introductory slide show, lessons, book lists, biographies, poetry, and other resources that teachers can
access online for free. Visit http://www.teachingforchange.org/ask-me-about-central-america.
Page 9 • October 2014 • tssp
Teaching Resources
To commemorate the 50th anniversary of the Wilderness Act (which was signed on September 3, 1964), the U.S Bureau of Land Management
has produced a classroom activity entitled “Wilderness.” It prompts students to discuss what wilderness means to them, how it is defined
in the law, and how Howard Zahniser defined it his seminal 1956 article “The Need for Wilderness Areas.” The Common Core language arts
standards emphasize close analysis of well-written nonfiction texts. Consequently, a close reading of Zahniser’s article is the heart of the
activity. Students read key excerpts and draw comparisons among his thoughts about wilderness, how it is described in the law, and their
own conceptions of wilderness. Students also describe why some lands are designated as wilderness areas and discuss the kinds of human
activities that are prohibited on them. The activity, designed for the secondary grades, is at www.blm.gov/pgdata/etc/medialib/blm/wo/Law_Enforcement/nlcs/education__interpretation/teachers_page.Par.50816.File.dat/wilderness_activity.pdf.
Query “Teaching Resources” at www.blm.gov for lesson ideas on this and other topics.
High school students can read some pros and cons on controversial issues all on one website. For example, ProCon.org webpages include an
expanded debate over concealed handguns, information on Minnesota becoming the 22nd state to legalize medical marijuana, news about
gay marriage becoming legal in Oregon and Pennsylvania, quotes on the question “Is obesity a disease?,” and opinions on President Obama’s
solar power initiatives.
MapLight has announced the launch of its new federal lobbying database. MapLight’s searchable dataset on federal lobbying is made freely
available through both a web interface and a CSV downloadable format. It provides timely information on unions, companies, and organizations that are lobbying the federal government, including information on how much money is being spent, which firms are being hired,
which issues are being lobbied on, who is being lobbied, and more. The source of the data is the Clerk of the U.S. House of Representatives,
now assembled and organized for ease of use. Visit maplight.org.
Southern Poverty Law Center’s Teaching Tolerance project released a first-of-its-kind literacy curriculum, Perspectives for a Diverse America,
to help teachers across the country better engage their diverse students.
The release comes just days after the U.S. Department of Education projected that, beginning this fall, children of color—Latino, AfricanAmerican and Asian students—will occupy a majority of seats in American public school classrooms.
Perspectives focuses on K-12 literacy instruction by offering a free web-based anthology of texts, teaching strategies and student tasks to
promote academic achievement as well as social and emotional learning. Although the curriculum is aligned to the Language Arts and Literacy standards of the Common Core State Standards, it is compatible with any college- and career-readiness standards. “Perspectives offers teachers a wide selection of texts—some that reflect their students’ identities and others that give them windows into
the experiences of those whose lives are different than their own,” said Teaching Tolerance Director Maureen Costello. “Our pilot showed that
Perspectives makes a difference—pilot teachers reported a positive impact on student literacy development, engagement, empathy and
behavior.”
You will need to sign up or log in, but it is all free, at http://www.teachperspectives.org.
The fall 2014 issue of Teaching Tolerance magazine is now online free, at www.tolerance.org/magazine/number-48-fall-2014.
There are 24 articles and discussions there, each one as interesting as this Q and A.
Q: My child’s middle-school teacher thinks it is totally appropriate to “re-enact the Holocaust” to learn. I am horrified. What can I say?
A: The most important thing is to say something and say it soon. Most likely the teacher sees simulations as a creative way to “bring history to
life.” Begin by telling her you’re concerned about the risks of simulations. When simulating the Holocaust, for example, this teacher risks two
regrettable outcomes: On the one hand, students can be emotionally traumatized, while on the other, the activity trivializes one of the most
appalling examples of oppression in history. In a collaborative and supportive spirit, ask her to tell you about the learning objectives for the
activity and whether this content is better served through other engaging activities that don’t carry the harmful risks. Her attempt to make
students feel what Nazis and Holocaust survivors felt cannot possibly succeed—and imagine the consequences if it did.
Page 10 • October 2014 • tssp
Teaching Resources
For support, remind her there is a long research history of simulations designed to reveal how easily one group of people will hurt others
when instructed by a person in authority (e.g., the Milgram experiment and the Stanford Prison Experiment). These types of experiments are
no longer conducted due to their detrimental psychological effects on the participants. If they’re not safe for adults in a research lab, they
are not safe for children in a classroom.
(And TSSP would add: There are plenty of good teaching resources on this topic that do not involve play-acting. For starters, visit http://www.
ushmm.org/educators.)
In the Mix, the Emmy Award winning PBS series for middle school through college covers a wide variety of issues critical to this age group, in
a format that’s evergreen and holds their attention. October is Bullying Prevention month, and In the Mix relevant 1/2 hour programs divided
into segments for classroom viewing for $49.95 on these DVDs (Use code “20OFF”). S&H is still $8 per order for standard shipping. Performance rights and free discussion guides, if available, are included. This discount is good through December 31, 2014. The programs include • “Stop Bullying…Take a Stand!” (with Guide)
The program’s approach and information is based on the recommendations of HRSA’s National Bullying Campaign. DVD w/Spanish
subtitles
• “School Violence: Answers from the Inside” (with Guide)
We take an in-depth look, through the eyes and voices of its students, at a diverse suburban school that has a variety of pro-active student centered programs in place. They are working to help prevent violence and break down stereotypes, creating a more respectful
and tolerant school community.
• “Cliques: Behind the Labels” (with Guide)
In this companion program to “School Violence”, students understand how stereotyping creates rifts among groups and often leads to
cruelty and mistreatment of individuals. Through understanding the people behind the labels, viewers discover they are individuals with
more in common than they thought.
For full descriptions, transcripts, free discussion guides, resources and more, visit pbs.org/inthemix, click on Topics. You can view and download the latest Catalog on www.castleworks.com, including ordering information. There are also short video clips of 40+ programs on our YouTube channel “inthemixPBS.”
The documentary “Meet Me at Equality: The People’s March on Washington” is available through the Ithaca College Bookstore for $24.99. Visit
MeetMeAtEquality.com for details. This 56-minute film, which has aired on about 50 PBS stations, was produced by Ithaca College associate professor James A. Rada in the College of Journalism. (jrada@ithaca.edu). It combines interviews from 28 participants with insightful commentary
from a panel of historians to provide the audience with a view of what it was like to be present “on a day when democracy descended on the
nation’s capital” for a historic event of great consequence. Several schools have incorporated the film and website into their curriculum for
teaching units on U.S. history, the civil rights movement, exercises in democracy, and how to conduct oral histories. Questions for Professor
Rada may be sent to jrada@ithaca.edu.
Here is a resource for students with a focused interest in anthropology or archaeology, to use as they plan their higher education. The American Anthropological Association publishes an authoritative database of field schools and degree-granting programs, now free online at:
http://bit.ly/1bwbMr3. The best e-mail for the AnthroGuide is guide@aaanet.org, if you have any questions.
Due Dates for Submitting Announcements to the TSSP online newsletter, at tssp@ncss.org
TSSP ISSUE OF
Nov/Dec 2014
Jan/Feb 2015
March 2015
April 2015
May/June 2015
July/Aug 2015
TEXT DUE ON
10/15/14
12/17/14
02/11/15
03/11/15
04/15/15
06/10/15
Page 11 • October 2014 • tssp
SUPPLEMENT TO SOCIAL EDUCATION, THE OFFICIAL JOURNAL OF NATIONAL COUNCIL FOR THE SOCIAL STUDIES
NOTABLE
SOCIAL STUDIES
TRADE BOOKS FOR
YOUNG PEOPLE
2014
Visit www.socialstudies.org/notable. The Notable Trade Books list is
an insert to the May/June issue of Social Education. A pdf of the 2014
list is available to NCSS members only in the Publications Archive.
Lists from past years (back to 2000) are available free.
Page 12 • October 2014 • tssp
Professional Development
The premiere professional development of the year is, of course, the NCSS Annual Conference, to be held in Boston, November 21–23. See
page 2 of this newsletter for details.
Want to attend the upcoming NCSS conference, but need the funds? Share My Lesson is giving away $1,500 towards the 2014 NCSS Annual
Conference in Boston. All you need to do is become a member on Share My Lesson (it’s free) and complete a brief survey selecting “NCSS” as
your conference of choice. Are you already a member of Share My Lesson? No problem. Just complete the survey and you are entered to win.
The deadline is November 3, 2014. Get your colleagues to sign up, too. There will be five lucky winners. And if you share your thoughts in the
survey on how Share My Lesson helps you, we’ll enter you into the drawing twice! See details at www.socialstudies.org/conference.
A free online course, “Teaching Historical Inquiry with Objects,” begins October 7, 2014 and runs through November 19. This National Museum of American History online course is free (a certificate is $50). “The course foundation is the C3 Framework and every week we delve
deeply into the four dimensions,” says Kathy Swan, NCSS author and lead writer for that document. Read more and sign up at http://americanhistory.si.edu/online-course-teaching-historical-inquiry-objects.
Although the first class began in September, it is not to late to sign up for later classes of “The Civil War and Reconstruction,” a new online
course with Eric Foner from Columbia University and edX.
Visit bit.ly/FonerPromo and bit.ly/cwrMOOC
Every section of Foner’s MOOC (Massive Open Online Course; a section being equivalent to a week of the course in edX) will be released as
lecture videos on a YouTube channel ten days after they are released on edX. A new section will be released every Wednesday for the duration of the course. Each section will be organized into a playlist. Visit these links:
CCNMTL YouTube: https://www.youtube.com/user/CCNMTL
CWR Twitter: https://twitter.com/cwrMOOC
CWR Facebook: https://www.facebook.com/cwrMOOC
Questions? Contact Ted Limpert, Communications and Outreach Manager, Columbia Center for New Media Teaching and Learning,
212.854.7783, tlimpert@columbia.edu.
Archived sessions of the Smithsonian Online Education Conferences allow you to hear from experts from around the Smithsonian’s 19 museums, nine research centers and the National Zoo. Here are some of the free podcast topics available at http://smithsonianeducationconferences.org.
For example, sample from Abraham Lincoln; Problem Solving with Smithsonian Experts; Climate Change Environmental Education Series;
Land Environmental Education Series (Water Matters); Diplomacy in Action; and Teaching about the 57th U.S. Presidential Inauguration.
Independence National Historical Park in Philadelphia is offering two on-site teacher workshops next month, and the first one is free: (1)“Resources for Educators,” Saturday, November 8, 2014, 9:30am–1:00pm; Get ideas, lesson plans, tour outlines and more. (2) “Benjamin Franklin: A
Man for All Times,” Saturday, November 15, 2014, 1:15–4:30pm, cost is $15; Teachers of all grade levels are welcome to attend this workshop
where you will learn practical ideas for teaching about Dr. Franklin. Visit www.nps.gov/inde/index.htm. To register, send an email to jeffrey_collins@
nps.gov.
CyberWise researches and delivers “the latest and most relevant news about digital media and kids” on its News Wise page and e-mail notices. For example, the September issue of News Wise reports on a new study out of UCLA, which finds that time in front of screens inhibits kids’
ability to recognize emotions. And a new study from JAMA Pediatrics finds that family dinners may protect kids from cyberbullying (“Yep,
it’s true!”). Visit the September issue at www.cyberwise.org/#!newswise/c1i0b and consider signing up for the newsletter. CyberWise is a nonprofit
dedicated to studying how human behavior is affected by the media and how to use it to influence social change.
Page 13 • October 2014 • tssp
FUTURE NCSS CONFERENCES
2014
Boston, Massachusetts
John B. Hynes Veterans Memorial Convention Center November
21–23, 2014
2018
Chicago, Illinois
November 30–December 2, 2018
Hyatt Regency Chicago
2015
New Orleans, Louisiana
November 13–15, 2015
Ernest N. Morial Convention Center
Headquarters Hotel—Marriott New Orleans at the Convention
Center
2019
Austin, Texas
November 22–24, 2019
Austin Convention Center
Headquarters Hotel—JW Marriott Austin
2016
Washington, DC
December 2–4, 2016
Walter E. Washington Convention Center
Headquarters Hotel—Renaissance Washington, DC Hotel
2017
San Francisco, California
November 17–19, 2017
Moscone West
Co-Headquarters Hotels—InterContinental San Francisco and
San Francisco Marriott Marquis
2020 (100th NCSS Annual Conference)
Washington, DC
December 4–6, 2020
Walter E. Washington Convention Center
Headquarters Hotels—Washington Marriott Marquis and
Renaissance Washington, DC Hotel
2021
Minneapolis, Minnesota
November 19–21, 2021
Minneapolis Convention Center
Headquarters Hotel—Hilton Minneapolis
Social Studies for the Next Generation:
The C3 Framework for Social Studies
Social Studies for the Next Generation: Purposes, Practices, and
Implications of the College, Career, and Civic Life (C3) Framework
for Social Studies State Standards. National Council for the Social
Studies.
NCSS Bulletin 113, 144 pp. (including introductory chapters), 2013.
This important book breaks new ground with its inquiry-based framework for
enhancing social studies state standards and linking social studies education
to the Common Core State Standards for English Language Arts and Literacy
in History/Social Studies. The book includes the entire C3 document, "College,
Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance
for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History," which was produced by social studies
curriculum experts working in collaboration with a Task Force of 15 professional organizations in the field of social
studies. It also presents valuable introductory chapters that interpret the Framework, and discuss its context, the
central concept of the Inquiry Arc, the connections between C3 and the Common Core standards, the links between
C3 and the national social studies standards, and appropriate assessments for C3.
List Price $29.95 / Member Price $19.95 Item #130113
10 or more copies receive a 20% discount off the non-member price.
To order by purchase order, please email as attachments to ncss@pbd.com; fax to 770-280-4092, or mail to NCSS Publications, P.O. Box 936082,
Atlanta, GA 31193-6082. By phone, call 1-800-683-0812.
Reference item number #130113
Page 14 • October 2014 • tssp
Awards, Grants, & Competitions
The Mary K. Bonsteel Tachau Teacher of the Year Award is given annually by the Organization of American Historians in recognition of the
contributions made by precollegiate teachers to improve history education within the field of American history. The award, to be given for
activities which enhance the intellectual development of other history teachers and/or students, memorializes the career of Mary K. Bonsteel Tachau, University of Louisville, for her pathbreaking efforts to build bridges between university and precollegiate history teachers.
The award will be presented at the 2015 OAH Annual Meeting in St. Louis, Missouri, April 16–19. Precollegiate teachers engaged at least half
time in US history teaching, whether in history or social studies, are eligible. Candidates may be nominated by any person familiar with the
nominee’s professional accomplishments or standing.
Learn more at http://www.oah.org/programs/awards/tachau-teacher-of-the-year-award/. Application deadline December 1, 2014.
The U.S. Department of State has announced scholarships for American high school students to study abroad. Notice that the first has an
October 30 deadline:
The National Security Language Initiative for Youth (NSLI-Y) offers merit-based scholarships to study one of seven critical foreign languages: Arabic, Chinese (Mandarin), Hindi, Korean, Persian (Tajiki), Russian and Turkish. The NSLI-Y program is designed to immerse participants
in the cultural life of the host country, provide formal and informal language practice, and spark a lifetime interest in foreign languages and
cultures. The application deadline for summer 2015 and academic year 2015–2016 programs is October 30, 2014. Visit www.nsliforyouth.org.
The Kennedy-Lugar Youth Exchange and Study (YES) Abroad Program offers merit-based scholarships to spend an academic year in
countries that may include Bosnia and Herzegovina, Egypt, Ghana, India, Indonesia, Macedonia, Malaysia, Mali, Morocco, Oman, Philippines,
South Africa, Thailand, Tunisia, and Turkey. This program increases understanding between people in the United States and people in countries with significant Muslim populations. Students live with host families, attend local high schools, do community service, and complete a
capstone project. Applications for academic year 2015–16 programs are due January 7, 2015. Visit www.yes-abroad.org.
The Congress-Bundestag Youth Exchange Program (CBYX) offers merit-based scholarships to spend an academic year in Germany. The
program was established in 1983 to celebrate German-American friendship based on common values of democracy. Students live with host
families, attend local schools, and participate in community life in Germany.For more information and deadlines, visit the organization in
charge of recruitment for your state at http://www.usagermanyscholarship.org/.
For more information on such exchanges, visit www.exchanges.state.gov and see the video there. To receive printed brochures and/or posters about our study abroad opportunities, send an email with your request to youthprograms@state.gov. To learn about having an international
experience without leaving home, consider hosting a Department of State-sponsored exchange student.
Learn more at http://hosting.state.gov
Throughout 2014, Farmers Insurance is awarding Thank a Million Teachers Grants of up to $2,500 to teachers across America that can be put
towards classroom supplies or National Board Certification. (Farmers is the sponsor of the NCSS Teacher of the Year Awards )
Visit www.thankamillionteachers.com/submit-a-proposal. Deadline is October 31, 2014
Resources School Garden Grants
The School Garden Grant program provides a $2,000 monetary grant to a K-12 school, or a non-profit working in partnership with a K-12
school, to support a new or existing edible garden on school grounds.
Visit www.wholekidsfoundation.org/schools/programs/school-garden-grant-program.
Page 15 • October 2014 • tssp
Validate your scholars’ achievements in a new way…Start a Rho Kappa Chapter Today!
RHO KAPPA National Social Studies Honor Society is the only national
organization for high school juniors and seniors that recognizes excellence
in social studies. Membership in RHO KAPPA is an honor bestowed
upon students by a local chapter for accomplishments in social studies
and overall academic achievement. Any accredited high school can apply
to start a chapter, through which students will be inducted into the RHO
KAPPA Social Studies Honor Society. Rho Kappa provides national
recognition and opportunities for exploration in the social studies.
Students eligible for membership must:
• have been in attendance at the school for the equivalent of one
semester;
• have completed two core courses in the field of social studies and
be prepared to complete at least three courses; and
• have an overall GPA of at least 3.00 or the numerical equivalent.
“300 Chapters—and cou
nting!”
Through its sponsorship of Rho Kappa, NCSS and its partners
hope to encourage interest in, understanding of, and appreciation for the social studies.
For more information call
301-588-1800 ext.107 or, visit
rhokappa.socialstudies.org
Join a Committee Volunteers Welcome!
NCSS provides opportunities for leadership and meaningful service through your national, professional organization. Please consider serving on a committee. Contact Jordan Grote if you have any questions, at Jordan@ncss.org.
1. NCSS Operations Committees
Operations committees carry out board-mandated operations, duties, and policies, as well as many of the necessary business and organizational functions
of NCSS. Committees relate their work to board directives, the long-range plan of NCSS, and the leadership theme of the year set by the Board. They make
recommendations to the board and provide advice.
You must be a member of NCSS to serve on a committee, and may serve on only one at any time. Beginning teachers, elementary teachers, and minorities are encouraged to apply. Terms of office begin each July. Applications are accepted at any time and can be applied to the next year,
if positions are currently filled.
Read about duties, tenure, and committees’ work at http://www.socialstudies.org/about/committees. Choose among the Archives Committee; Awards
Committee; Conference Committee; Government and Public Relations Committee; Membership Committee; Publications Committee; International Visitors
Committee; as well as the Social Education Select Subcommittee.
For more information, and to apply, visit www.socialstudies.org/about/committees.
2. Awards Selection Subcommittees
Members of the Awards Selection Subcommittees work with NCSS staff in coordinating recognition programs. Selection Subcommittees review nominations and applications for individual awards. Your application will be retained for consideration next year if a slot is not open currently. The NCSS awards are
listed at www.socialstudies.org/awards. See the application at www.socialstudies.org/awards/committees.
3. Notable Social Studies Trade Books Selection Committee
The NCSS-Children’s Book Council Notable Social Studies Trade Books for Young People selection committee consists of twelve reviewers. The members
are responsible for reviewing, evaluating, and selecting children’s trade books for the annual bibliography “Notable Social Studies Trade Books for Young
People.” The “Notables” can contain 100–200 titles selected from books submitted by publishers each year. The list is published in the May/June issue of
Social Education, and is also distributed separately by NCSS to members, and by the Children’s Book Council. Read about the Notables list at
www.socialstudies.org/notable. The application form to serve on the committee is at www.socialstudies.org/getinvolved/committees/notables.
Page 16 • October 2014 • tssp
Sponsor New Members and Win Prizes!
What Is Each One, Reach One?
It is a program that aims to grow the membership of NCSS. Recruit
new members, and you’ll be eligible to receive various prizes!
How Does It Work?
Each new member application that lists you as the sponsor also
enters your name in a random drawing. For example, sign up 12
colleagues or preservice teachers to be new members of NCSS, and
your name will be entered 12 times in the “Each One, Reach One”
drawing each spring. To be entered in the drawing, your (the sponsor’s) name and membership number must appear on the (new
member’s) application/brochure. Applications received after May
31 are entered into the next year’s drawing.
B. Two Free Airline Tickets! If you recruit 11 or more new members,
your name will go into the random drawing (11 or more times)
to receive two free airline tickets to anywhere in the continental United States! A winner will be chosen in the spring and
announced, here, in the TSSP newsletter. To be entered in the
drawing, your (the sponsor’s) name and membership number
must appear on the (new member’s) application/brochure.
Applications received after May 31 are entered into the next
year’s drawing.
Celebrate Social Responsibility
What Are The Prizes?
A. Annual Conference Registration and Hotel! If you recruit from 1
to 10 new members, your name will go into the random drawing (1 to 10 times) for a full registration plus one night at a
designated hotel at the NCSS Annual Conference.
National Council for the Social Studies
National Council for the Social Studies
Preparing Students for College, Career and Civic Life
95th Annual Conference, November 13–15, 2015
The 95th NCSS Annual Conference will be held in
New Orleans, Louisiana, November 13–15, 2015
NCSS Membership Application
UE
LLEAG
A CO
ND TO
HA
Your name and address
Please complete and return with payment. Please print
Name
Work Phone
Institution
Home Phone
Address
E-mail is required to receive online benefits.
NCSS will not sell your e-mail address to other organizations
City, State, Country, ZIP or Postal Code
E-Mail
Your sponsor
If a colleague encouraged you to join NCSS, please provide his/her name and member number:
Choose a membership level
New membership
Renewal Member number: _________________________
Comprehensive: Includes bulletins and your choice of Social Education or Social
Studies and the Young Learner, plus Middle Level Learning, TSSP, and; Conference discounts and all other membership benefits.
Choose one:
Individual $82
Institution $133
Regular: Includes your choice of Social Education or Social Studies and the Young
Learner, plus Middle Level Learning and TSSP; Conference discounts and other membership benefits.
Choose one:
Individual $69
Institution $118
Beginning Teacher: Available to classroom teachers in their first 2 years of paid
employment as a teacher. Includes benefits of regular membership.
Choose one:
Individual $40
Comprehensive $50
Student or Retired: Includes your choice of Social Education or Social Studies and
the Young Learner, plus Middle Level Learning and TSSP; Conference discounts and other
membership benefits. Available to retired persons and full-time students. Students must
provide the name of the institution and the signature of the instructor. (Maxium 5 years)
Choose one:
Retired $40
Student $40
Additional subscriptions
6 issues of Social Education (institutions only): $70
4 issues of Social Studies and the Young Learner (institutions only): $45
About You
So that we can better tailor our programs to the needs of our members, please provide the following information:
Level:
Elementary
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Junior High
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K–12
College/University
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Age:
25–36
37–46
47–56
57–65
Older than 65
Interest:
U.S. History
World History
Sociology/Psych.
Geography
Anthropology
Political Science
Social Studies
Economics
Global Studies
Government/ Civics
NCSS seeks information
about minority members
in order to increase their
participation in the organization.
Ethnicity:
Asian/Pacific Islander
Black/African Amer.
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Other (Please specify):
Payment information
Name of institution _____________________________________________________________
NCSS Membership:
$
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Associated Group Membership:
$
*Expected graduation date _______________________________________________________
*required
Additional subscriptions
$
Foreign Postage: Add ($22) (except Canada add $10)
$
Join an NCSS Associated Group
These memberships run concurrently with NCSS membership, which is required.
They are not available to institutions.
College and University Faculty Assembly (CUFA)
Reg. $60
Student $15
Council of State Social Studies Specialists (CS4)
Regular Member: Current State Dept. Offical
Associate Member: Former State Dept. Offical
Regular $30
Regular $40
International Assembly
Institutional member $75
U.S. member $25
International member $15
Student member $10
Regular $40
Choose a journal Choose one journal you wish to receive as a member benefit:
6 issues of Social Education
4 issues of Social Studies and the Young Learner plus
2 issues (September and May/June) of Social Education
Both journals (add $30)
Mailing List
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From time to time, NCSS makes available our membership list
to carefully selected companies or organizations serving social studies educators. If
you wish to be excluded from such lists, please check this box.
Other __________________
Choose where your contribution should be directed.
NCSS General Fund
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I would like to make the following tax-deductible contribution to support social
studies.
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Total Due (u.s. dollars):
Choose one:
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Card Number: _________________________________________________________________
Expiration Date ___________________Phone: _______________________________________
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Please return this application with payment to:
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Phone 301 588-1800
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www.socialstudies.org/membership
Page
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• July/August
2014
• tssp
Page
• October 2014
• tssp
8/2013
An Invitation to Authors!
d him of his promise. While we waited for
They decided to invest their money in new signs to hang at the
designated parking spaces. After some discussion and editing, we
nts decided to take matters into their own
only remedies to render the heavy front
decided on a simple message: “No Student Drop-off or Pick-up,
d be automatic door openers or a call button,
No Deliveries.” With that settled, we turned our attention back to
prices and information for both solutions.
the doorbell. On the last day of school, with less than an hour to
If you’re an enthusiastic
elementary teacher or teacher educator with great ideas that you’ve implemented in the
spare, Mr. Wyckoff delivered the new call button. We gathered
Door Company in Tonawanda, New York,
the main doors
celebrate
this improvement.
ion the kids wanted (price,
installation fees, weat invite
classroom,
youtoto
share
your work. Here are upcoming themes. We also welcome pieces that do not fit these
rices for service contracts), while inquiries at
particular
themes,
as
well
as
reviews
of children literature and books for teachers.
rovided us with prices for battery-powered
From Frustration to Liberation
eferred the fancier types which would give
This project began with a simple consciousness-raising goal in
mind. Many of the children were excited to have their turn in
choice of sounds).
nd reminded everyone of his earlier warning:
the wheelchair and expected to enjoy a day of freewheeling fun.
e. The students had to agree with that obserBut for most, it actually turned out to be a day of hardships and
Children as Civic
Agents
People at Work
s research, the problems with the doors fell
physical discomfort. I will remember the looks on the faces of the
who, despite
all theirto
might
and determination,
could not
rst, the school district wasHow
required
to meet
do
we, asstudents
teachers,
get kids
develop
the habits
of mind
From children selling lemonade, to transportation workers on the
exit through the main doors of the school. (Their frustration was
r the interior doors, and the work would be
and doors
skills
thoughtful,
participating
citizens?
night shift, to local musicians, to child care providers, to farmers, to
doubled
by the realization
that, in an emergency,
they wouldThis
have issue
e specifications on the exterior
wereto be
was some good news, and
some badactivities
news,
to rely
on others
to carrythat
them out
of the building.)
I will remember
shares
and
lessons
nurture
children
to become
the proprietors of the neighborhood store, our local, national, and
e.
my days in the wheelchair and the cold I felt in my legs and feet (due
civic
agents,
than
passive
recipients
adult
global societies are supported by the labor of their people. We are
ot empty-handed; they came
prepared
with rather
to poor
circulation
from sitting).
Writingof
on the
boarddirection.
was nearly The
and prices for ways to fixidea
the problem.
Mr. agency
impossible
duebe
to a limited
and rolling
wheels
of civic
can
seen reach
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wayswheels.
that With
young
people,
seeking articles, lessons, activities, and book reviews that illustrate
cord their new information and, in parting,
unlocked, the wheelchair rolled as I pressed chalk against slate.
and
take
action
make
positive
in their
how you help students explore different jobs and the people who
g so conscientious. Whenpast
I asked
whatpresent,
we
The
physical
realitiesand
opened
our eyes
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to those strugudents responded clearly.local
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and spheres.
inspired us toWe are
(classroom,
ordence,
global
work at them, relations between employers and employees, the
e front entry to the school more accessible.
take many more steps. Deb Clune, our initial inspiration for this
seeking articles,program,
lessons,
activities,
effects of industrialization and technology on work and workers,
remarked,
“I think theand
biggestreviews
thing I havethat
noticeddetail
since how
this programengage
began is the
of awareness
in the
entire
you and your students
inhigher
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Send
submissions
the wages people earn and resulting standards of living, as well as
building. It is hard to really understand what it is like to be totally
toown
Guest
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Stephanie
Serriere
the impact of people’s work on their lives and on society.
to raise money to buy their
call button.
on a vehicle
of some sortscs22@psu.edu
in order to get around or how
$12.00 to $40.00. Not anSubmission
unreachable sum, Deadline: November 15, 2014 Continued on page 17
Submission Deadline: March 15, 2015
e kids recommended a car wash, bake sale,
Issue: March/April 2015
Issue: September/October 2015
before choosing to
Students investigate whether spaces can be navigated with a wheelchair.
ssrooms in exchange
Photo by Donald W. Wyckoff
cause. When our
we earned a total of
This is What Democracy Looks Like!
money to help all
ol by purchasing a
Call for Manuscripts for Social Studies and the Young Learner
How do you help students (primary and upper elementary)
understand aspects of government and democracy, government’s roles in people’s lives, and individuals and groups that
pressure government to respond to their ideals and concerns?
We are seeking articles, lessons, activities, and book reviews
that reveal how you and your students grapple with government,
democracy, and movements for greater democracy in America
and around the world.
Mr. Wyckoff called
and his colleagues
onate an approved
s wouldn’t have to
rk. I thanked him,
late. Knowing that
ng (with a universal
xt) was superior to
urchased, I agreed
is unexpected gift as
students to devise a
ble use of their hardnal and impromptu
plained the situation
ked for their input.
Submission Deadline: June 15, 2015
Issue: November/December 2015
d the Young Learner
Tips for authors can be found by clicking on the “tips” tab at: www.socialstudies.org/publications/ssyl. Send inquiries and
manuscripts to ssyl@ncss.org
Andrea S. Libresco, Ed.D.
Co-editor, Social Studies and the Young Learner
Graduate Director of Elementary Education
Department of Teaching, Literacy and Leadership
Hofstra University
(516) 463-6543
Jeannette Balantic
Co-editor, Social Studies and the Young Learner
Social Studies Coordinator
Garden City School District
(516) 478-2850
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TV Plus
Check local listings for air times.
HOW WE GOT TO NOW
Wednesdays, October 15, 9:00–11:00pm ET and
October 22–November 12, 10:00–11:00pm ET
PBS Premiere
Join best-selling author Steven Johnson to hear extraordinary stories behind remarkable ideas that made modern life possible, the unsung
heroes who brought them about and the unexpected and bizarre consequences each of these innovations triggered. Upcoming shows:
“Clean” relates that dirty water has killed more humans than all the wars of history combined, but in the last 150 years, a series of radical
ideas, extraordinary innovations, and unsung heroes have changed our world. Johnson plunges into a sewer to understand what made a
maverick engineer decide to lift the city of Chicago with screw jacks in order to build America’s first sewer system. He talks about John Leal,
who deliberately “poisoned” the water supply of 200,000 people when, without authorization, he added chlorine, considered lethal in 1908,
into Jersey City’s water and made it safe to drink.
“Glass” considers how the invention of the mirror gave rise to the Renaissance, how glass lenses allow us to reveal worlds within worlds and
how, deep beneath the ocean, glass is essential to communication. The link between the worlds of art, science, astronomy, disease prevention and global communication starts with the little-known maverick innovators of glass.
“Light” tells how pioneers of this form of energy have changed genetic make-up, sleeping patterns, architecture, and more. Dispelling the
myth of the individual “eureka” moment, Johnson reveals that teamwork and collaboration led the way to the most transformative ideas.
RISE OF THE BLACK PHARAOHS
Wednesday, October 1, 2014, 10:00–11:00pm ET
And check local times for repeats
National Geographic/PBS Premiere
Around 800 BC, Kush, a little-known subject state of Egypt, rose up and conquered Egypt, enthroned its own Pharaohs and ruled for nearly
100 years. This unlikely chapter of history has been buried by the Egyptians and was belittled by early archaeologists, who refused to believe
that dark-skinned Africans could have risen so high. Now, in the heart of Sudan, archeologists are finding indisputable evidence of an advanced African society with powerful armies, vast reach and spiritually-driven imperial aspirations to rival the Egyptians’.
INDEPENDENT LENS
Monday, October 13–27, 2014, 10:00-various PM ET
PBS
Join host Stanley Tucci for the Emmy Award-winning anthology series featuring acclaimed documentaries united by the unflinching visions
of independent filmmakers. These illuminating, independent perspectives are “a film festival in your living room.”
“Bully” highlights the challenges faced by bullied kids. Teachers and parents address aggressive behaviors that defy dismissal with “kids will
be kids” clichés, and describe a growing movement to change the ways to address bullying in schools.
“Twin Sisters” In China in 2003, twin babies Mia and Alexandra were found in a cardboard box and placed in an orphanage, where authorities separated the infants and concealed their sibling relationship. Two sets of prospective adoptive parents—one from California and the
other from Norway—meet during the adoption process and launch an investigation that reveals that the girls are sisters. The girls grow up
knowing they have a twin living on the other side of the world. When the girls are eight, Mia and her family go to Norway to visit Alexandra,
and discover that the girls not only look and act alike, but are “unmistakably and inextricably connected to each other. “
“Brakeless” tells how a West Japan Railway (West JR) commuter train crashed into an apartment building in 2005 and killed 107 people. Afterward, an official report concluded the cause of the accident was over-speeding. The train’s driver was attempting to make up for an 80-second delay. What made the train’s driver risk so many lives for an 80-second delay? “Brakeless” looks at Japanese society and asks whether it is
bound to the pursuit of efficiency at all costs. Have the national virtues of punctuality and loyalty to protocol become societal impediments
and even dangers to the people of Japan?
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FINDING YOUR ROOTS
Tuesdays, October 7–28, 2014, 8:00–9:00pm ET
PBS/WNET
From the premiere of his AFRICAN AMERICAN LIVES (2006) series through the first season of FINDING YOUR ROOTS (2012), Harvard scholar Henry Louis Gates, Jr. has been helping people identify relatives hidden for generations. Professor Gates employs a team of genealogists to
reconstruct the paper trail left by ancestors and the world’s leading geneticists to decode DNA, traveling into the past to uncover the origins
of a diverse group of 30 guests. Each of the 10 episodes will highlight three guests bound together by an intimate, sometimes hidden, link,
as Gates treks through layers of ancestral history, uncovers secrets and surprises and “shares life-altering discoveries.” Shows in October: “Our
American Storytellers” (10/7) Learn how the lives of forebears of Ken Burns, Anderson Cooper and Anna Deavere Smith intersected. “Roots of
Freedom” (10/14) Learn how the ancestors of Ben Affleck, Khandi Alexander, and Ben Jealous fought for freedom. “The Melting Pot” (10/21)
Meet three chefs, Tom Colicchio, Ming Tsai and Aaron Sanchez, who cook the food of their ancestors. “We Come From People” (10/28) Trace
the roots of Nas, Angela Bassett and Valerie Jarrett into the heart of slavery.
Middle Level Learning
Number 51
North Platte Canteen, Nebraska 1941
The Green Book: Traveling in Jim Crow America
Find it online at…
www.socialstudies.org/publications/mll
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