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Abstract:
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

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Conferences (Gatherings); Educational Technology; Social Studies; Annual Reports; Interdisciplinary Approach; Discourse Analysis; Textbook Evaluation; Academic Achievement; Global Approach; Problem Solving; Global Education; Classroom Techniques; Field Trips; Educational History; Individual Characteristics; Participant Characteristics; Visual Literacy; Poetry; Citizenship Education; Instructional Development; Material Development; Phenomenology; Personal Narratives; Politics of Education; Student Participation; Learner Engagement; United States Government (Course); Teaching Methods; Cultural Education; Experiential Learning; Educational Strategies; Student Attitudes; Geography Instruction; Teacher Attitudes; Blended Learning; Ethics; Team Teaching; Student Projects; Parent Influence; Academic Persistence; Rural Sociology; War; Instructional Films; Historical Interpretation; Immigrants; Best Practices; Leadership Styles; Cross Cultural Studies; Web 2.0 Technologies; Technology Uses in Education; Controversial Issues (Course Content); Multicultural Education; Teacher Education Programs; Inclusion; American Indian History; Teaching Skills; Religious Education; Economics Education; Values Education

Abstract:
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2011 proceedings, see ED518589.]

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United States History; Terrorism; Air Transportation; Suicide; National Security; Curriculum Development; Social Studies; Interdisciplinary Approach; Criticism; Creativity; Critical Thinking; Reflection; Time Perspective; Instructional Effectiveness; Elementary Secondary Education; Teacher Role

Abstract:
A review of "The September 11th Education Program: A National Interdisciplinary Curriculum" reveals a sensitive and well-created program for the 5-12 social studies teacher to use in teaching about the challenging subject of 9/11. This program provides an opportunity for teachers to find a balance among understanding, critical analysis, creativity, reflection and action, and yet not allow the transformative events of 9/11 to go unnoticed in social studies classrooms across the nation. The curriculum consists of seven lessons about various issues surrounding 9/11 while simultaneously integrating key skills from the social studies and addressing the revised National Council for the Social Studies Curriculum Standards. Many of the resources used could be pulled out and used independently, and make the curriculum program an ideal starting point for the classroom teacher who is interested in teaching about 9/11 but perhaps unsure of where to begin. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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United States History; Secondary Education; Curriculum Development; Immigration; Time Perspective; Context Effect; Undocumented Immigrants; Constitutional Law; Civil Rights; Victims of Crime; Stranger Reactions; Conflict; Repetition; Barriers; Access to Education; Quality of Life; Social Behavior; Social Attitudes

Abstract:
Given the current national debate over immigration reform and the plethora of anti-immigrant policies, practices, and laws, school curriculums should include materials that will allow students to learn about, and reflect on, the impact this debate has on the lived realities of those most impacted. Specifically, teachers and their students will greatly benefit from a more in-depth investigation of a time in U.S. history when U.S. Mexicans were unconstitutionally deported in the 1930s. The goal of this article is to illuminate this critical piece of history that has either been ignored and/or misunderstood. It documents the experiences of the survivors--specifically, the children of Mexican descent born in the United States--and offers supporting lessons and resources for teachers and their students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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United States History; War; Social History; Mexican Americans; Case Studies; Teaching Methods; Conflict; Social Problems; Military Personnel; Lesson Plans

Abstract:
The Zoot Suit Riots provide students with a case study of social unrest in American history. The influx of Latinos into the Los Angeles area prior to World War II created high levels of social unrest between Mexican Americans, military servicemen, and local residences. With large numbers of soldiers stationed in the area during the Second World War, conflicts broke out between the young Latinos and the soldiers. The following material provides a short historical review of the events related to the riots, a lesson plan, and resources to engage the students in exploring the events of this time period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Patriotism; Political Socialization; Terrorism; National Security; United States History; Public Opinion; War; Stranger Reactions; Group Unity; Social Bias; Mass Media Effects; Social Studies; Citizenship Education; Social Justice; Cultural Pluralism; Time Perspective; Religious Factors; Democracy; Secondary Education

Abstract:
This manuscript provides a historical and pedagogical framework for American educational and sociopolitical responses after national tragedies (e.g., Pearl Harbor, 9/11). Moreover, this research explores the overt xenophobic and ethnocentric tendencies (exacerbated by media forums) after these events, which triggered resurgence in a sort of "trauma-based patriotism" or jingoism. Lastly, the research puts forth pedagogical strategies for teachers and educational leaders based in diversity and multiculturalism that will assist in healing the fractured realities of the 9/11 tragedy and serve to offer a thread of social justice-based continuity in social studies and civic education in the continuing post-9/11 years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Childrens Literature; Figurative Language; Personal Narratives; Ideology; Fiction; Grade 5; Japanese Americans; Reading Material Selection; World History; United States History; Elementary School Students; War; Picture Books; Social Bias; Teaching Methods; Consciousness Raising; Content Analysis

Abstract:
Ideological assumptions about childhood play into the production and selection of children's literature. Various ideologies proclaim that children should be happy and free from stories of evil, children's literature should help children encounter the joys in life, it should be filled with bright colors to keep children's attention, and it should teach a good lesson (Nodelman & Reimer, 2003; Tunnell & Jacobs, 2008). However, many authors and illustrators of historical fiction challenge mainstream or traditional ideologies by telling stories that shed light on some darker moments in human history. They challenge the notion that children should only be exposed to literature that has a happy ending or mirrors dominant ideologies. In this article, the author describes how fifth graders interpreted Japanese American Internment picturebooks and developed awareness of injustice and irony as presented in the visual and written narratives. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Aggression; Death; Reference Services; Crime; Peace; Conflict; Reference Materials; Information Sources; Interdisciplinary Approach; Definitions; Classification; Humanism; International Studies; War

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This article examines the topic of genocide and other world conflicts as they are addressed by reference works. Topics of human aggression are treated by multidisciplinary research, and an awareness of the multiple angles of approach aids the process of directing students to sources. The article discusses definitions and standard organizational categories for this subject area, and provides reviews of reference titles for both reference services and collection development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement

Abstract:
"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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World History; War; History Instruction; Textbooks; Time Perspective; Content Analysis; Research Methodology; Discourse Analysis; Interpersonal Relationship; Conflict Resolution; Politics of Education; Critical Theory; Conflict; Foreign Countries; Jews; Stereotypes; Arabs; Fear; National Security

Abstract:
This article seeks to shed light on the dilemma facing history education in regions beset by a protracted, and as yet unresolved ethno-political conflict. The article will examine this issue by means of a unique test case that observes a dramatic war event in Israeli textbooks. The event in question is the Six-Day War of 1967 and the study of its outcomes. This war stands in the twilight between memory and history and there is an extreme gap between the public history and the formal representation of that war in school textbooks. The question that begs an answer is why such a seminal event in Israeli history is not presented in history textbooks like the country's other wars. The research methodology, "which was conducted on two generations of textbooks", is based upon a comparative discourse analysis. A discussion of the findings contends "that a critical pedagogy approach" to history education might equip adolescent students with more powerful lenses through which to view several plausible scenarios for healing the wounds of the present by means of a rational and grounded perception of the past. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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