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1 Indoctrination without Apology: Social Studies Teachers Share Strategies on How to Mold Students By Mary Grabar President Obama’s sister -- “peace educator” Maya Soetoro-Ng -- is shown at the Democratic National Convention in 2008. She is associated with the National Council for students to become global citizens and the Social Studies (NCSS). The NCSS teaches commit themselves to “peace” and “social justice.” Obama’s group “Organizing for America” is recruiting students for the “progressive” agenda in the public schools. 8208 Cliff Kincaid, President Copyright © America’s Survival, Inc. 443-964- Owings, MD 20736 P.O. Box 146 1

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3 Introduction By Cliff Kincaid America’s Survival, Inc. (ASI) hel d a “Communism in the Classroom” conference at the National Press Club in Washington, D.C. on August 20, 2009. speaker, analyzing the activities of Professor Mary Grabar was a featured ers, a former leader of the communist University of Illinois Professor Bill Ay terrorist group, the We ather Underground. Bill Ayers and President Barack Obama were political associates and worked on educational issues together when Obama was an Illinois state senator. In his best-selling book, Obama said that when Dreams from My Father, he went to college he picked Marxist profe ssors and others as friends in order to avoid being perceived as a “sellout.” On page 100 of the book, he declared, “To avoid being mistaken for a sellout, I c hose my friends carefully...The Marxist Professors and structural feminist s and punk rock performance poets.” Grabar’s ASI report, The Extreme Make-Over of William Ayers: How a Communist Terrorist Became a "Disti nguished" Professor of Education, proves that Ayers is an educational fraud and t hat his “teaching” methods consist of communist tactics of brainwashing and di sinformation, similar to what had been exposed decades earlier in Communist The Party defector Louis Budenz’s book, Techniques of Communism. This report and other material on corruption in education can be found at our we b site Grabar turns her attention in this r eport to the powerful National Council for the Social Studies (NCSS), whic h says it represents K-12 classroom teachers, college and university facult y members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies. Obama’s si ster, “peace educator” Maya Soetoro-Ng, was supposed to be a speaker at this conference but has been rescheduled for 2010. Her official bio says that, “Fro m 2007 to 2008, Maya Soetoro-Ng was an avid campaigner for her brother, President Barack Obama, for whom she worked on outreach to teachers, women, Latinos , and Asian Pacific Americans. Part of her campaign work involved visiting schools and discussing Obama’s education platform. She has a long and rich background in global and multicultural education.” It can safely be said that she believes in education for a purpose. That is the same mission of the NCSS. Despite the failure of Soetoro-Ng to appear, Grabar found much at the NCSS to investigate and analyze. Her shocking analysis finds that this educational association operates on the following assumptions:  That the use of Euro-thinking, i.e ., linear and logical methods, be avoided ated with Native American traditions. in favor of other methods associ 3

4  activities for group work, puppets, That students eschew contemplative songs, and quick responses to emotional prompts.  That students be groomed to become “global citizens” committed to “social justice.” That students eschew writing fo r multimedia “doing” projects.   That students practice good citizenshi p by taking on community projects and community service.  That students be exposed to Islam as a positive alternative to the Judeo- Christian traditions.  That students gain an understanding of LGBT (Lesbian, gay, bisexual and transgender) issues.  That students gain sympat hy for illegal aliens.  That students be used to promote polit ical issues, i.e. , for D.C. statehood at the behest of its “shadow senator.” Radio should provide curricula and That liberal-left National Public  teachers to the classroom.  That government agencies should hav e a presence in the classroom and recruit children to do their bidding, like bugging parents to fill out Census forms.  That in discussing World War II att ention should be focused on victims of the Nazis, but not of communist regimes. We have found fresh evidence of how the schools are being used for political indoctrination. Pamela Geller’s blog Atla s Shrugs revealed t hat an Ohio school teacher was handing out “Organizing for Amer ica” internship forms to recruit students to build on the movement that “ elected President Obama by empowering students across t ing about our agenda...” he country to help us br Organizing for America is the succ essor to Obama for America. She reported, “Chuck, a reader of my website, has a daughter in the eleventh grade in a public high school, Perry Local in Massillon, Ohio. The teacher in her government class passed out a propaganda recruiting paper -- headed with Obama’s di stinctive ‘O’ logo -- asking students to sign up as interns for Organizing for America...T he form carries a recommended reading list, including Rules for Radicals by the notorious hard left community organizer Huffington Post articles by Zack Exley, and Obama mentor Saul Alinsky; two 4

5 rs Plot a Miracle.’ The first of ‘The New Organizers’ and ‘Obama Field Organize about ‘an insurgent generation of those, published in October 2008, enthuses organizers’ inside the Obama campai gn that has, “almost without anyone ent a brand new and potentially durable noticing ... built the Progressive movem rooted at the nei ghborhood level.” people’s organization, in a dozen states, Mary Grabar’s report about social studies teachers makes it clear that this is not an isolated example. The Ohio case is simply more overtly partisan than most. Grabar was born in Slovenia and e scaped communist Yugoslavia as a two-year-old with her parents. She grew up in Rochester, New York, and moved to Atlanta in the 1980s. She earned her Ph.D . in English from the University of Georgia in 2002, and now teaches part- time on two campuses in and near Atlanta. She writes for such publications as The Weekly Standard , Pajamas Media, Minding the Campus (Manhattan Inst itute), Clarion Call (The John William , The Pope Center for Higher Education), CNS News, The American Spectator Atlanta Journal-Constitution , Big Government, and Townhall. Her poetry and fiction have been published in Saint Ann’s Review , The Pedestal, Ballyhoo Stories , and other journals. She is a contributing editor to the Chattahoochee Review and has completed two novel manuscr ipts, one a satire about the sexual revolution and higher education, and anothe r, a semiautobiographical literary mystery involving immigrants from communist countries. 5

6 Executive Summary By Mary Grabar If anyone doubts that indoctrination take s place in our schools, he should attend the annual National Council for the Social Studi es conference. The NCSS is the major professional organization fo r social studies teachers from pre- kindergarten through high school. Their 2009 annual meeting in November drew about 3200 educators. Teachers met in At lanta to share pedagogical strategies in workshops and through poster sessions. They listened to speeches and visited booths offering curriculums. Fo r their attendance—paid for by taxpayers and less frequently through private tuiti on--they earned graduate credit and continuing education credit. As they imbibed the decidedly progressive atmosphere they thus made themselves el igible for promotion and raises in salary. I spent two days and one evening sampling from over 400 sessions, over a dozen speeches, and several cultural events. I have been writing about education for a number of years and have taught at the college level for nearly twent y. I am familiar wit h the left-wing bias in higher education and have witnessed t he decline in intellectual abilities of college students. But even I was surprised to see that blatant political bias in curriculums, anti-intellectualism, and emot ional manipulation of often very young children are accepted as a matter of c ourse in our schools. Among the troubling ism (in the form of Native American trends were the promotion of primitiv “thinking”) and of Islam. A District of Columbia Senator encouraged very receptive teachers to propagandize his cause of DC statehood and use children to lobby legislators. A middle school teacher detailed how she used an adult- level polemic to induce feelings of sympathy for illegal aliens. Government agencies like the Census Bureau and the F ederal Reserve Bank sent officials to offer their curriculums and teaching st rategies, and ask teachers to recruit students to do their bidding. The tax- supported National Public Broadcasting Corporation sent numerous representatives to present workshops on using PBS- produced curriculums and even teachers in the classroom. When actual U.S. history was presented it was fr om the perspective of various “victims.” Vital facts about political issues and historical ev ents were routinely omitted from the workshops, curricular materials, and speec hes. The presence of an alternative perspective was limited to a handful (a mong hundreds) of out-of-the-way booths (Hillsdale College and Ashland Un iversity, for example). In workshops, the goals of effecti ng “social justice” and using children in the public forum were openly advocated. Teachers were overwhelmingly and uncritically receptive to messages from government officials, politicians, advocacy groups, and activists. (A lis ting of the workshops grouped by broad categories appears at the end of the report.) I could not find one that promoted a positive view of the U.S. and the West. The idea of patriotism never came up. Nor was there a speaker to offer such an al ternative perspective, including to that 6

7 , an apologist for communism. And while of keynote speaker historian Eric Foner several workshops focused on the victims of the Nazi regime, none did for the communist regimes. The sessions I attended were as follows: “Hooray for Heroes” : by Dennis Denenberg who uses puppets and projects (that do not in clude writing traditional paper s) to promote certain generally leftist heroes, like Eleanor Roosevelt. “Teaching Like a Native” : presented by Native American teachers and a “Euro-Canadian” teacher who offered advice for reaching Native American students who see history differently and learn in a different way. “Muslim Perspectives Through Film and Dialogue: Understanding, Empathy, Civic Discourse” : Barbara Petzen of t he Saudi Arabian-funded Middle East Policy Council at Harvard University promoted a film called Allah Made Me Funny that featured three young, hip Muslim comedians. The insults against Christianity were subtle, but Islam was presented as an appealingly tolerant religion of virtuous young people. “Exploring the Human Rights of Illegal Immigrant Students and : presented by middle school teacher Martha Infante who used Communities” the high school/adult level book, , in her class. Her exercises Enrique’s Journey were blatant displays of emotional manipu lation to get students to accept illegal immigration. “Count Me IN! Census and Economic Sustainability” : by the Census Bureau. Teachers were encouraged to use the free educational materials from the Bureau. But Bureau officials also stressed the importanc e of conveying the assurance of privacy to students whose parents might not be English speakers. Funding for schools and accurate counts for redistricting were stressed. Students were to be enlisted as “advocates for participation in the 2010 Census.” “’Doing’ Social Studies in Georgia” : an all-day thematic display of es through various activities. A couple Georgia programs that teach social studi students who had participated in the Geor gia Governors Program (a summer program) testified about the value of the experience, while revealing that topics learned included such things as the histor y of hippies, the “rape of Africa,” and “the psychology of the serial killer.” A demonstration of high school student group work was then put on display with music and “I feel” prompts for group discussion. The Ron Clark rappers of the Op rah-praised academy of the same name performed next. Ron Clark gave a pr omotional speech for his school that enjoys corporate support and features a bungee jump and slide between floors. they learned economics through Another student group demonstrated how 7

8 The other two sessions (which I did not raising money for Heifer International. attend) emphasized service learning. “Fulfilling Democracy for All Americans” : featured Senator Michael Brown’s pitch for DC statehood. He offe red teachers sources for curriculums from advocacy groups and urged them to get students actively involved in the cause. Nary a mention was made of the founders’ origi nal arguments for keeping the District of Columbia neutral. “Yes We Can! Students Making a Difference Through Service Learning” : the story of an elementary school student who, motivated by her friend’s death from cancer, began the gr oup Friends Helping Friends. Other students engaged in service learning offered opinions on how they plan to improve the world. “WAMC Public Radio Student Town Meetings: Civic Awareness & News Literacy” : by Maryanne Malecki employed by National Public Radio who works as a “stealth teacher” in the public schools and bragged about persuading seventh- and eighth-graders to ” While publicly funded “champion social justice. PBS participated in several workshops, ther e were none for conservative media. I learned that not only are st udents presented politically biased information, but they are emotionally m anipulated into believing it. “The Civic Mission of Schools,” which served as the stated theme for the conference, does not seem to involve producing well-educ ated and independent-thinking citizens. 8

9 al Studies Teachers Share Strategies Indoctrination without Apology: Soci on How to Mold Students By Mary Grabar The praise songs to Barack Obama by school children and the University 1 of Minnesota's , the insistence that race, class, gender be ideological litmus test the “’overarching framework’” for classroom lessons, would not be as shocking to th the general public had they attended the 89 Annual Conference of the National Council for the Social Studies World Congress Center and the Omni Meeting in the gigantic Georgia Hotel in downtown Atlanta, about 3200 social studies teachers and educators came together for several days in November largely to share techniques for using their social studies curriculums to advance “social justice.” The line-up of entertainment, speakers, panels, curriculum providers, publishers, poster panels, and workshops all pointed to ward advancing a progressive political agenda. The modes of instruction, too, complem ented a curriculum that abandoned historical objectivity for promotion of ideology. The alternative perspective was limited to the presence of less than a handful of out -of-the-way booths by conservative institutions like Hillsdale College and the James Madison Constitution Center among over 130 exhibitors. Among the over 400 sessions, workshops, and omoted a traditionally patriot ic perspective or the clinics offered, not one pr upholding of traditional Judeo-Christian principles. NCSS President Syd Golston’s message in the program stat ed, “The civic mission of schools, the creation of active and empathetic citizens who can change our world, is the focus of our activities.” Although knowledge is not mentioned in Golston’s message, the workshop leaders we re keenly aware of mandated guidelines and made a point of demonstrating how teachers could mo ld the material to adhere to official learning objectives. The conference seemed to prove the claims that Augustin Rudd made in Bending the Twig— that social studies was a new subject devised to replace the objective study of history and civics. Indeed, the overwhelming assumption among the teachers is that ” kids (as each commonly the teacher’s duty to “her referred to “my kids”) is to advance the goals of “social justice.” Thus, they do what Rudd in 1957 accus ed progressive educators of doing: of assuming parental roles and indoctrinat ing instead of educating children. (At the conference, this objective was couc hed in terms of caring about the “entire student.”) Rudd took to task progressive educators like William Kilpatrick (a 1 70662162.html?elr=KArksc8P:Pc:U0ckkD:aEyK UiacyKUnciaec8O7EyUr 9

10 2 ocated expanding the role of schools. disciple of John Dewey) who in 1932 adv rriculum as “largely bookish, often Kilpatrick criticized the traditional cu 3 conventional and snobbishly ‘cultural.’” He attacked also the “’safe’” content: “mathematics, Latin, English, classical literature, modern languages, general history, physics.” Such subjects, he char ged, offer no “critical consideration of life’s problems as the young face the m” and no interest in the “common good” 4 beyond “school spirit.” Kilpatrick’s critique echoes that of the Progressive s who came before him and who would continue working in the sc hools, even during periods of political conservatism. Infused with hubris, Progre ssives saw their mission as not simply of citizen to usher in a new social educating citizens, but molding a new kind order. Thus, the objectives of educ ators reach far beyond what parents, oyers would assign them. taxpayers, school boards, and empl Taxpayers and tuition payers, furthermo re, now pay for these teachers to gather at the NCSS conference to learn new strategies for molding students. They pay not only by funding teacher s’ travel and tuition expenses, and substitute teacher expenses, but with high er salaries that are awarded to these teachers as they earn credits towards advanced degrees. According to NCSS’s Conference Services Coordinator Rachel Clausen, teachers in Georgia and other places earn Professional Learning Units (PLUs) for making presentations or inuing education for of the expected cont attending the sessions. PLUs are part teachers, and are taken into consider ation when decisions on promotion are ould earn the credit s of one graduate made. Those in a graduate program c seminar by attending fifteen hours of sessions and writing a 3-5 page paper Georgia, a teac her with an advanced summarizing what they’d learned. In degree gets a significant bump in salary that carries over into retirement. For the social studies teacher, it’s a win-win situation. As samplings of workshops over two days and perusal of booths and poster sessions, as well as attendance at the keynote speech, demonstrated to me, the last concern of the vast majo rity of these educators is historical knowledge, literacy, or i ndependent thought. In fact, taken as a whole, this eness of even age appropriateness of conference demonstrated a lack of awar subject matter and teaching methods. As they speak and share among to aims of indoctrination. themselves, these educators openly admit Furthermore, the “New Educationists, ” like Kilpatrick, that Rudd wrote about have become the mainstream educat ionists. The suburban high school teacher who lives down the street coul d have been at the conference learning 2 Rudd, Augustin G. Bending the Twig: The Revolution in Education and Its Effect on Our Children. (New York: Sons of the American Revolution, 1957). 3 Kilpatrick, William Heard. Education and the Social Crisis: A Proposed Program , (New York: Liveright Publishing, 1932), 56. 4 Ibid. 10

11 ice. While Rudd new strategies for teaching social just wrote about community resistance in the 1950s, today the New Educ ationists draw very little protest or notice in their communities. Rudd noted that “It is thei r contention that the time given to history (also advantageously used if courses of geography and civics) could be more instruction emphasized subject matter ‘especially selected’ to prepare our youth 5 for the new social order.” To this end, social science courses “supplant history, geography and civics as separate subjects.” History “is confined largely to material of ‘social significance’ or ot herwise believed to be of advantage to their 6 purpose.” As workshops indicated, select ive historical events—slavery, the American Civil Rights Movement, the Ho locaust, Indian removal, the women’s advance a progressive ideological movement—become the focus in order to agenda. Today, the designations of history, geography, and civics still apply—as evidenced by the official categorizati on of workshops. A new social order remains the objective, though. For exampl e, a workshop on middle level to junior high school “economics” was titled “Con scious Consumption for Citizens in a Material World” that promised to help the teacher “Guide your students in examining their personal economic decisions by thinking critically about their values, mass media, and the impact of consumption on the environment.” The second part of Rudd’s critique, “the teaching concept behind this sabotage of history,” was evidenced in peda gogy that allowed barely five minutes of concentrated study for the student. R udd links this back to “Dewey’s Activity Program” of “’learning by doing.’” R udd rightly points out that Kilpatrick’s time to “’the study of social life and prescription of assigning one-third of school institutions’” and another third to “socially us eful activities” leaves very little time 7 He correctly diagnosed such a teaching method as a for academic studies. perfect complement to the political agenda of a new social order. Today’s educators now have many technological tools to assist them in such activities. Words like “learn” and “study” have been replaced by such words as “doing”—as in “Doing Social Studies. ” In fact an entire day’s presentation on Georgia programs was present ed under the umbrella title, “D oing Social Studies.” In addition, to the emoting and talking in peer groups that was demonstrated in these workshops, “doing social studies” in volves community service projects and overt use of students for liber al political projects. 8 He would have been Rudd labeled such activiti es “anti-intellectual.” llectualism. Surveys show more drops dismayed to see even further decay of inte He would have been appalled to see the in civic knowledge each decade. 5 p. 183. 6 Ibid. 7 Ibid. 8 p. 184. Ibid. 11

12 thinking (as educators castigate them)— rejection of the “EuroAmerican” ways of r more primitive fo rms, purportedly of i.e, logical ways of thinking—rejected fo Native Americans. He, in 1957, woul d have been appalled at how the veneer of compassion and concern for “our kids” ob scures teachers’ emotionally coercive methods of indoctrination. illustrated a major theme of the I tried to attend a workshop that conference. I have broadly cate gorized these as follows:  the victimization of cert ain groups by the U.S.,  the virtues of Islam,  adopting non-“EuroAmerican” ways of thinking (primarily through Native American studies),  the use of the classroom for po litical activism in progressive causes,  adopting “community service” projects,  the advancement of LGBT issues  amnesty and rights for illegal immigrants. Almost all instruction seems to be done through activities, group work, or the burst of image or sound through electron ic media. Never did I hear advocacy of the traditional “EuroAmerican” forms of reading, contemplation, study, weighing of evidence, or orderly debate. As a result our colleges are filled with 9 remedial reading and math students requiring classes. Appropriately, to comport with the “ non-linear” kind of th inking that one of the presenters (“Teaching Like a Native”) asserted belongs to Native Americans, the conference opened on Thursday night with a cultural demonstration of Native American dances, with NCSS president and various school teachers and administrators taking part. The signifi cance of feathers on headdresses and the history of the dances were explained to teachers, as were the now well-known Tears and the injustices stories about the Trail of perpetrated on an “advanced” civilization (because women could own property, and women and children And on the opening night, Democratic participated in council meetings). Congressman John Lewis was a speaker. These events appropriately set the tone for the workshops and discussions in the days ahead. The New Heroes I was intrigued by the title of the presentation the following morning, “Hooray for Heroes,” since traditional her oism seems to be passé these days and has been replaced by stories about victims and their oppressors. However, what Dennis Denenberg presents are “ REAL heroes for today's children and young 9 2009/12/by_sandra_stotsky_and_zeev.html 12

13 11 10 adults .” His list reveals a selection not of those who risk life and limb, but such individuals as Martha Graham , I.M Pei, and Walt Disney. red “non-linear” mode of teaching, Showing what seemed to be the favo Denenberg, attired in a vest plaster ed with images of Eleanor Roosevelt and quotations from her, entertained the audien ce by donning various hats he uses to make “heroes” come alive for students. The vest, a “walking biography,” he explained, was made for him by a coll ege student. He suggested assigning the vest-making project to fifth- and sixth- graders, and then having them inspire kindergarteners through fourth-graders to do the same. Other suggested ooned tote bags, bathroom signs, and hall projects included similar image-fest passes. And rather than assigning bor ing papers, he suggested students make cereal boxes, like one he held up for “Nelson Mandela Freedom Flakes.” The box was cleverly designed with Mandela’s visage posted in the usual place of sports stars. Where the nut ritional values usually go was the value that such a hero demonstrates, for example, “25% perseverance, 50% courage,” etc. “It’s okay to use gimmicks,” Denenber g said after acting out Eleanor Roosevelt in a falsetto, and pointing to the puppet he held. While one might picture rapt kindergartners following such lessons, I realized that he meant their use through high school because he then described using a Gandhi puppet for seven weeks in a high school class. A nother gimmick was to set the ideals of Martin Luther King to the music of “Frere Jacques” (lyrics in English “Are You lyrics changed to “Reverend King had a Sleeping, Brother John?”) with the dream / all the blacks and whites / on one te am.” Holding up a life-sized cut-out hat such a song summarized the “essence” of the of King, Denenberg claimed t 12 man’s philosophy. At his school, Bill Ayers Millersville University (where was invited last year to speak on education), education majors are immersed in such heroes. Thinking like a Native More strategies against traditional Euro-thinking were presented in the next session I attended, “Teaching Like a Native,” which with 40-50 people in the audience seemed to be better attended than most. It included some of the previous night’s dancers, as well as a “Euro-Canadian curriculum coordinator and teacher” from the Northw est Territories. The Euro -Canadian claimed that he sensed that “aboriginal peoples are havi ng a resurgence,” not only in population but in culture and values, especially those concerning the environment and international relations. He encouraged teachers to use wikispaces and to visit his website strongliketwopeople.wikispaces .com. Teachers in the audience also learned from a Native Amer ican former teacher that Na tive Americans see U.S. history from a different perspective. T hey also tend to learn differently, through 10 11 12 13

14 way. Teachers were enjoined not to association, and not in the linear “Euro” emphasize the Indians in discussions about Thanksgiving and to refrain from a feather.” Other making hats with colored paper feathers, for “You can’t just get as using the correct word to say “hello” tips for avoiding offense were given, such (not “How” if discussing Cher okees), not to use the word “chief” indiscriminately, for some are elected and some gain posit ions by heredity, to be careful about performing dances, for some may not be appr opriate for men or women, to be ive perspective when discussing current tribally specific, and to find the nat events. Teachers were cautioned about movies like Tonto and the Lone Ranger , Last of the Mohicans, and Dances with Wolves that present the Euro-American’s perspective. Most would agree that cultural respec t is a good thing. But teachers were odes of teaching in mixed classrooms, being asked to use non-linear (illogical) m learning based on ethnicity. Such an presumably to cater to different ways of argument has been made before on behalf of black children—with disastrous results. The presentation also gave the false impression that Native Americans are all peaceful, earth-harmonious peoples, and continually guarding against hers were encouraged to go to further victimization. Teac , the Native 13 14 , American Rights Fund , (with the warning Indian Country Today that it is “controversial”), and . All of these, however, focus on political advocacy, with t he exception of, which lists Native across the country. American cultural events Guest Speakers While a very liberal Democrat Congressman, John Lewis, had been invited to speak, no one from the other side of the political aisle was. Speakers promoted the themes and agendas of the workshops and included Emory Professor of Modern Jewish and Holocaus t Studies (reflecting the conference’s ignoring the much larger number of deat hs under communist regimes); Dr. Nasim Ashraf, Executive Director of the Center for Pakistan Studies at the Middle East Institute; Bryan Lindsey of the CDC on t he Tuskegee Experiment (in line with the focus on victimization of blacks) ; Greg Mortenson (whose bestseller Three Cups of Tea ance as a backhanded indictment of posits his kind of humanitarian assist U.S. military involvement in es, original plaintiff in the Middle East); John A. Stok Brown v. Board of Education ; and Chadwick “Corntassel” Smith, Principle Chief of the Cherokee people. Columbia history professor Eric Foner, featured speaker on Friday afternoon, drew hundreds of people. His talk was underwritten by the Gilder Lehrman Institute of American History, which of late se ems to have slipped into the focus of the fashionable topics of slavery and the Nazi holocaust. For 13 itle=Native_Americans_Rights_Fund 14 14

15 15 module for teachers on terrorism example, in a they reprint an article from Slate tualizes the 9/11 attack as one like many perpetrated online magazine that contex throughout history, in the West as well as from the Mideast. Foner’s talk on Abraham Lincoln was informative and engaging, and other than the invocation of progressive histor avoided explicitly ian Charles Beard, contentious references to ideology. F oner displayed scholarly objectivity in h conservatives and liberals and that the noting Lincoln provided a mirror for bot comparison of Lincoln to Obama does not hold beyond speaking skills. and why Lincoln’s views, especially on Reviewing in historical context how slavery, changed, Foner gave what appeared to be a fair historical pr esentation. But this was one side of Eric Foner. John Earl Haynes and Harvey Klehr, in their book In Denial: Historians, Communism, and Espionage , assert that eenth-century U.S. hi although Foner “made his reputation in ninet story [, he] has never hesitated to intervene in historical deb ates far afield from his specialization 16 when myths of the pro-communi st left were challenged.” Citing numerous examples of Foner’s distortion of hi story defending communism, Haynes and Klehr place him in the school of “revis ionist” historians. Foner defended Julius Rosenberg, even after the Venona docum ents of the opened Soviet archives, showed that he had spied for Stalin. Foner, returning from a trip to the Soviet Union in 1990, “grouse[d] that Soviet historians no longer accepted his negative 17 Furthermore, “The subsequent decomposition of views of America.” communism taught him nothing, and in The Story of American Freedom , published in 1998 . . . Foner made the Amer ican Communist Party into “a heroic y changed American history fo r the better, ‘the center organization that profoundl 18 ocratic upsurge’. . . .” of gravity for a broad dem On 9/11, along with historians who placed blame on U.S. policies, Foner proportion by noting soon after September “demonstrated his sense of historical 11, ‘I’m not sure which is more fri ghtening: the horror that engulfed New York 19 In om the White House.” City or the apocalyptic r hetoric emanating daily fr 20 editorial 2006, he wrote the infamous in the Washington Post, ranking George W. Bush the worst president ever. 21 that was Foner repeated the charge in September 2009 in an interview full of the truisms of the radical left regarding race. In an inauguration day 22 interview on NPR Foner hailed Obama’s presidency as a “turning point in our , 15 _pop_intro.php?module_id=631&reading_id=484 16 In Denial: Historians, Communism, and Espionage , (San John Earl Haynes and Harvey Klehr. Francisco: Encounter Books, 2003), 203. 17 Ibid ., p. 39. 18 Ibid ., p. 40. 19 Ibid., p. 49. 20 ent/article/2006/12/01/AR2006120101509.html 21 ric-foner-is-dewitt-clinton.php 22 15

16 “the principles that R history,” as a repudiation of eagan established . . . limited government, deregulation . . . the market being the arbite r of economic policy.” In expressing his hopes that Obama would est ablish a “new governing re like a radical progressi ve than the disinterested paradigm,” Foner sounds mo his online curriculum vitae, professor. According to Foner sits on the editorial The Nation magazine and is involved with PBS productions, a board of far-left vested in education as indicated by tax-supported organization that is deeply in their omnipresence at the NCSS conference. Foner’s point in his lecture about the “serious weakness of Reconstruction” as the inability to follow through on the promise of “forty acres ty rights takes on a new significance. and a mule” because of violation of proper Foner’s authored a textbook titled (Norton 2004). Give Me Liberty! Embracing Islam “Muslim Perspectives Through Film One of many workshops on Islam, and Dialogue: Understanding, Empathy, Civic Discourse,” used humor to present Islam as a hip religion. This one was ve ry well attended. Since the Fort Hood shootings were fresh on people’s minds, the presenter, Barbara Petzen, was quick to say that she doubted it was as an act of terrorism. Petzen is employed by Harvard University’s Middle East Policy Council, which is run by Charles 23 Freeman lligence Council was ended over , whose nomination as National Inte ing 9/11 that contradicted official his financial connections and statements regard U.S. policy. MEPC receives its f ia. In 2002, the unding from Saudi Arab Massachusetts Department of Educ ation stopped contracting with the r teachers and students because of the organization to conduct seminars fo 24 view of history in its curriculum materials. biased, anti-Israel But Petzen was addressing teachers fr om across the country at this that teachers understood that it was conference. Her mission was to make sure cks. She explained t not Islam that was at fault for terrorist atta hat just as it would be wrong to implicate all Christians as terro rists because of the Ku Klux Klan, it is wrong to implicate Muslims. Both extrem ist groups share similar anxieties about a “changing world.” Ptezen claimed that film is the best way to get this message across to high school students and recommended Inside Islam and Allah Made Me Funny, the latter about a comedy tour of three y oung Muslim comedians, a Palestinian, an Indian, and an African-American convert. “What I love about these guys,” said Ms. Petzen, “is that they’re normal.” 23 printindividualProfile.asp?indid=2381 24 16

17 Indeed, except for the beards, the com edians, in the baggy jean uniforms of today’s urban youth, could fit into any community college campus. The film is part of a wider effort to introduce Islam as another part of the mu lticultural fabric of the country. In August, the Council on American Islamic Relations (CAIR) 25 the release of a video on Ramadan by a Muslim hip-hop group. But announced 26 National Review, as Alex Alexiev wrote recently in the Islamists, in their objectives of destroying Western civilizati on, prefer the tactics of “proselytism, indoctrination, infiltration, and undermining American society from within.” They seek to destroy the West “’with thei r [i.e., the West’s] own hands.’” The indoctrination is subtle in the film. Many shots of the audience n and Islamic dress laughing at the showed families and young people in Wester cracks from the guys on stage. The hum or, however, disguises the insults black convert joked that just because against Christians and white women. The he was celibate did not mean that he was gay--just that he no longer liked white women. This change in him had confus ed his mother, still stuck in the old Christian religion and benighted vention” on his behalf. ly planning a church “inter One teacher in the audience apparently una ware that sensitivity extends only one way made a comment about “stereotyp ing” the black church. Another teacher in the audience then responded, “I thought he was loving toward the church.” Indeed, the com edian did not display overt hatred towards his mother her childlike naivety. The film is and her religion, only a loving bemusement at cleverly done, careful to present Muslim s as virtuous, tolerant, and hip. Petzen offered a defense for Muslims who rioted and killed over the that were cartoons Muhammed. She pointed out publication of cartoons about , Christians too would get upset. To a question published making fun of Christ about why the 30 or so groups in Atlant a did not condemn terrorist attacks, she faulted the media for ignoring statem ents posted on their websites. She encouraged the teachers filling the room to order the video about the comedians the producer. The owner of Unity for free from Unity Productions Foundation, 27 , as a convert from his own self- Productions and film director, Michael Wolfe described “mongrel” background of a mixed Jewish-Christian marriage, seems to know what will appeal to t eenagers—especially those adrift or confused in their own religious convictions. Petzen also co-presented a seven-hour pre- conference clinic called “The Muslim Mosaic.” Embracing Illegal Immigrants The next session, “Exploring the Human Rights of I llegal Immigrant Students and Communities,” for the “Sec ondary Level-High School” cohort was presented by Martha Infante, a teacher at Los Angeles Academy Middle School. Like most teachers, Infante was carefu l to describe how her lesson plans could 25 icleID=26062&&name=n&&c urrPage=1&&Active=1 26 “Jihad, Inc.” December 7, 2009. 27 17

18 ndout she quoted from California’s Social fulfill official requirements; in a ha Studies standards, among them 11.8, “De scribe the significance of Mexican agricultural economy, especially in immigration and its relationship to the California,” and 11.9, “Examine relations between the United States and Mexico in the twentieth century, including ke y economic, political, immigration, and environmental issues.” The key “text” Infante uses is a book that has become mandatory reading for many high school and college student s, and that has been placed on city- wide reading lists, Enrique’s Journey. The publisher’s web page notes that 20 colleges and 13 high schools have adopted the book as their freshman or summer read. But I suspect that this list underreports the actual usage, for I have seen the book appear on Atlanta area high school lists that did not make it to the publisher’s list. In 2002, blogger Joe Guzzardi express ed skepticism of the truth claims made by each of the participants in this odyssey of a 16-year-old Honduran boy who enters the U.S. illegally to be reunit ed by his mother. He noted that the Pulitzer Prize-winning journalis t-author never confirmed her sources’ stories. Ms. Infante distributed a handout wh ich suggested additional materials: the original Los Angeles Times articles, the movie Under the Same Moon , an interactive Internet game, , as well as laptop computers, Power Point software, pos iral notebook. Infante ter paper, markers, and a sp congress with the emotional appeal of does not seem to assign papers, but in this book, has middle-school students do activities like drawing and acting out feelings—even though the book is classified by the School Library Journal as “Adult/High School.” In one of the exercises, “Sensory Figures,” students are instructed to quickly draw a character and then fill in t he blanks after following prompts for the character: “I think,” “I see,” “I hear,” “I smell,” “I touch,” “I taste,” “I feel,” “I want,” “My feet,” “I wonder.” Alt hough the reference to feet mi ght seem out of place, it soon became apparent that the expected answer would conc ern their soreness. were included in the packet Infante Two such figures drawn by students handed out to us. Both were of an Enrique in patched and tattered clothing. One had a large tear drawn on his cheek. Ar s: “I taste the ound him are the prompt blood coming out of my mouth,” “I touch mu d, water, grass, di rt,” and “My feets looks [sic] [illegible].” (Grammar and penmanship do not seem to be of primary concern.) The other drawi ng too seems to display a lesson well learned: “I smell the blood of beaten immigrants” and “My feet hurt from all the walking.” The other project is something ca lled a “foldable,” with directions you know about Enrique and immigrants instructing students: “Based on what 18

19 like himself, create a foldable that includes images that illustrate the push/pull factors that cause their migrat ion to the United States.” Over two dozen literature prom pts are then provided, among them,  “Enrique begins drug and alcohol abuse as he enters his teenage years. Tell of how these vices have affected anyone you know.”  “Lourdes’ [Enrique’s mother] boyfriend in the US abuses her physically. What are your thoughts on domestic violence?”  “Lourdes has a child in the US wi th her boyfriend. Write a diary point of view of Enrique.” entry about this event from the  ‘takers’ who take away the “The people of Chiapas are depicted as dignity and material possessions of the migrants. The people of Veracruz are depicted as give rs, who share food and drinks with migrants in spite of their own dismal poverty. Are you more Chiapas or Veracruz?”  “Illegal immigrants are pursued by regular American citizens in border towns. Create a sensory fi gure of one of these citizens.” And the final question:  “Enrique has left his girlfri end in Honduras pregnant, with his child. He now wants Maria Isabel to join him in the US and leave their child behind. What do you think he should do?” e Americans justifiably angry over None of the questions, however, involv illegals trampling their priv ate and public land, taking away jobs and money for social services and filling jail cells. However, when the anger is presented as coming from an illegal, it is justif ied, even if it crosses the line into profanity. As she passed a collage around with a drawi ng of a “migrant” behind barbed wire giving the middle finger, hough the gesture violates Infante explained that t policies against the use of profanity, s he makes an exception for such righteous outrage. Infante also told about holding mock election campaigns and debates. Her handout explained that the students play the video gam e “Iced” in order to “understand immigration law and to underst and global nature and the complexity of the immigration issue.” Each student can choose a different character in the game and identify the following characteristics: name, gender, country of origin, reasons for emigrating, challenges faced in their journey, and “how do these challenges compare to En rique’s challenges?” After watching the movie Under the Same Moon loosely based on Enrique’s Journey and filling in a comparison chart, students are expected to complete a final project in the form of poster, performance, movie, power point presentation, brochure, or speech. Although the instructions tell students to give 19

20 would take a stout-hearted twelve- “your opinion about illegal immigration,” it like poor Enrique. In case it was not year-old to make an argument against those clear where Infante’s sympathies lay, she shed her veneer of scholarly objectivity (she had been insisting previously that her goal is only to “guide students” regarding the “complexity” of the iss ue), she spoke on behalf of the Dream Act and showed a segment from CNN about an illegal immigrant denied scholarships to prestigious colleges. In fact, Infante expressed a desire to do a project on these immigrants that woul d compare how they were “being dehumanized” to what had been done to Jews under Hitler. A teacher from Norcross, Georgia, whose class is 70% Hispanic, with 30% of those illegal, r eaffirmed Infante’s concern about meeting the emotional needs of students. Infante is no fiery poken teacher. Her closi ng statement, “In the end ideologue, but a young soft-s ke us concerned about those kids. they’re our kids,” however, should ma Embracing the Gay Lifestyle s on LGBT (Lesbian, Gay, Bisexual, I did not attend any of the session Transgender) issues, but note them in the list below. Even more prevalent were poster sessions and curriculum materials that all sought to normalize the concept of a gay lifestyle. (The historical irony of my juxtaposition of these two causes— Islam and gay rights—hit me here as it does at a community college where I to each other on the bulletin boards, one teach when I walk past posters next displaying the gay triangle announcing the club, and one by meeting of the LGBT the Muslim Student Associ ation displaying a poster asking women to “wear a hijab for a day.”) Government Agencies Working through School Children The Census Bureau was represented, with not only lesson plans for children about the original Cons titutional requirement, geography, and redistricting, but also with updates about getting school children to convey the message to parents about filling census fo rms, with special attention to those disenfranchised by language barriers. This should be alarming, especially in light first acts of the Obama admin of the fact that one of the istration was to transfer control of the census to the White Hous e. Conservatives’ fears about the new powers assigned to the Census Bureau al so concern manipulating elections through counts of illegal aliens. Linda Bennett, formerly at the University of Mi ssouri, explained why the Census Bureau is “working through children. ” School districts that want federal funds for foreign language programs need an accurate count of non-English speakers. But because parents might be re luctant to fill out forms because of their legal (or illegal) status, children need to reassure them that counts will be made confidentially. She said it was im portant to stress that neither Census have access to the information. Bureau—nor Immigration--employees, 20

21 While promoting materials availabl e online for curriculums, guides, and activities, Bennett stress ed that accurate counts are needed for each school to receive the maximum amount of federal f unds. Census Bureau “It’s About Us” principals are told educational materials, , use “ social studies, English language arts, math, and mapping skills to educate students about the census.” But the curriculum also “seeks to enlist students as advocates for in their homes and communities, especially participation in the 2010 Census, in communities that might otherwise be undercounted or overlooked and, as a result may lose out on a wide range of benefits.” Scholastic Magazine , which had a ubiquitous presence at the conf erence, prepared the Census Bureau materials, which for high school student s emphasize the need for an accurate count in order to ensure compliance with the Fair Housing Act, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. Redistricting is also discussed and sure to strike a note of recognition in the curriculu m that emphasizes “social 28 a election web site justice.” (The Obam bragged that Scholastic succumbed to pressure from the gr oup’s members and included a book about gay parents in its book fair. A Scholastic Magazine cover from 9/18/06 featuring what are described as Palestinian ref ugee children waiting in a bomb shelter during an Israeli attack adds further ev idence to a leftist perspective.) “Doing” Social Studies in Georgia To begin the all-day series, t he session on the Georgia Governors Program, described in t he program as “a six-week summer residential gned to provide intellectua lly gifted and artistically instructional program desi talented high school students challenging and enriching educational opportunities not usually available during the school year,” had a testimonial from a student who described his activity there of res earching hippies and revolutionaries, and doing a project on “Traditiona l Pacific Northwest Native American Economics,” as “intense and fun.” Anot her student, a theater major, described it as “the best experience of my entire life.” The subjec ts he studied were “1968, the lost books of the Bible, the rape of Af rica, and the psychology of t he serial killer.” Movies seemed to play a large role—horror mo vies to understand serial killers and Invisible Children to understand Africa As with much of social studies education, . mmunity service, was emphasized; this community service, particularly global co program engaged in the Books of Hope pr ogram for children in Uganda. The student enthused about this summer camp type experience, including part of his “growth” experience in learning how to do his own laundry. “TCI strategies on the question, ‘How Next was a demonstration in using did change and conflict shape the Americ an West?’” Students from Eagle’s Landing High School in McD onough, Georgia, recreat ing classroom lessons, 28 reverses_decision_to_exclude_gay_friendly_boo k_from_fairs 21

22 collaborate after the song “Home on the gathered in groups of four and five to Range” was played for them. Question prompt s from the teacher of this class of eleventh-grade students included the song bring up?” “What kind of feelings does “Do you think the experience was good or bad?” “Did it go well for everyone?” students were instructed to take on the As they investigated such feelings, identities of such historical figures as railroad workers, railroad owners, settlers, ts for these prompt s, with pictures African-Americans, and miners. The hand-ou atements,” recalled t of faces and instructions to use “I st he lessons regarding . Enrique’s Journey Because of the praise I’d heard, I was hopeful for the next session “The Ron Clark Academy Rappers.” The Ron Clark Academy, of course, is the school run by the phenomenal Ron Clark who has the reputation of making academic achievers of students from “disadvantaged” backgrounds. The audience seemed to be enchanted by his presentation as he literally jumped up on a chair and from there very animatedly described his od yssey from turning around a school in Harlem, where he had initially been spat on and had tables thrown at him, to his Oprah The appearance on , where he was encouraged to write his book, Essential 55 to begin a foundation and start . The book’s success enabled him his school here in Atlanta. Clark is widel y known for his philosophy of teaching to the brightest (a good concept) in order to raise standards; he has received national kudos and enough corporate support so that his students travel around the world. Clark’s frenetic style made me tired, though. And I wondered about a school with a slide between floors and a bungee jump—used also by adults. Children, of course, too often today are denied outlets for their energy, but should the school building itself be made into a playground? Should the teacher become the child’s playmate? I was becoming increasingly distur bed by the lack of age appropriateness I was seeing throughout the conference. The dismay continued as the uniformed middle school Ron Clark Rappers danced and shouted out slogans about Iraq and domestic spending, categorizing them with shouts of “Obama on the left” and “McCain on the right.” Clark def ended himself against the charges of indoctrination that had been leveled for t he post-election song about Obama. He explained that two songs had been prepar ed, one for each candidate, depending on the election outcome. There was only one child who was not black among the group Clark had brought in, and as he defended his school, Clark brought up some racist comments posted under the YouTube video. “They will experience racism again,” he sorrowed. Yet, than ks to Delta Airline, his students have ting six continents. enjoyed the privilege of visi 22

23 A similar narrative was put on display with a presentation about how Dougherty County, Georgia te), students raised money (with a 83-90% poverty ra to travel to the Presidenti al inauguration. These st udents are part of the Albany Early College program, where they are housed on campus and attend college for free. A DVD of the DC trip was show n; a student testified about witnessing where King made his “I Have a Drea m” speech and where the first African- American president was inaugurated. The complement to the victim nar rative is the narrative about the privileged white stude nt redeeming himself by helping the poor. In the next th session, “A 5 y of Economics,” students Grade Standards Based Stud demonstrated “how they learned about wo rld hunger and poverty issues through a standard-based study of economics, runni ng a class business to raise money for Heifer International.” I did not stay for the other two fi nal sessions of Geor gia “Students Doing Social Studies.” These were “Yes We Can! Students making a Difference Through Service Learning” (for elementar y school students) and “Helping Hands: Extending Middle School Social Studies Through Service Learning.” I left, concluding that middle-school students ar e expected to be political pundits and elementary school students are to volunteer in the community. Oddly, adults are expected to act like children in the cla ssroom, and children ar e to spend their off functions once left to mothers and hours in “service learning”—the volunteer fathers involved in PTA and Scouts. Student Activism for a Senator’s Political Cause: D.C. Statehood An afternoon session, “Fulfilling De mocracy for All Americans” featured District of Columbia Senator Michael Brown, activist Anise Jenkins, and Patricia Brown (Senator Brown’s wife), who is employed by the District of Columbia Public Schools. The objective became quickly clear: to recruit students to campaign for changing the Constitution to allow D.C. representatives to be voting members of Congress. (The district had voted 92% for Obama. ) Senator Brown 29 , which links to DCvote , suggested teachers visit which itself lists a number of “national partners,” like Friends of the Earth, Hip Hop Caucus, and People for the American Way. The Teacher Talking Points 30 about the founders’ nothing from the other side handout , however, offered Columbia statehood. It does say, though, reasons for not granting the District of “The overwhelmingly white Congress has traditionally been hesitant to grant the District’s African American majority a vo te in the House and the Senate.” A major part of the lesson plans involved t he issue of rescinding the District’s gun bans. The League of Women Voters (whi ch was represented in the audience) has a strong hand in these educational efforts, among these Larry Sobato’s 29 30 sonplan/teachertalkingpoints.cfm 23

24 litics Youth Leadership Initiative, which University of Virginia Center for Po , a book that calls for major promotes Sobato’s A More Perfect Constitution page joint lesson plan presents the struggle revisions to the Constitution. The 35- as akin to the one by blacks and women to get the vote. The questions provided are all leading questions, t ugging at students’ feelings about fairness. Sobato is analyst, but his involvement in these usually hailed as a fair-minded political atehood throw that into doubt. teaching materials promoting D.C. st Anise Jenkins, the dreadlocked acti vist, who said her “entrance in the movement came out of anger,” told teachers about her blog , which has some (nonworking) links for “Teach-In s.” “We’re talking about power,” she told the assembled teachers. A video s howed eight-year-old children dressed as young suffragettes at the White House, a child around the same age explaining (absurdly), “We pay taxes but don’t have a senator,” and testimony of high school students before Congre ss. “These kids get these issues,” explained Senator Brown, noting that on Vale ntine’s Day students sent “Be mine” messages to a hundred senators. He again suggested teachers visit for democracy,” he said, and said it for ideas. “We need your help to stand up was honor to serve AFT, NEA, NCSS, NOW, and Amnesty International. Senator Brown reminded teachers of “a great opportunity to engage your students” in an admittedly “political ba ttle.” No one in the well-attended event (about 25) expressed any curi osity about the other side of the issue or voiced an hers to recruit students to advance his objection to this senator calling on teac political agenda. , was a super delegate who endorsed Senator Brown, a shadow senator 31 . He ng for America website Obama, according to Barack Obama's Organizi 32 Green Party Forum for DC Statehood . In fact, I received a participated in the this workshop. On t he front of it was a “special invitation” post card in the mail for Obama: “’Senator Brown has always been a strong quotation from President advocate for the rights of DC residents. . . ‘” Yes We Can...Do Community Service! While senators, activists, and teacher s feel free to recruit children for political causes, another session demons lingness to be taught trated teachers’ wil by children. It was a story that had one teacher in the audience weeping. The title of the workshop was “Yes We C an! Students Making a Difference Through Service Learning.” The description r ead, “Students and teachers from the 2009 Program of Excellence Award winner, Lue lla Elementary School , Henry County, Georgia, will present an overview of why in volvement in service learning makes a difference in people’s lives.” The stor y, which had aired on a local television station, involved an eight-year-old girl who helped her friend who eventually died of cancer. The eight-year-old is cert ainly to be commended for sticking by her 31 26/two_more_dc_superdelegates_end.php 32 24

25 group, Friends Helping Friends, for terminally ill friend and then founding a s a corporate sponsor may have gone childhood cancer. But a woman who wa overboard by claiming that students invo lved in such projects show “more leadership potential in thei r pinkies than some CEO’s I know,” especially since about six to thirteen shared the stage with five such children ranging in age from one time been expected (that one did not her. Furthermore, what would have at abandon friends in time of sickness) is now presented as heroism and a lesson for all, including adults. The effect is to inflate children’s own sense of themselves, and contribute to the rising narcissism that psychologists see among the young. to be about 13 years old, provided The eldest of the group, who appeared a display of inflated self-worth as s he responded to a teacher about what her “generation” will be doing differently in the future. Speaking from the heights of the stage, she proclaimed t hat under her generation’s l eadership things would be different in a positive way, especially regar ding war and disease. “We’re going to have better decisions for the youth of that day,” she pronounced. Then she continued pontificating, te lling her audience that more programs like Greg Mortenson’s Pennies for Peace program are needed. (Mortenson was a featured speaker and had the longest li ne for selling books, which are used and in the classroom.) promoted as reading material This received approving applause. Another admiring teacher then asked her what her favorite books were. Students on Strike about a She cited Nicholas Sparks and said she wants to read strike in 1951 to desegregate schools. “Our dreams and deeds are leading to an improved world,” she read from a statement. But I was pi cking up my things, and feeling an evil urge toward her and the teac her who put her up to this. I hurried out as her words trailed off, “Then your students will be saying, ‘Yes, we can. . . .’” Your Tax Dollars at Work: Public Broadcasting in the Schools fforts by Public Broadcasting in the My last session involved one many e schools. Multiple booths offered materi als from Public Broadcasting, from websites to movies that covered historic al periods, especially those involving civil expertly produced, rights. The materials—paid for in part with tax dollars—are but of course present a bi ased view of history. But PBS also has people to come in to help the teacher out, and by the presentation I saw, lead the lesson for her. (School districts spend millions on thus calling into question the training curriculums and programs by such groups, teachers receive in education schools.) 25

26 Radio in Albany, New York, a Maryanne Malecki from WAMC Public ealth teacher” as she attempts to get former teacher herself, calls herself a “st seventh-and-eighth-gr ade students to “champion social justice.” Malecki also agged that although stude nts think she is teaches at a community college. She br ks in “collusion” with the teacher. someone from the outside, she really wor She had us do an exercise in small groups to simulate what students do. We were asked to think of topics student s would be interested in researching. The groups came up with the topics of “trends and fads,” legalization of marijuana, the high cost of college, gun violence, Afghanistan, abortion, poverty and kids, and youth culture. Then we were asked to come up with five questions exercise would eliminate “shocker” topics for each topic in three minutes. This like abortion that would not attr act enough questions for research. Malecki had ideas for using the Inte rnet for research and for bringing in speakers. She suggested county agencies, like t he department of social services, to discuss poverty . She did suggest the C hamber of Commerce, but emphasized the ACLU and Planned Parenthood more strongly. Her salary is paid for from outside grants, from t he Educational Foundation of America founded in 1959 by Richard Prentice Etti nger, founder of the major textbook s in the areas of arts, democracy, publisher Prentice-Hall. EFA gives grant education, environment, health and human services, peace and security, and reproductive rights. A goal of the peac e and security branch is “reduced military spending.” One of Ettinger’s major concerns was overpopulation. And as always, Malecki offered suggestions on how to write her material into the courses and make sure they fit the official criteria. From 1957 to 2009 Augustin Rudd in 1957 attempted to st em back the tide of progressivism. He wrote, “A knowledge of our history hel ps to strengthen faith in the foundations of our Republic. It portrays the good and ba d of the past; the deadly parallels of ancient and modern demagogue s; and the pitfalls into which men have fallen when they entrusted their liberti es to men instead of laws.” But at this conference, it didn’t seem that any were even aware of such an argument for a traditional curriculum. The teachers, even those well into middle age, have themselves likely received bias ed educations. They have uncritically accepted the dominant ideology that prom otes a certain view of history and sociology that lends itself to the unpr ecedented promotion of a candidate, and now president, of t he United States. Barack Obama has not only been pres ented in a manner uncharacteristic for a democratic republic, through songs, bulletin boards, and class discussions, but also in children’s books (counted at no less than 48 in the year after his omoted to educators at this of those hagiographies were pr inauguration). Many 26

27 st recently, through Pamela Geller’s conference in publishers’ booths. And mo group is actively recruiting blog, we learn that Obama’s Organizing for America interns in the high schools of middle America. And as mentioned, next year Obama’ s sister is scheduled to be the main speaker. Educational Materials Many vendors promoted interactive materials as well as books. But just about all the materials reflected the bias es of the workshops and the pro-Obama Random House had f our authors at the attitudes among teachers. For example, conference signing their books: Richard Michelson author of As Good as Anybody: Martin Luther King, Jr. ; Warren St. John author of Outcasts United: A Refugee Team, An American Town Lest We ; Velma Maia Thomas author of Forget: The Passage from Africa and Emancipation ; and Thomas Mullen author 33 The Last Town on Earth , which by the online teachers guide suggests anti-war and socialist themes. Many of the boo ks advertised in the program offered teacher’s guides for many of their other titles, including the aforementioned Enrique’s Journey and Barack Obama’s Dreams from My Father . In fact, the catalogue I picked up at the Random House booth provided good insight into the kind of teaching done today. Amidst the advertisements for books were teachers guides. One, titled, “The Role of Critical Literacy in he practice of challenging texts through Citizenship,” began, “Critical literacy is t an analysis of the roles that power, cu lture, class, and gender play in the on Has an Agenda” about the young adult message.” Another, titled “All Ficti novel, Un Lun Dun , quoted the socialist author as saying “’If people are concerned about so-called “activism” in writ ing, they might remember that all fiction, whether it knows it or not, comes with an agenda.’” The author of the article (and editor for the author) concluded that the novel disp layed “activism in the strictest, most important sense, and we can only hope to see more of that kind of message in the future.” The cata logue also featured an article by author Sonia Nazario about her own book, “A Life Worth Fighting For: How Enrique’s Journey Grateful Citizens.” Teaches Students to Be oks on the environment and promoted Random House also publishes bo them with an article, “Think Globally, Act Locally: Getting Your Students to Become Good Citizens of Earth.” Another article tells teachers how to use Rock on their school’s Web site. (Rock the the Vote’s online voter registration tool 34 for national health care and “g reen” jobs indicates a clearly advocacy Vote’s progressive agenda.) Random House publishes books on volunteering and community work, as well as the Scholastic imprint. 33 og/display.pperl?isbn=9781400065202&view=tg 34 27

28 ional materials, one sold African- Among the variety of vendors of educat of the nonfiction titles featured a American-themed books for $7.00. None conservative and a typical young adult nov el dealt with a town’s racism when a black girl moves in. NCSS’s periodicals also provide t eachers with advice year-round. The November/December issue of (K-6) Social Studies and the Young Learner focused “on immigration trends and the importance of immigrants to this country’s history.” The articles repeat ed the themes of service learning and tolerance. But the pullout lesson for fi fth-graders, on Angel Island, presented a grossly biased view of the way the U. S. treated the Chinese who came through this center. In fact, the ti tle in itself gave away the overall objective: “Echoes of Angel Island: Developing Historical Empat hy for Detained Immigrants.” The pullout features a 1925 photo of shirtless Chinese boys waiting to be examined by a doctor, with the ungrammatical caption, “Unfamiliar with the language, customs, and Western medi cal procedures, the examinat ion at Angel Island was often characterized by newcomers as humiliating and barbaric.” (It should be noted that I saw not one menti on of the barbaric Chinese custom of foot-binding or of the barbaric slaughter by Mao Tse-Tung of millions of his fellow Chinese.) The official journal of NCSS, Social Education , took on such topics as campaign commercials, advocacy in the patriotism, Mexican law, political classroom, biking for map skills, Martin Luther King Day, rapping to memorize same-sex marriage, and t he war in Afghanistan. Constitutional amendments, careful to distinguish “democratic The article on patriotism, however, was patriotism” from “authorit arian patriotism.” The historical example of “authoritarian patriotism” to be provided to students was “McCarthy Era House Un-American Activities Committee (HUA C) proceedings, which reinforced the idea that dissenting views are anti-Am erican and unpatriotic.” The favorable “democratic patriotism” was exemplified by “The fiercely patriotic testimony of Paul Robeson, Pete Seeger, and others before HUAC admonishing the committee for straying from American pr inciples of democracy and justice.” So, two American communists, R obeson and Seeger, are presented as democracy and justice”—against the “red “fiercely patriotic” and advocating “ scare” tactics of McCarthy. The “contemporary example,” likewise, ju xtaposes supporters of the Iraq War “equating opposition to the war in Iraq wi th ‘hatred’ of America or support for terrorism” to the positive alternative: “R einforcing American prin ciples of equality, justice, tolerance, and civil liberties, especia lly during national times of crisis.” In his introduction, the editor lauds the aut hor for urging “schools to encourage students to develop a commitment to democratic ideals and a willingness to engage in civic action and critical thinki ng about contemporar y problems.” The only mention made of Ronald Reagan was by necessity, here for an article about 28

29 Jr., holiday. The article on “Teaching the designation of the Martin Luther King, with Documents” feat ured Franklin Roosevelt’s speech at the dedication of the much in line with the “shovel-ready” Triborough Bridge, a New Deal project, public works projects pr omised by Obama. Speakers: The line-up of speakers was similarl y skewed to the left with a kick-off speech by Democrat Congressman J ohn Lewis. Others speakers included Dennis Denneberg “Hooray for Heroes” (d iscussed earlier); Deborah Lipstadt, t Studies (again with no equal time Professor of Modern Jewish and Holocaus devoted to Communism); Dr. Nasim Ashraf, described as a “community activist” and Executive Director of the Center for Pakistan Studies at the Middle East Institute, where his issue expertise incl udes “conflict resolution,” (in an October 2009 editorial about Afghanistan he called for a “po litical solution” by facilitating talks with the Taliban because “military victory is not possible”); Eric Foner, the communist denier, listed as “only the se cond person to serve as president of three major professional organizations: the Organization of American Historians, the American Historical Association, and the Society of Am erican Historians; Bryan Lindsey, public health advisor at Centers for Disease Control on “The Tuskegee Experiment”; three children’ s book authors on “Using Children’s The Forum for Education Literature to Teach Social Studies”; Carl D. Levine of 35 and Democracy , which receives support from George Soros’s Open Society 36 Peter Levine of Tufts’ Jonathan Tisch College of Citizenship and Institute, wning of the American Bar Association Public Service, and Mabel McKinney-Bro speaking on “The Civic Mission of Schools” ; Greg Mortenson aut hor of the best- selling Three Cups of Tea ; John A. Stokes “an original plaintiff in Brown v. Board of Education ; and Chadwick “Corntassel” Smith, Principal Chief of the Cherokees and Indian legal scholar, who “h as fought for tribal sovereignty and Indian rights for the last 15 years.” Maya Soet oro-Ng, described as “peace educator and sister of President Barack Obama,” is a confirmed speaker at the 2010 conference in Denver. Clinics Twenty pre-conference clinics prom ised “in-depth, hands-on examination of topics and techniques.” Among thes e half- and full-day sessions were such offerings:  Preparing Youth to Become Ag ents of Change: Utilizing Youth Voice st Century Requirements: Teaching for Intellectual and Emotional  21 Learning 35 36 29

30 Using Music, Television, and Film to Teach the Civil Rights  Movement  Teaching Social Studies for So cial Responsibility: Concepts, Perspectives and Practice Exhibitors An overwhelming majority of the exhibitors were left-of-center publishers and curriculum providers. A samp ling of exhibitors includes,  The Annenberg Public Policy Center  Center for Civic Education  C-SPAN Networks  Dar al Islam (Teachers Institute about teaching about Islam)  Federal Reserve Bank of Atlanta  Houghton Mifflin Harcourt (a sponsor)  The Human Rights Campaign (the homosexual gay rights advocacy group)  McCormick Freedom Project (which by its literature seems to advocate nd against the 2 Amendment and for gay marriage (title of handout: “Gay Rights: The Struggle Continues) National Geographic School Publishing   National Peace Corps Association Public Broadcasting Service (had four  of its own workshops offering its own materials, as well as teacher s who incorporate PBS materials)  Polish Perspectives United States In stitute of Peace  U.S. Census Bureau  Some Curriculum Sessions The Council of State Social Studies Supervisors (CUFA) held a “Symposium: Clio in the Classroom” with ten sessi ons, including “iDemocracy: Civic Engagement and Podcasting in an Elementary Classroom,” “Adopting ‘International Education,’” “To Create Global Citizens . . or Not?” “Causing Confusion: Asyndetic Constructions as a Means of Relating Cause and Effect in History Textbooks,” “Alternative Format: Qu eering Silence—the Parallel, Invisible Identities of Gay Students and Hard-o f-Hearing Students,” and “Corporate Multiculturalism and Commerciali zing Black History Month.” Another was on a subject Obam a taught at the University of Chicago: “Critical Race Theory, Interest Convergence, and the Voting Rights Act.” A “Symposium: Expanding the Dialogu e About Gender and Sexuality in the Social Studies” was also offered. 30

31 Other sessions offered to curricul um developers were “Challenging Dysconscious Common Sense: Enriching So cial Studies with Sy lvia Wynter” and “Challenges in Teaching for Social Justice” For the International Assembly, ther e were roundtables, such as “Barack Obama as a Model Global Citizen,” “E ducating for Global Citizenship,” “Examining Teachers’ Practices for T eaching for Social Justice and Human Rights in Post-2008 U.S. Election” “Educati on for a Sustainable Future: It is Our Mission!” “Islam and Democracy,” and “Using Graphic Nonfiction to Find Multiple Perspectives on Contemporary Topics.” WORKSHOPS (Note: Titles have been reproduced without correction for faulty capitalization. Many of the topics overlap, e.g ., a workshop could have been listed under “peace studies” and “t echnology”; In that case, I tried to list it under what seemed to be its main focus.) While educators have been saying fo r years that balance needs to be added to previously overlooked groups like women and blacks, and while the workshops described earlier did ju st that, there were not any put on by conservative groups. For instance, no workshops were advertised of positive portrayals of the U.S. military, the Judeo-Ch ristian heritage, the founding fathers, he rest of the world by the or of the aid given to t the opportunities for immigrants, U.S. None offered lessons warning about communist regimes that have killed n under Nazi regime). While several over 100 million (compared to about 10 millio lam positively to students, there were workshops demonstrated ways to present Is none to present Judaism or Christianity in a similar way. The standard argument, that students have been immersed in the Judeo-Christian tradition, is less and less the case. And within the curriculum materials, Christianity is usually presented negatively. And while seve ral focused on women’s obstacles and overlooked contributions, nothing was said of the fact that throughout history women were treated better in Western so ciety than anywhere else. Within the context of the conference, one could expec t that topics like t he Constitution or World War II would be approached with a jaded, anti-U.S. eye. What was also disturbing was the lack of awareness of age- appropriateness of the material and pedagogi cal strategies. Kindergartners and elementary age students were asked to apply “critical thinking” skills to world problems, while high school students were entertained with games and songs, and were asked to express their emotions. Age Inappropriateness and Emotional Manipulation An example: Using Children’s Literature to Foster Empathy and Perspective , by Trudy Ludwig, children’s book author focused on bullying: “Learn how children’s literature can be used by educators to empower young minds with 31

32 cial cruelty and foster empathy and critical thinking skills to address so perspective-taking.” PreK-Elementary. Others: Deliberating in Democracy: Should Hate Speech Be Free Speech?  “Learn how to implement an intera ctive teaching methodology that deepens student understanding of democratic principles and values and increases critical thinking skills about controversial issues, such as hate speech.” Secondary Level-High School. Cyber-Citizens: Thinking Critically  in an Era of Information Overload Middle Level-Jr.-High School .  Deconstructing Bias in the Classroom. “Investigate your own teaching for conscious or subconscious biases you may be passing on to your students. Learn how to creat e a classroom without bias .” Middle Level-Jr. High School.  Today’s Students: What Do We R eally Know About Generational and Writing for Journals Differences? Higher education. Learning About in the Social Studies. Secondary Level-High School.  Building Our Community: Using Mo rning Meeting in the Methods , “A caring classroom community Classroom is integral to the social studies curriculum. This interactiv e presentation provides an introduction to the use of ‘Morning M eeting’ in my university social studies methods classes.” Higher education. You Taught It But Did They Get It? “easy to manage strategies that  informally assess students’ understanding of concepts while encouraging interaction among students.” Mi ddle Level-Jr. High School.  Understanding and Addressing Cyberbullying in Schools by the Anti- Defamation League, secondary level-high school.  Enhancing Elementary Students’ Critical Thinking with Maps , PreK- Elementary.  The Economic Crisis Is a Rea lity for Elementary Students , PreK- Elementary. 32

33 History as Focus on Special Groups An illustrative workshop was “ Investigating the Japanese American Internment Experience ”-- ten stand-alone lessons fr om the national project, Enduring Communities, whose website calls the internment camps “concentration camps.” Middle-Level-Jr. High School. Others:  Using Engaging Pedagogies to Teach About the Civil Rights Movement , using Storypath approach to connect “low-performing students to the ‘lived experiences’ of the Civil Rights Movement” PreK- Elementary. Enriching American and World Hi story with Jewish Experiences by  Institute for Curriculum Services . Secondary Level-High School. Jim Crow and Nuremberg Laws: The Impact of Racist Ideologies  “Explore connections between the pre-wa r experiences of Jews in Nazi Germany and those of African-Americ ans during the Jim Crow period.” Secondary Level-High School. “Literature  Using Global Literature in the Social Studies Classroom. from Korea and Japan will be examined.” Middle Level-Jr. High School. Beyond America’s Founding Father s: Revolutionary Dreams and  Deeds of “Others.” Middle Level-Jr. High School.  Pullman Strike: Labor, Injunc tion, Trial, and Human Rights , “The 1894 Pullman Strike offers opportunities r, the use of to teach about labo injunctions, Eugene Debs, and the hum an experience.” Secondary Level- High School.  Wobblies, Strikers, Vagrants and Undesirables: The Bisbee Deportation of 1917 . “Learn practical interactive and spatial thinking using a dynamic and captivating study of American social and economic th century.” Secondary Level-High School. justice during the early 20  African American Children’s Lite rature That Exemplifies Civic- Minded Dreams and Deeds , PreK-Elementary.  Growing the Dream . “Designed to teach the va lues of Dr. Martin Luther King, ‘Growing the Dream’ is a multid isplinary project developed by the ams of the National Black Arts Festival.” Education and Family Progr PreK-Elementary. 33

34  Chasing Freedom: An Interdisciplinary Approach to Teaching the Underground Railroad. Middle Level-Jr. High School.  Facilitating Fifth Grade Students’ Civil War Understanding Through Perspective Recognition.  The Wolf Was Framed: Teaching Multiple Perspectives to Elementary Students ; Auschwitz-The Landscape of Hell , featuring the personal testimony of camp survivor Eva Baron.  ng a Mock Abolitionist Society Advocating for Abolition: Stagi . Middle Level- Jr. High School. Meeting  The Ethics of War: Holocaust Resistance and the Jewish Partisans , Secondary Level-High School.  The Historical Roots of Affirmative Action “By examining personal narratives, oral histories, and ot her documents, participants will explore restrictions on opportunities for blacks and women prior to the 1960s, tion.” Secondary Level- restrictions underlying t he call for affirmative ac High School.  , by Harry S. Truman Harry Truman’s Historic Stand for Civil Rights Level-High School. Library. Secondary  Presidents’ Efforts to ‘Establis h Justice’: Successful or Not? on pardons from Washington to “Engage in activities and case studies y justice from Lincoln to Hoover.” Ford, anti-lynching legislation, and militar Secondary Level-High School.  Dispelling Ethnic and Racial My ths in Your History Classroom : “Building student connections to Amer ican struggles and triumphs related to race and ethnicity is key to reduc ing prejudice.” Secondary Level-High School.  Making It Personal : “Learn about strategies and Studying Injustice: materials that enable students to develop historical empathy with controversial events of the develop hi storical empathy with controversial events of the past. The focus will be on the Japanese American internment experience.” Se condary Level-High School.  The Roots of American Culture . . . are “African Americans have shaped our culture in many ways. See an ov erview of the contributions African Americans have made to our nation’s wa y of life. . .” Pre K-Elementary. 34

35 Will the Real Abraham “Having children  Lincoln Please Stand Up? in picture books about Abraham compare the information presented Lincoln is one way to help them engage in historical thinking and form their own ideas about Lincoln.” PreK-Elementary. Fostering Afro Latino Students on the Road to Citizenship “Meet the  educational needs of Afro Latino student s as they learn the democratic process by gaining a deeper understandi ng of their cultures. Middle Level- Jr. High School.  Canada’s Underground Railroad Connection: Then What Happened? Middle Level-Jr. High School.  The Role of the Black Press in the Great Migration , PreK-Elementary.  From Africa to America: The Evolution of ME! “Having grown up amidst Nigerian beliefs and customs conflicting with an ‘African American’ lifestyle, the presenter seeks to he lp students of foreign descent turn perceived stumbling blocks into stepping stones.” Middle Level-Jr. Jigh School. , Students Analyze Oral Histories  Beyond a Story Well Told: Helping “this multimedia session offers a cooperat ion learning strategy to evaluate, pective from oral histories about corroborate, and synthesize varying pers racial desegregation in Illinois. ” Secondary Level-High School.  The Path Toward African American Citizenship , 1900-1925: Online Teacher Resources, Sec ondary Level-High School. Political Activism A typical example: Problem Solution Project: In the Service of Learning and Activism . “Hear presentations by teacher s who implemented class Problem Solution Projects, social-action/se rvice learning projects designed to empower urban children while cove . Strategies and discussion ring curriculum standards follow. How-to handout is included. PreK-Elementary . Others:  Get in the Game: Bringing Political Candidates to Your Classroom. Secondary Level-High School (with r epresentatives of UVA Center for Politics-Youth Leadership Initiative).  Social Action in Teacher Education: A Case Study , which examined e, K-5 teacher education students “the learning experiences of graduat 35

36 as part of their social studies who engaged in a social action project education course work”’. in the U.S. History Curricula?  Do Controversial Issues Have a Place “the teaching of controversial iss ues to promote Dewey’s democracy” (CUFA). Exemplary Research Award: Controversy in the Classroom: The  Democratic Power of Discussion ” to “learn about the rationales for infusing discussions of highly politic al issues in the curriculum”.  , “Music, award-winning children’s Children Making a Difference literature, and an Oscar-winning docu mentary are used as instructional participation in the Civil Rights tools for teaching about children’s Children’s March of 1963.” Pre-K- Movement, specifically the Birmingham Elementary. History Alive! Keeping High School  Students Engaged in Social Studies “Challenge your high school students to think like active citizens, develop financial literacy, and debate the founding ideals of our nation.” Secondary Level-High School.  History: Better Citizens Through Critical Decision Making in U.S. Thinking “Use decision-making activities not only to teach students a history, but also to help them different way of thinking about American practice skills they’ll need to become effective citizens.” Secondary level- High School.  udents to Remake Their World “We Doing Democracy: Empowering St can only do democracy if we empower students to remake their world.” Higher Education.  Utilizing Jerome Bruner’s Three Mod es of Knowing to Teach Voting , PreK-Elementary .  Social Networking and Civic Responsibility , “basic information on how to utilize blogs, Facebook, Twitter, Google Earth, and other online networking tools to teach civic res ponsibility and involvement.” Secondary Level-High School.  Bring the Principles of Democracy to Life! “The American Promise video series shows real life stories of democracy in action.” Secondary Level-High School. 36

37 ng Civic Engagement Through Local  In Our Own Backyards: Raisi Issues . Middle Level-Jr. High School. Teaching to Support Civic Mission and Civic Action  . Secondary Level- High School.  Building Effective Learning Co mmunities Through Democratic Classroom Practice . PreK-Elementary.  Project Citizen at College: A Civi c Engagement Gateway to Teaching , Higher Education. Illegal Immigration  Engaging Students in Immigr ation Issues Through Partner Journaling “The study of global issues through partner journaling is th demonstrated in this session by pa iring preservice teachers with 5 and th 6 graders to discuss and journal about i ssues of immigration. Pre-K- Elementary. Illegal Immigrant Students and Exploring the Human Rights of  Communities (reviewed).  Teaching Social Justice and Human Rights Through Immigration “Participatory techniqu es will be demonstrated to teach the basics of Law immigration law and the practice of removing immigrants. Policies regarding how immigrants should be tr eated will be discussed. By Ed O’Brien, Second Street Law Inc., Silver Spring, MD, Secondary level-High School.  Across the Borderline: “New” Technologies for Teaching Immigration Issues . Secondary Level-High School. Community Service Example: Service Learning: How to Nurtur e and Develop Active Citizenship pre-K-elementary teachers: “Citizenship is more than knowing the was aimed at Learn how service learning methods Pledge of Allegiance and state symbols. engage teachers and students at an urban Foxfir e school in active, progressive citizenship.” Others: Try It—You’ll Like It: Motivating Teachers to Use Service Learning :  th rd th , 4 , and 5 graders engage their “Imagine having 100 teachers of 3 t time. We did it and it worked”. students in service learning for the firs 37

38 st  Empowering Democratic Citizens in the 21 Century , Generation Citizenship Project (provides grants for sustainability; blogging from ism about the hacked emails). Copenhagen climate talks, skeptic Secondary Level-High School.  Promoting Social Understanding: Teaching Philanthropy in the Middle School . Middle Level-Jr. High School.  How to Create a Service Learni ng Network in Your Community , Supervisory-Administrative.  Understanding and Challenging the Civic Empowerment Gap , “the ramifications of traditi onal civic education approaches, especially for economically disadvantaged youth of color and immigrant youth, with respect to their civic identity developm ent, sense of efficacy, and critical participatory capacities. The aim: “ helping all youth construct empowered civic identities.” Secondary Level-High School.  Take Action: Make Service Lear ning Successful at Your School ng service learning curriculum “Inspire students through an engagi developed for the Action Team, a yout h volunteer program led by the Major League Baseball Players Trust in partnership with Volunteers of America.” The Wall Str eet Journal Classroom Edit ion. Secondary Level- High School.  Service Learning Basics: The Ho w and Why of Service Learning , Secondary Level-High School.  Cultivating Civic Engagement : The Healthy Neighborhoods/Healthy Kids Project. PreK-Elementary . Everything but reading a book Teaching U.S. History Effect ively Through Original, Content- Example: Based Songs . “In this multimedia musical pres entation, original, content-based songs will be performed live, and parti cipants will be empowered with effective proven tools and strategies to energize and transform their classrooms.” Secondary Level-High School. Others:  Strategies for Inclusive Social Studies Classrooms , “interactive session examines how to develop a successful inclusive and collaborative ed strategies that help all students classroom setting using research bas 38

39 bilities.” Secondary Level-High succeed, including students with disa School. Anything But Boring!  “Join National Geographic to learn how to engage and teach the ‘story of history’ with stunning visuals while employing informational text features”.  Promote Civic Engagement , “how to Using News and Technology to use FREE online news resources, blogs and iReports from CNN Student News to tie current events to the curriculum and promote students’ civic engagement.” Secondary Level-High School.  Engaging Middle Level Learners in a Democratic Social Studies Classroom : “Participants will discover how a learner-centered curriculum prepares students to be effective citizens as they step into the shoes of decision-makers, construct historical knowledge, and connect content to lives.” Middle level-Jr. High School.  Using Social Issues on Film to Actively Engage Students. Secondary Level-High School.  Experiential Learning: Applying Demo cracy, Nature, and Art in Social Studies , “experiential methods including democracy education, art, and nature.” Secondary Le vel-High School. st Teaching American Dreams and Deeds to 21  Century Students “This ourages higher-level thinking.” strategy is student-centered and enc Secondary Level-High School. st History Lab : “Doing History” in the 21  Century Classroom “allows students to ‘do’ history by collaborat ing with their peers to construct a multimedia project and creat e an original interpretation of an historical event or era.” Secondary Level-High School.  Take the Eek Out of Economics! “Teach your K-5 students economics using the dog puppet Herschel , and Play Dough!”.  Living in a “Wiki” World : secondary- high school level on learning to construct classroom wikis. “A succ essful classroom wiki on children’s rights will also be demons trated. . . .”  History Matters! A Conceptual Approach to Teaching Elementary Social Studies. Pre K-Elementary. st Century Citizens: Using Emerging Technologies in the  Creating 21 laying simulations, and online , “Social networking, role-p Social Studies 39

40 gaming are among the newest technologies.” Secondary Level-High School. Teaching Civics with a Multiplayer Online Role-Play Game  , demonstration of Oceana: A Virtual Democracy. Middle Level–Jr. High School. Digital Documentaries in a Box:  Middle Digital Toolkits for Teachers Level-Jr. High School.  A Brave New World: Teaching Col onization Through Simulations and “Play the teacher-created simu Games. lation ‘Space Case’ and the free online game ‘Jamestown.’” Middle Level-Jr. High School.  Save-Our-Schule: Multi-Media Ga me Teaching Core Democratic Values “multi-media decision-making gam es where players use their democratic rights and values to Save-O ur-Schule and Race 4 the Future.” Middle Level-Jr. High School.  Differentiated Classroom Questioning Strategies at Specified Levels of Cognitive Complexity . Methods for understanding cognitive abilities among students for classroom discussions. Secondary level-high school. Outrageous Teaching: U.S. History Education  . “A high-energy, entertaining session filled with magi c, mayhem, and most importantly, methods to capture and engage your hard-to-motivate students through interactive and creative approaches to teaching history.” Secondary Level-High School.  “Make and Take” American History Activities “a creative hands-on approach.” PreK-Elementary.  Mythbusters, Cash Cab, CSI: Us ing Pop Culture in Middle School . “Learn how students can solv e historical mysteries, like detectives on CSI, play Cash Cab as a test review, us e Mythbusters to determine historical fact or fiction and much more”. st Century Social Studies , on integrating technology. Middle Level-Jr.  21 High School.  Oh the Drama! Bringing History to Life Through Classroom Theater . Secondary Level-High School.  Making Choices: Engaging Students in Research, Analysis, and Collaborative Writing . “Participants engage in making and supporting This project encourages students to choices of historical significance. 40

41 cus on making reasoned democratic respect multiple perspectives, fo ” Secondary Level-High School. choices and work collaboratively. History Minutes: Historical Narratives in 60 Seconds , “student created  video-based history minutes.” Higher Education. st The Sandra Day O’Connor “Our Courts” 21  Century Skills Program . “Attendees will participate in activiti es and some other features of the website, including the online game.” Middle level-jr. high school.  A Journey Through Time: Creating a nd Using Historical Traveling Trunks . Secondary Level-High School.  A Simulation of the WWI Paris Peace Conference . Secondary Level- High School.  Using Scrapbooking in the Classr oom for Student Motivation . Secondary Level-High School. th th st  Teaching the 17 Century U.S. History in a “21 , Century” Way -19 ddle Level-Jr. High School. History as Mystery strategyl Mi  Exploring Social Studies with Videoconferencing: New Faces, . Secondary School-High School. Voices, and Ideas  A Class Act: Role Play Your Way Through Personal Finance , Federal Reserve Bank of Kansas City. Middle Level-Jr. High School.  Rembrandt in Social Studies: Understanding Ourselves Through Art . Middle Level-Jr. High School.  Stretching the Elasticity of the Mind Through Technology . Middle Level-Jr. High School.  Teaching Without Books: Civics E ducation, Generation Next and Annenberg Classroom . Secondary Level-High School.  Powerful and Free: Web 2. 0 Resources for the Classroom . “Free simulations, cartoon/movie/avatar generators, podcasts, wikis, quality public domain resources (content, im ages, music).” Secondary Level-High School.  The Interdisciplinary Shift: Effect ive and Innovative Instruction in a Collaborative Classroom , combining “online re search with classroom exercises devoted to exploring the st ory of western settlement through Secondary Level-High School. photos, arts, and the written word.” 41

42  , demonstrations Utilizing GIS to Teach the Five Themes of Geography eK-Elementary. of GIS software. Pr Citizenship Games and the Middle School Student , “a year-long  classroom simulation game.” Midd le Level-Jr. High School. History Alive! Keeping Middle Sc hool Students Engaged in Social  Studies . “Learn how multiple intelli gence and cooperative learning are put into effective practice using a TCI lesson.” Middle Level-Jr. High School.  Prepare your AP Econom ics Course for Success , “rigorous interactive lessons.” Secondary Level-High School. Using Video Game Knowledge to  . Tap into Students’ Schema “Teachers often use local items to relate content to what students already know. We explore the history in video games and how teachers can use this content with students. ” Higher Education. ills With the National History Improving Your Digital History Sk  Education Clearinghouse , using online resources. Middle Level-Jr. High School.  e Civic Engagement and Meaningful Listen Up! Using iPods to Inspir Writing . Secondary Level-High School. Global citizenship Example: A World Made New: Educating Global Citizens , “Young people must see themselves as global citizens, wit h national and international rights and responsibilities. Explore the Universal De claration of Human Rights as a tool for social justice education.” Secondary Level-High School. Others:  Effective Strategies for Teaching A bout Youth Cultures in East Asia , Secondary Level-High School.  What’s in the News? Civic -Mindedness in Second Grade : “Second graders can be global citizens too. Participate in activities using rrent issues, promote literacy, newspapers that engage children with cu and encourage newspaper reading as a life-long skill and habit. 42

43  Teach About International Issues : Participate in the International Activities Community. Second ary Level to High School.  Do You Get It? Encouraging Students to Become Global Citizens by Heifer International which focuses on global sustainability to alleviate poverty, apparently by providing lives tock for small farming. Middle Level- Jr. High School.  Larry Metcalf Exemplary Dissertati on Award: Seeking Cosmopolitan of Two International Schools for Citizenship: A Comparative Study Secondary Level – High School : “Participants will learn about innovative porate both global and multicultural social studies programs that incor dimensions. . . .” Judge Me, Judge Me Not: The Trials of War Criminals “Debate over  Guantanamo leads to the larger questi on of enforcing international law and the trials of war criminals. . .” Secondary Lev el-High School.  Global Reporting and New Media: From Information to Participatory by the Pulitzer Center on Crisis Reporting. Secondary Engagement Level-High School.  Teachers Share Experiences: Global Current Events in the “Multiple teacher-creat ed videos will demonstrate Elementary Classroom a variety of instructional strategies for introducing global current events in the elementary classroom, along with students’ reactions to and teachers’ reflections on their experienc es.” PreK-Elementary.  Change Your Thinking a bout Independent Projects , “An independent st research project can allow students to apply 21 -century skills to learn and think about global change beyond the cl assroom walls.” Middle Level-Jr. High School.  Including the World in Ou r Civic Mission Using ICTs . “American citizenship in a world context,” with Interactive Communications Technologies, by National Peace Corps Association and Indiana University. Secondary Level-High School.  An Interdisciplinary Approach Toward Understanding Global Citizenship and Social Justice , Higher Education.  Global Issues and Sustainable Solutions for the Classroom . “Discover hands-on activities to enliv en classroom discussions, stimulate 43

44 late to global issues.” By Facing the critical thinking, and help students re 37 Secondary Level-High School. Future  Sharing a World of Seven Billion: Ac tivities for Global Citizenship . Middle Level-Jr. High School. The Role of International E-l earning Communities in Promoting  Human Rights . Secondary Level-High School. Microfinance and Service Learning for the Social Science Classroom  , incorporating “global awareness and service learning opportunities” Secondary Level-High School. The Latest Online Training in Ec onomics, History and Globalization .  Secondary Level-High School.  ational Social Justice Issues Community Classroom: Exploring Intern Through Film “introduces exciting doc umentary video content and curricula about social justice and women’s empowerment from an international perspective.” Secondary-High School. . “Our fifth grade student Global Schoolhouse  s explore what schools around the world are like.” PreK-Elementary.  The Millennium Development Goals: A Report Card for the World , goals for reducing global poverty.” “the UN’s initiative targeting eight Secondary Level-High School. LGBT We’re Coming Out: LGBTQ Student s Talk about Creating Safe  Schools . Secondary Level-High School.  We’re Coming Out: LBGTQIQ Yout h Talk about Creating Safe Schools , CUFA Research into Practice Session. That’s So Gay: Ending Name Calling in Schools . Secondary Level-  High School.  Gay and Lesbian Issues in th e Social Studies Classroom . Secondary Level-High School.  GSAs for Social Justice: Saving Lives in Secondary School Settings . “The Gay Straight Alliance encourages students and faculty to keep minds 37 Us/AboutUsHome/tabid/98/Default.aspx 44

45 and hearts open, while stressing equity for ALL. Learn how this orientation saves lives at one Midwestern high school” (emphasis added). Secondary Level-High School.  Demonstrations by Government Agencies GDP & Pizza: Economics for Life , a “student-driven, online curriculum”  presented by Barb Flowers of the Federal Reserve Bank of St. Louis., Secondary Level-High School.  Got Data? Census Lessons and R esources for Your Classroom pre- , Paul Reyes, U.S. K-Elementary Census Bureau. ng and Learning Social Studies . On  $mart $ites: Links for Teachi websites. Federal Reserve Bank of St. Louis, Memphis, Nashville. Secondary Level-High School.  omacy: U.S. History “Join the U.S. The Environment and Dipl Department of State for a preview of its latest instructional package focusing on past, present, and future in teractions of U.S. diplomacy and environmental issues.” Secondary Level-High School. Count Me IN! Census and Economic Sustainability  . PreK-Elementary. Abraham Lincoln and the Five Dollar Note , “lessons using economic  concepts of money and the $5 bill as a tool to examine Lincoln’s leadership characteristics and those of others pictured on U.S. currency” Federal Reserve Bank of St. Louis. Middle level-Jr. High School.  Economic Stability: The Critical Mission of the World’s Central Banks , Federal Reserve Bank of Dallas and Federal Reserve Board of Governors, Washington, D.C. udent Town Meetings  WAMC Public Radio St : Civic Awareness & News Literacy. Secondary Level-High School.  STAMPS: Engaging Urban Yout h in the National Parks , National Park Service.  Teaching American History Grants , U.S. Department of Education.  Personal Finance: Deeds Make a Difference , by Federal Reserve Bank of St. Louis-Memphis Branch. Secondary Level-High School. 45

46 Technological Gimmicks Example: Civic Engagement: Lessons Learned From The 2008 Presidential Campaign “YouTube and text messaging were successfully used by the 2008 Obama campaign. Technology lessons learned may be applied in the classroom to engage your students and inspire communi ty service experiences.” Secondary Level-High School. Others: Social Networks in the Social Studies: Promise and Potential , “Social  networks from LinkedIn to my.barack are transforming society. This presentation will showcase ideas for helping teachers develop a learning network and helping students c ontribute to a Web 2.0 world.” Secondary Level-High School.  Using Interactive Notebooks to Promote Student Processing . Middle Level-Jr. High School. Rubrics, Portfolios, and Presentations—OH MY!  “asks students to use their ‘techie-wits’ with an easy-to-use rubric for a paperless portfolio st project. . . . research, discourse , and presentation skills for the 21 century.” Middle level-Jr. High School.  Technology and Economics: Supplying Student Demands for Creative Learning. Secondary Level-High School. Technology and Global Citizenshi p: Stories from Educators  “Learn how educators are using technology to develop rich, interactive st e projects designed to enhance 21 classroom-to-classroom collaborativ eracy, and global citizenship among century skill development, media lit students. Secondary Level-High School. hows in the Classroom Powerpoint Games . Secondary Level-High  School.  Electronic Portfolios: Digital Vi deo to Assess Social Studies Pre- Service Teachers . Higher Education.  Sure, Simulations Are Fun, But Are They Learning? “Simulations are commonly used to promote student parti cipation. . . . This presentation discusses the design and implementation of instructional simulations and accompanying assessments.” Middle Level-Jr. High School. What About EconEdLink?  Council for Economic Education. Middle Level-Jr. High School. 46

47 Peace Studies “To Ground Zero at Hiroshima/Nagasaki: Voices of A-Bomb Survivors  go beyond the hard facts and pol itical debates surrounding Hiroshima/Nagasaki, we must incor porate the voice of Hibakusha as a way to bring new perspectives and spread messages for peace.” Secondary level-High School. Living in a Nuclear Age: Consid ering U.S. Policy Alternatives . “Help  your students understand the complic ated issues surrounding nuclear points on U.S. nuclear weapons weapons and explore alternative view policy.” Secondary Level-High School. , “the  Academic Freedom and Controversy: Teaching About War teaching of controversial issues su ch as war and empire-building.” Secondary Level-High School. Transitional Justice: Exploring  Conflict and Peace at Home and Abroad . “This interactive session will train educators on using The Road to Peace: A Teaching Guide on Local and Global Transitional Justice to teach about conflict, peacemaking, and re storation of justice.” Secondary Level-High School.  . Secondary Level- Non-Violent Civic Action and International Conflict High School. Feminism  Using Technology to Study Women in the Civil Rights Movement “Who are Ella Baker, Fannie Lou Hamme r, and Septima Poinsette Clark?” Pre-K-Elementary.  Her Stories in U.S. Histor y: Using Women’s Biographies : an “interactive session.” Sec ondary Level-High School.  Women in Sports: Changing Rol es in Early Twentieth Century American History. Secondary Level-High School.  Teaching the History of Women in Congress, 1917-2009. Secondary Level-High School.  Real Heroes: The Rest of the Story . “Move over Superman! It’s time to inspire kids with REAL American s uperheroes to admire, such as the y Era and the Dynamic Fantastic Four of the Revolutionar Duo of women’s rights.” Middle level-Jr. High School. 47

48  From Republican Motherhood to the Ya-Ya Sisterhood , “An interdisciplinary presentation examining the range of female representations in art, literature, and history from the founding of the ” Secondary Level-High School. United States until the Modern Age. th  20 Century Women: Achievement of Their Dreams and Deeds . Secondary Level-High School.  Dreams and Deeds of Women in History: Teaching With Images , “Explore teaching women’s histor y through partnersh ips with museums images”. Secondary Level-High and archives, focusing on the use of School.  Goddesses, Empresses, Mother s, Businesswomen: The Transformative Roles of Japanese Women . Secondary Level-High School. Multiculturalism  Multiculturalism Begins with Me Pre-K through elementary school students look at “perspectives. Starting with themselves, students compare and contrast their unique c haracteristics and backgrounds, to those of others.”  from Multiple Perspectives. Embracing ALL Students: Teaching Secondary-High School.  A Civics Curriculum that Maximiz es Your Students’ Dreams and Deeds! “new strategies to teach about civics education and our nation’s history of diversity. . .” Middle Level-Jr. High School.  Teaching the American Revolution as a Culturally Responsive Educator. Middle Level-Jr. High School. Diversity and Indigenous Inhe ritance of Mexico and Peru , “Aztec,  Maya, and Inca contributions to Mexica n and Peruvian hist ory and culture, and explore contemporary cultures to increase understanding of diversity both at home and abroad.” Middle level-Jr. High School.  Building a Productive Citizenry: Examining Diversity in the Classroom . PreK-Elementary. 48

49 Native American Effective Social Studies Stra Pre-K-  tegies: Teaching Like a Native Elementary. Strong Like Two People: Aborigin al Pedagogies for the Whole Class  be explored that reference Native “Insights and teaching strategies will North Americans yet can benefit all. ” Middle Level-Jr.-High School.  Champlain and First Nations: Teachi ng Multiple Perspectives with a , the “multiple cultures Map sected” with. Middle ” that Champlain “inter Level-Jr. High School.  Indigenous America into World To Apache from Zulu: Integrating th th History 19 century curricula . “Emphasis is given to Indian -20 removal, nation building, native res ponses to genocide, and civil rights in apartheid states.” Secondary Level-High School.  The Role of Indian Nations in the Development of America . Middle Level-Jr. High School. . Middle Level-Jr.-High School. Tribal Government in the United States   American Indians: Human Beings Within The Eyes of the Law . Secondary Level-High School. Embracing the Dreams and Deeds of the Elders . “Students can learn  not only social studies content, but also provide a service to American ties), by chronicling the dreams Indian tribes (or the students’ communi ondary Level-High School. and deeds of the elders.” Sec  Beyond Pilgrim Hats: Meaningful and Critical Ideas for Teaching Thanksgiving “Participants will learn creativ e ideas for infusing critical thinking and social studies content in to their Thanksgiving curriculum. ude critical literacy, service learning, historical inquiry, Strategies will incl and critical media litera cy.” PreK-Elementary. Social Justice  Notable Trade Book Lessons That Inspire Dreams and Deeds “social justice themes and others in the book selections and lessons.” Pre K- Elementary.  Primary Sources to Die For: Deat h Records, Obituaries, and Tombstones . PreK-Elementary. 49

50 Phenomena That Contribute to  Social Justice: Psychological Decision Making. Secondary Level-High School. Simulations Seminar for Social Studies : “Simulations on international  relations, trade, economics, social justice and diversity will have participants actively involved in this research-based seminar.” Middle Level-Jr. High School.  Teach Social Justice: Incorporate African American History into US History : Teaching Human Rights: M eeting a Civic Responsibility. Secondary Level-High School.  Thinking Critically About Youth, Democracy and Experimentation in Participatory Spaces : “This session will discuss youth involvement in creating participatory spaces in an d beyond classrooms. Democracy as an ongoing and dynamic proj ect with implications for classrooms and communities will be explored.” Higher Education.  Some-Like-It-HOT: Facilitating C onversations About Controversial Topics “art-based activities to begin classroom conversations about controversial social issues” Middle Level-Jr. High School. . Supervisory- Helping to Form a Collective Voice for Social Justice  Administrative. Teaching Social Justice in Jim Cr ow’s Georgia: Lessons for Today  : “Learn how five Georgia African Am erican teachers taught citizenship and social studies before the civil rights era and their ‘life lessons’ for today’s K-12 educators.” Middle level-Jr. High school.  The Needs of Society: Social Justice in Worl d History Courses , Secondary Level-High School. Social Justice Through Literature  Demonstrated by Authors Through Historical Interpretation , “Early Childhood and Elementary Community members host a southern tea with hist orical interpretation (social justice from children’s literature) by re searcher/author A nne Dalton,” PreK- Elementary.  Their Silence Is Broken: Two Pers onal Narratives of Social Injustice , “She remained silent for 60 years a fter being interned in a Japanese prison camp; he for 50 years after stri king for equality.” Middle Level-Jr. High School.  Teaching Social Responsibility Thr ough Mapmaking: Southern Africa Connecting the Ten Themes , PreK-Elementary; and U.S. Perspectives 50

51 . “Experience human rights across the of Social Studies with Dr. Seuss hentic, and holistic for all learners.” curriculum in ways that are natural, aut PreK-Elementary.  Revolution ’67: Teaching for Soci al Justice Through a Documentary Film evolution ‘67’ film, which explores the . “The award-winning ‘R Newark riots and race relations at the end of the Civil Rights movement, and an extensive, accompanying curriculum will be presented.” Secondary Level-High School. Environmentalism  Conscious Consumption for Citi zens in a Material World : “Guide your students in examining their personal economic decisions by thinking edia, and the impact of consumption critically about their values, mass m on the environment.” Middle level-Jr. High School.  Exploring Environmental Issues: “Places We Live” Project Learning Tree Module by Georgia Project Learning Tr ee and Kris Irwin, University of Georgia. Secondary Level-High School.  Methodology Course for Teaching So cial Studies in Puerto Rico , “research on environmental and social issues.” PreK-Elementary.  It’s Up to You and Me: Here and Across the Sea , “The U.S. and Germany are working together to combat climate change,” “new curriculum designed to promote ‘g reen’ education and learn about study tours to Germany, Goet he-Institut. Middle Level-Jr. High School. By Liberal Groups  Teaching Students About the Holocau st, Holocaust Denial and Anti- Semitism , by Anti-Defamation League. Secondary Level-High School.  . American Bar Up in Arms: The Second Amendment in U.S. History Association. Secondary Level-High School. The Gettysburg Address, Then and Now American Bar Association.  Middle Level-Jr. High School.  Preview of the U.S. Supreme Court’s Term , Street Law, Inc. Secondary Level-High School.  A More Perfect Union: Enga ging Middle-Level Students in by Constitutional Rights Foundations, which Constitution Study 51

52 38 awarded enting Guantanamo prisoners (who a prize to a law firm repres don’t fall under the Constitution obvious ly). Middle Level-Jr. High School. Middle East and Islam Turkish Students’ Perceptions of the Israeli-Palestinian Conflict ,  secondary level-high school; Educators to Saudi Arabia Program : Two- Week International Opportunity for Teachers “Fully-Funded International itute of Internat Study Tours for U.S. Educators, Inst ional Education. Secondary Level-High School. Peace and Perspective Through Poetry , “Learn how middle school  ian conflict by taking on the students tackled the Israeli-Palestin ns through poetry.” Middle Level-Jr. perspectives of Israelis and Palestinia High School.  Saudi Arabia: Women in the Kingdom . Secondary Level-High School. ,  Unclenching Our Fists: Making th e Middle East Relevant to Students Middle Level-Jr. High School.  Societies: The Case of Sudan . Perception of Students in Muslim Higher Education. Muslim Perspectives Through Film and Dialogue: Understanding  Empathy, Civic Discourse (see report); 39  with NCSS Ten Thematic Strands Teaching About the Muslim World . Anti-Business  The Economics of Personal Food Choices “Do personal food choices reflect federal economic policy and corporate marketing? Is childhood obesity related to these policie s?” Secondary Level-High School. Psychology  Resolution, Reality, and Responsibility: Teaching the Economy to Elementary Children Pre K-elementary “comparative study about the Great Depression and c ontemporary economy.”. 38 39 52

53  : Biological Connections in Psychology. It’s All About the Biology Secondary Level-High School. Formative Assessment: Diagnosti c Items in the Psychology  Classroom . Secondary Level-High School.  Using Psychology to Teach Psychology . “Psychological assessments and support strategies can be used to promote student success, while enhancing understanding of psychology. Presenters share how such strategies have enhanced success of mi nority students in AP Psychology”.  . Secondary Level-High Psychology Lessons to Stimulate Learning School.  Psychology: Dreams, Deeds and E ffective Instructional Strategies . Secondary Level-High School. Good Subjects in the Right Hands It is difficult to tell the slant of the following workshops. However, one would guess they would not diverge dramatically from the rest of the conference. st StrataLogica: Nystrom Powers the 21  Century Social Studies Classroom ” a “3-D learning environment” powered by Google Earth.  What’s So Great About Unity? Civil Discourse, Justice, and Freedom ” with Veronica Burchard of the B ill of Rights Institute. Secondary Level-High School.  The Controversial Issue of Teacher Disclosure . College and University Faculty Assembly (CUFA).  The Stressed-Out Teachers Gu ide to Classroom Projects . Secondary Level-High School.  Teachers Across Borders in Cambodia “’in the time of the . . . [Khmer killed. . . . [Now we are] trying Rouge] all the teachers in Cambodia were to rebuild . . . our educational system.’” Global Connections.  Beyond Angels and Demons: How to Talk Responsibly About Genocide , “When discussing genocidal conf licts in far-off places like Darfur, it’s tempting to depict entire communities as good or evil. Explore innovative strategies for teaching genocide that don’t perpetuate harmful y Level-High School. stereotypes.” Secondar 53

54 Building History in the College Classroom: Thomas Jefferson’s  Travels : online archival display. Visual Images in U.S. History: E ffective Strategies for ELL Students .  Secondary Level-High School.  Pre-K- Geographic Strategies for Teaching Young Learners Elementary.  Keeping Economics “Real” in the Middle School . Middle Level-Jr. High School.  K-3 Civics Education: Yes They Can! “The Center for Civics Education’s exemplify how fables make abstract ‘Foundations of Democracy’ materials elementary students.” PreK- civics concepts understandable for Elementary. How to Design an Effecti  , by Council for ve Personal Finance Course Economic Education. Sec ondary Level-High School.  Calling All National Board Certified Teachers and University , “Help to shape the NCSS res Researchers earch agenda. . . .” Higher education.  It’s the Water, Stupid!: Understa nding Conflict from Kashmir to Gaza . Secondary Level-High School.  Vocabulary Strategies Help Students Make Content Connections in Social Studies . PreK-Elementary.  What Works? What Research Says About Civic Education . Secondary Level-High School.  . Secondary Level-High School. When Ethics and Economics Collide Teaching the Concept of Genocide with Geographical Information  Systems (GIS) . Secondary Level-High School.  The Constitution and Security-Abraham Lincoln and Woodrow Wilson by The Bill of Rights Institut e. Secondary Level-High School. . Higher  Visions of Powerful Integrat ive Elementary Social Studies Education. 54

55 r an Interdisciplinary Curriculum  Archeology: Effective Strategies fo “will consider the rights of indigenous peoples to recovered artifacts and how to create a school-site dig.” Secondary Level-High School. Korea 101  Using the Virtual Historian to Engage in Authentic . Historical Tasks CUFA Research into Practice Session “how best to integrate Internet-based primar y source documents, images, and animations into their instructi on”. Secondary Level-High School  You are Marcus Aurelius: How Should You Protect Your Empire? “Students take on the role of Marcus Aurelius at the peak of his empire facing the decision of whether to fi ght his military enemies or focus on domestic concerns.” Middle level-Jr. High School.  Ordered Liberty: Privacy and National Security by Center for Civic Education. Secondar y Level-High School.  Recruiting Students’ Ideas: Au thentic Learning Through Reasoning and Writing , using primary sources. Secondary Level-High School. ffective Social Studies Practice .  Evolving an Evidence Base for E Higher Education. Character Education Across the Curriculum: An Easy Fit , PreK-  Elementary.  Tibet and China: The Dilemma Continues . Secondary Level-High School. “Gone Bust” An American Story , comparison of present financial  disaster to pasts. Secondary Level-High School.  Power and Liberty: A Delicate Balance . Secondary Level-High School.  PreK-Elementary. Teaching History for Good Citizenship Teacher Tested Curriculum and In structional Strategies for Upper  Elementary Grades “To assist teachers in meeting social studies requirements. . . “ PreK-Elementary.  Innovative Strategies to Integr ate Social Studies and Visual- Performing Arts. PreK-Elementary. Geographic Features: From Majestic Mountains to Spectacular Seas ,  nds-on geography lessons.” Middle Level-Jr. High “easy-to-implement ha School. 55

56  Engaging Economics with Current Events and Free Web 2.0 Tools , Secondary Level-High School. Citizenship and Archeology: E ngaging Students Through Effective  . Secondary Level-High School. Instruction  Embodied Presidency: President ial Roles in United States Development . Secondary Level-High School.  Dreaming Railroad Dreams: Documenting the Deeds of World Industrialization . Secondary Level-High School.  Demystifying Primary Documents with Drama . Middle Level-Jr. High School.  Tulipmania! Understanding Today’s Economy by Exploring Yesterday’s Dreams of Wealth , an interactive session to “explore the 1630s Dutch tulip trade as a parallel to the current economy.” Secondary Level-High School.  The Art of Discussion , “detailed instruction in five different discussion methods: debate, scored discussion, on- line, fishbowl and Socratic.” Secondary Level-High School. st  Reinventing the Mock Trial: New Methods for the 21 Century . Secondary Level-High School.  What You Say Matters: Analyzing th e Lincoln Douglas Debates, 1858 . Secondary Level-High School.  When History Happens: Primary Sources and Technology Equal Classroom Success . Secondary Level-High School.  cess: Promoting Civic Competence Stimulating the Legislative Pro Through Debate . Middle Level-Jr. High School.  Differentiation in the Social Studies Classroom . Middle Level-Jr. High School.  What’s New Online from The Nati onal Archives in Washington, D.C ., Secondary Level-High School.  Only Connect: Making Sense(s) of History using “artifacts, sound, and opics with each other, and with lived smells to help students connect t experience.” Elementary. 56

57  s Talk About Writing “Real” NCSS Notable Trade Books Author , NCSS-CBC Notable Social St Stories udies Trade Books by Carmen Agra Deedy and Trudy Ludwig . PreK-Elementary.  Responding to Current Time Pressures in Teaching Social Studies , PreK-Elementary.  Match It Up: Using Children’s Literature and Primary Sources , PreK- Elementary.  A Workshop Model for the T eaching of Civic Efficacy , Middle level-Jr. High School.  Toward Historical Literacy: Ac tion Research to Improve Content- Area Literacy . Middle Level-Jr. High School. th Battle for the Continent: The Conquest’s 250  Anniversary . Middle Level-Jr. High School.  Civics Solutions: Creative Strategies to Promote Civic Responsibility and Participation . Secondary Level-High School.  Understanding Economics in Civics and Government . Secondary Level-High School. Many Different Needs, One Curriculum: Differentiating Instruction for  Student Success . Secondary Level-High School.  The Changing Faces of Lincoln, Slavery, and the Civil War . Secondary Level-High School.  The Ottoman Empire and th e Question of Human Rights . Secondary Level-High School.  L PreK- Geography and Economics: An Interdisciplinary Approach Elementary. Perspectives on Civic Education: A Dialogue with International  Educators . Secondary Level-High School.  Freshmen Alive “topics and skills covered over four years on high school graduation tests.” Secondar y Level-High School. , developing  Thinking Geographically: Link ing Research with Practice spatial thinking skills. Middle Level-Jr. High School. 57

58  A Click Away: Customizing Primary Material According to Students’ Needs , NYS archives free customizat ion tool. Middle Level-Jr. High School. Teaching with the New Georgia Ency  clopedia and Civil Rights Digital Library . Secondary Level-High School.  From Dreams to Deeds: Ensuring Success in AP Human Geography . Secondary Level-High School.  Moving Forward Into the Past: How Teachers Teach and Learn History t-year teachers and “reveals that , a study that follows three firs these teacher learn history content diffe rently than they teach it.” Higher Education.  It Is Why and When No t Just What and How! Secondary Level-High School.  No Field Trip Money? The Virtual Field Trip is Priceless . Middle Level- Jr. High School. “hands-on geography classroom Do You Have Time to Teach Studies?  activities.” PreK-Elementary. Quebec 101: Lessons in Citizenship and Democracy . Secondary  Level-High School.  Exploring the NCSS Themes Thr ough Literature, Artifacts and Inquiry-Based Activities . Higher Education.  The New American Promise-Prom oting Citizenship Through Literacy , American Promise video seri es. PreK-Elementary.  Using Inquiry Projects to Engage Students in Relevant Social Studies . Secondary Level-High School.  Dreaming Beyond Classroom Walls Connecting Schools and Museums . Supervisory-Administrative.  Powerful and Purposeful Teaching in Elementary Social Studies: Exemplary Lessons . PreK-Elementary.  From Reconstruction to the M odern Age: An Economic Record , on. Middle School-Jr. High School. SIFMA Foundation for Investor Educati 58

59 st  New Directions: Using Primary Sources in the 21 , Library of Century Congress. Middle Level-Jr. High School.  Teaching with Documents and Works of Art: An Integrated Approach hsonian American Art Museum. , National Archives and Smit Middle Level-Jr. High School.  Practicing Critical Thinking and Wr iting While Studying the Ancient World . Secondary Level-High School.  Dream and Deeds: Social Studies and Literacy Skills . “Participants identify the skills, learn litera cy/literature connections, and apply instructional/assessment met hods.” PreK-Elementary.  C-Span’s Free Storehouses for Public Affairs Programming and Congressional Information. Se condary Level-High School.  Using Literature to Promote Crit ical Geographic Awareness in Young Learners. Pre K – Elementary. , ealities with The Civic Mirror  Preparing Students for Economic R which “challenges students to manage their own economy.” Secondary- High School.  An Economic Analysis of the Great Depression: Implications for 2009 Secondary Level-High School. World War II: Perspectives on Fear  . Secondary Level-High School.  Use Throughout the Social Studies Curriculum . Middle Level-Jr. High School.  Using Primary Sources to Teach About the Middle East Secondary Level-High School. Taking Pizza Production Further: Learning Costs and Curves with  Excel Secondary Level-High School. 40 Man: A Course of Study a nd a Study of Controversy . “ MACOS  , one of American history’s most innov ative and controversial curriculum projects with relevance today, will be discussed with one of its founding architects.” Middle level-Jr. High School. 40 /Projects/MACOS.html 59

60 Multiple Approaches for Designi al Studies Units ,  ng Meaningful Soci PreK-Elementary.  The Instruction Community Members Present Their Favorite Teaching Techniques . Middle Level-Jr. High School.  Teaching Historical Thinking Skills in AP U.S. History . Secondary Level-High School. . Secondary Level-High School.  Working Towards the Ideal th th 19  and 20 Century Economic Crises Influence United States Development . Secondary Level-High School. 60

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