Vol. XXXVIII Number 3 March, 2002
IN THIS ISSUE...
AS SUMMER BEGINS . . .
Dr. Greg Hamot
Iowa City, Iowa
Assistant Newsletter Editors
As The Summer Begins . . .
. . . we would like to invite you to sample the many opportunities available to social studies teachers as you begin planning for the next school year. It will be here soon! Elizabeth Jensen and Travis Carlson have once again put together an array of possibilities for professional development that occur during the summer. Ranging from international to local and workshops to classes, these activities will enrich any and all social studies teachers repertoire of resources, experiences, and teaching ideas.
Please take note of the commentaries by Carol Brown and John Wheeler as they reflect upon the recent NAEP report on the level of U.S. historical knowledge possessed by our students. Additionally, John lists the number of social studies related bills signed by the governor over the past year.
If you see them, the congratulate them! Our new officers, that is. Elected unanimously, our new ICSS officers are: Lynn Nielsen, President; Barbara Jean Herrick, Vice-president; Kathy Learn, Secretary; Nancy Peterson, Treasurer; Don Peterson, Delegate-at-Large. Congratulations to all. These officers will take office on July 1, 2002 and serve until July 1, 2004. The entire Council is looking forward to their vision and leadership.
Finally, don’t forget to mark your calendars. The 2002 ICSS Annual Meeting will take place in Cedar Rapids on October 14 and 15. The theme is “History and All That Good Stuff . . .” The meeting venue is the Sheraton Four Points Hotel And Convention Center in Cedar Rapids. Look for more details in this summer’s mail.
See you all in the fall, and have a relaxing and
reflective summer. GH
FROM THE EXECUTIVE SECRETARY
By Carol Brown
2001-2002 school year does end with some sobering concerns but hopefully
also a sense of accomplishment and positive energy and commitment to creating
more effective, more vital learning experiences for Iowa students.
The seven-year complaining has begun again. The results from the 2001 National Assessment of Educational Progress (NAEP) for U.S History are now available. While the news is slightly better than the last “Report Card” in 1994, the outlook is still fairly bleak. The assessment reveals slight gains in student knowledge proficiency at the 4th and 8th grade levels and no statistically significant gain (but no loss either) at the 12th grade level. If you recall, after the 1994 test results were published, pundit after pundit decried the state of social studies education. (They did not suggest that more time, attention, or money be spent in this content area, however.) Prepare yourselves for the onslaught to come this summer. Social studies education is a easy target for school critics, pundits, and politicians. Couple the NAEP report with the mandate in the recently enacted “No Child Left Behind” Education Act for more accountability and more standardized testing, and this spells Trouble – with a capital T, that rhymes with C, and that stands for citizenship.
I’m not prepared to jump on the bandwagon of criticism. I have enough problems as it is with standardized tests used to evaluate institutional success. Instead, I want to point out a few dim rays of light that emerge from this report. First, students in the Central states (including Iowa) score significantly higher than other regions at the 4th and 8th grade levels. Second, the report reveals that there is a direct correlation (surprise, surprise!) between time spent in the classroom on the social studies in the 4th grade and level of student achievement. Specifically, students whose teachers spent more than 3 hours per week on structured social studies activities scored much higher on the NAEP test than those whose teachers spent less time on direct classroom instruction. The third ray of hope is that students achieved at a higher level in 8th grade where teachers incorporated the use of primary source documents on a weekly basis. At the 12th grade level, students who engage in content reading (biographies, historical stories, etc.) scored higher than their peers who did not. Finally, while computer use in general tended to lower student achievement in U.S History, students who use computers specifically to research historical themes scored higher. (To read the full NAEP report on U.S. History go to http://nces.ed.gov/nationsreportcard)
The implications for U.S. History instruction are pretty obvious. The more time spent working with history in the classroom results in higher levels of student achievement. The results also seem to indicate that the more students can become actively involved in learning about content, the more success they will have on this standardized test. This would suggest that a project-based approach might be highly beneficial to student learning. That’s particularly good news for Iowa, since we tend to encourage large scale involvement in these types of activities. I had the pleasure recently to serve as a judge for the State History Day program. I can attest from my observations (albeit purely anecdotal) that these students know their stuff! I would imagine that History Day participants achieved at the “Advanced” level on the National Assessment. I can also attest from personal experience to the achievement level of students involved in other projects as well. We the People, Project Citizen, Geography Bee, and Know Your Constitution participants, I assume, also would qualify as “advanced” for the purposes of NAEP. I know that there are other similar projects out there. My advice? Find ways to get your students involved!
At the time of this writing, the State was still facing a tremendous budget crunch. Discussions are being held in preparation for a second “special session” of the legislature. (Hopefully more productive than the first hours-long special meeting.) Among the cost saving issues to be discussed will be educational funding (the largest single line-item in the state budget), state employee pay raises (this probably means you), and infrastructure dollars earmarked for school building improvements.
Among the less noticed items signed by the Governor this spring are the following legislative acts that may be of interest:
SF 2273 – Designating the 3rd Saturday of June as “Juneteenth National Freedom Day” and encouraging schools and other civic entities to observe the day in a manner that emphasizes the meaning and importance of the Emancipation Proclamation.
HF 2248 – Designating December 15 as “Bill of Rights Day” and encouraging a formal recitation and study of the Bill of Rights in all schools on or about that date.
HF 2571 – Establishing the Iowa Cultural Trust and the Iowa Cultural Trust Grant program for the promotion of the arts, history, the sciences, and humanities in the state.
SF 348 – Setting up a pilot program to test the effectiveness of Charter Schools in Iowa.
HF 2454 – Encouraging school districts to establish Character Education programs to instruct students in the “qualities of model citizens” including: “caring, civic virtue and citizenship, justice and fairness, respect, responsibility, trustworthiness, giving, honesty, self-discipline, respect for and obedience to the law, citizenship, courage, initiative, commitment, perseverance, kindness, compassion, service, loyalty, patience, the dignity and necessity of hard work, and other qualities deemed appropriate by a school.” The Act encourages the use of existing resources (no specific state funding available) and authorizes the use of Phase III funds for this purpose.
For more information on these and other legislative initiatives visit either the Iowa General Assembly website at http://www.legis.state.ia.us/ or the Governor’s website at www.state.ia.us/government/governor/index.html.
Have a restful summer! With all of the anticipated
criticism and discussion, it looks to be a very busy fall!
AWARDS, FELLOWSHIPS, AND GRANTS
Geography Education Grants
Applications are due June 14 for “Teacher Grants” supporting individual teachers, or teacher teams, in the classroom, district, or community, sponsored by the National Geographic Society Education Foundation. Grants support work in four areas: (a) exploring uses of new technologies, (b) expanding student experiential learning opportunities, (c) providing professional development and mentoring, and (d) engaging families and/or communities in education. Grants from $ 500 to $ 5,000 are available. Contact: Teacher Grants, NGS Education Foundation, 1145 17th Street, NW, Washington, DC 20036. Applications may be made online. Web site: www.nationalgeographic.com/foundation.
Applications are due September 9 for “Venture
Grants” supporting non-traditional education, sponsored by the National
Geographic Society Education Foundation. Grants support nonprofits and
educational institutions for work engaging children in hands-on programs
in three areas: (a) understanding cultures through their own heritage,
learning about other peoples, and preserving cultural diversity; (b) learning
and using geographic concepts and skills; and (c) building the skills to
make tough environmental decisions based on scientific knowledge, a geographic
perspective, and a commitment to conservation. Grants from $ 50,000 to
$ 200,000 are available. Contact: Venture Grants, NGS Education Foundation,
1145 17th Street, NW, Washington, DC 20036. Web site: www.nationalgeographic.com/foundation.
National Schools of Character Program Seeks 2003 Applicants
Applications for the 2003 National Schools of Character awards program, due December 9, 2002, will be available in June from the Character Education Partnership (CEP). Applications for Promising Practices citations will also be available in June. National Schools of Character is an annual awards program recognizing K-12 schools and districts demonstrating outstanding character education initiatives that yield positive results in student behavior, school climate and academic performance. Although winners may differ in method, content, and scope, all emphasize core ethical values such as honesty, respect, responsibility and caring. CEP encourages schools and districts involved in character education to look at the criteria Character Education Quality Standards to determine whether they might qualify.
Selected schools and districts receive a cash award of $ 2,000, national recognition, and a featured position in CEP’s National Schools of Character publication. Finalists will be honored at CEP’s annual National Forum in October 2002 in Atlanta. Support for NSOC is made possible by the UAW/GM Center for Human Resources and the John Templeton Foundation. For more information, call CEP at 800-988-8081 or 202-296-7743, ext. 10. Information is also available on the CEP Web site: www.character.org.
Cable in the Classroom (http://www.ciconline.org)
is looking for ten of the best media and technology savvy K-12 educators
in the country to work with us in an ongoing way as advisors, mentors,
and project consultants. We want educators’ insights about trends and issues
in education and technology and ideas for using technology effectively
in the classroom. We need classroom-tested wisdom and expertise so that
the cable industry can develop education resources that lead to the best
possible learning experiences for teachers and students. Cable in
the Classroom teacher advisors will be paid a $ 4,000 annual stipend. In
addition, their schools will each receive $ 1,000 for supporting excellent
teaching. For information and/or to apply, go to (http://www.ciconline.org)
and look for link "Become a CIC Teacher Advisor."
Social Justice Education
The following "Call for Participants" is from Rahima Wade, National Service-Learning peer mentor at The University of Iowa,who is beginning a new project that she hopes will lead to new ideas in the field of elementary social studies. She is seeking elementary school teachers who might like to participate in focus group interviews. She writes:
Dear elementary teachers,
I am currently seeking elementary school teachers who teach for social justice and who might like to participate in a focus group interview with several other elementary school teachers at or near the school at which they teach. Participants would need to sign a consent form to participate in this research. Social justice education empowers students to analyze the root causes of injustice, promote equal opportunity for all people, and learn from multiple perspectives on an issue or topic within a collaborative, experiential approach to teaching and learning. I am particularly interested in working with teachers who teach for social justice through their elementary social studies curriculum. Please contact me with your name and e-mail address (or the names and e-mail addresses or individual teachers who you think might be interested in this opportunity), and I will send you additional information. If you or teachers you know have additional questions about this project, they can contact me at 319-335-5118 or by e-mail at email@example.com. I am excited about learning more about teaching for social justice and connecting teachers with each other who are involved in this effort. This collaboration will hopefully lead to publications that will provide new directions for the field of elementary social studies.
The Secondary School Task Force of the American Studies Association
The Secondary School Task Force of the American
Studies Association is undertaking a national survey of American Studies
programs and courses at the secondary school level. It eventually hopes
to develop a data bank of curriculum and program development in American
Studies courses or programs in its schools. If you are teaching American
Studies, know of colleagues who are, or are interested in learning more
about such programs at the secondary level, send your name(s), address,
phone number/email, and title of your course(s) to Lois Rudnick, Director,
American Studies Program, University of Massachusetts-Boston, 100 Morrissey
Boulevard, Boston, MA 02125-3393; 617-287-6775; Rudnick@umbsky.cc.umb.edu
Call for Feedback: Youth Exchange in Eastern Europe
NCSS email inquirer Shelley Hamilton is researching
the possibility of developing a youth exchange program in Eastern Europe,
and she is interested in obtaining feedback from social studies teachers.
If you have information regarding the following areas, she would like to
hear from you: high school student interest in this type of program, countries
of particular interest, suggestions for a theme for the program, whether
a multi-country program would be more interesting than an immersion program
in one country, and the best way to get students interested in a program
like this. To respond, contact Shelley Hamilton at firstname.lastname@example.org.
NCSS Curriculum Committee Issues Call For Materials
In an attempt to expand the influence and impact
of the NCSS Social Studies Standards published in 1994, the NCSS Curriculum
Committee is collecting curriculum materials and lessons that show how
the Standards have been implemented in classrooms and other settings across
the nation. The committee is particularly interested in receiving materials
from college professors who can share how the Standards have been used
in their preservice classes. The committee hopes to make the materials
available to all social studies teachers and curriculum coordinators in
the near future. All sample materials and lessons should be sent to Dr.
Paul A. Horne, Jr., at the address provided below. In addition, the committee
is requesting feedback from members and nonmembers regarding specific omissions
or suggested improvements for the Standards. Although there are no immediate
plans to revise the document, a revision is anticipated within five to
six years. The committee will hold on to the responses until such time
that NCSS decides to revise the Standards. Comments, concerns, and/or praise-as
well as curriculum materials and lessons-should be sent to Dr. Paul A.
Horne, Jr., Chair, NCSS Curriculum Committee, Richland County School District
One, 1225 Oak Street, Columbia, SC 29204. For more information, contact
Dr. Horne at 803-733-6176 between the hours of 8:30 a.m. and 5:00 p.m.
(ET, Monday through Friday).
NDLP Call for Teacher Participation
The National Digital Library Program (NDLP) of
the Library of Congress in Washington, DC, is looking for middle and high
school humanities teachers, librarians, and media specialists who have
frequent access to and a high level of comfort using the World Wide Web,
email, and other technologies. Those who believe they possess the technical
skills and subject expertise that would make them good candidates for learning
more about the National Digital Library Program and American Memory are
encouraged to contact NDLP. Their names will be added to the program's
mailing list. If you are interested, send an email to email@example.com or
write to the Library of Congress, National Digital Library Program, User
Services, Washington, DC 20540-1320; http://learning.loc.gov/learn (World
The Travel Seminar to Mexico explores how the
global socio-political economy impacts family and community systems in
countries like Mexico. There will be a special emphasis placed on push
and pull forces that promote Latino/Hispanic immigration to the United
States. A combination of seminar style classes, guest speakers and field
visits are employed in the investigation of the effects of global macro
forces over individual family systems in rural Mexico. The seminar concurrently
looks at the impact of modernization of the Mexican economy on the poor
and whether economic alternatives would foster greater social justice.
The participants will have one-on-one contact with selective Mexican families,
social service agencies, Mexican social workers, and research institutions.
The course is offered in the summer and when staff is available to teach.
The seminar will be conducted on site from August 7 through 21, 2002 (travel
time not included). For more information look at the website:
Global Volunteers, a nonprofit, nonsectarian, international organization, coordinates service-learning programs that offer educators the opportunity to participate in short-term human and economic development projects in more than 15 countries worldwide, including China, Vietnam, Tanzania, Mexico, Poland, Russia, and Greece. The work projects include teaching conversational English, building community facilities, painting and repairing homes, providing health care services, and assisting in environmental projects. The programs last from one to three weeks and range in cost from. For more information and a catalog, contact Global Volunteers at 800-487-1074 (toll free) or 612-482-1074 (phone).
The following workshops are coming this summer from NCSS. For more details and to register visit www.socialstudies.org/profdev.
· National Issues Forums: Deliberative
Discussion in the Classroom
NEH Summer Institute. Teaching the Cold War History
The George Washington University Cold War Group
(GWCW) and the Cold War International History Project (CWIHP) of the Woodrow
Wilson International Center for Scholars jointly announce a two-week curriculum
development Institute for secondary teachers on the new history of the
Cold War. The Institute will be on The George Washington University campus,
Washington, D.C., July 8-19, 2002. The purpose of the Institute is for
Cold War experts and teachers to work collaboratively to assist in the
creation of a new Online Teaching Resource on the Cold War. Selection
Criteria: secondary social studies teachers will be eligible to apply.
Final selection will be made among applicants who are: experienced teachers
of either or both U.S. History or Modern World History courses that include
study of the Cold War period; have an interest in or already actively engage
students in using online computer learning; have the official approval
in writing for participation in the program from their school administration;
have a serious interest in the Cold War Period and enthusiasm for developing
teaching materials for online use by other teachers and students nationally.
Stipend and Facilities: Each participant will receive $ 500.00. Lodging,
a travel allowance, meals or meal reimbursement, and basic readings and
materials will be provided. Weekends will be free to explore the Washington
area's unmatched educational resources. Application Deadline, June
3, 2002. If you have any questions or need additional information,
please call Tom Collins at 202-994-7543. Please leave a telephone number
where you may be reached and the best time to contact you.
After the events of September 11, many Americans realized how little they know about the Middle East. Educators in particular felt challenged about how to help their students understand this shocking incident and its international aftermath, especially events in Afghanistan and the deepening violence in Israel and Palestine. In light of this, International Programs and the Center for Credit Programs/ Division of Continuing Education at The University of Iowa are again offering a popular summer institute for teachers with a special focus on the Middle East.
The workshop will meet June 17-21 with sessions from 9 a.m.–noon and 1:00-3:00 p.m. daily at the International Center Lounge. University of Iowa Professor Rex Honey, a specialist in the Middle East, will conduct the workshop. Dr. Jeremy Brigham will assist Professor Honey. Guest lecturers will also share their insights. Topics to be covered are the Israeli-Palestinian conflict, culture and Islam, Afghanistan and the war on terrorism, and the political economy of the region. Throughout the week there will also be related activities, special events, and entertainment.
The Institute is offered for academic credit only, and you may register for 1, 2, or 3 semester hours of undergraduate or graduate credit. Tuition is $154 per semester hour (undergraduate) and $244 per semester hour (graduate). Workshop requirements are specific to the number of hours for which you enroll.
The first ten teachers to enroll who live beyond a 25-mile radius of Iowa City will receive free lodging at the Heartland Inn Hotel. Also, small grants to assist with tuition costs will be distributed among all registrants. The amount of funding each receives will depend upon the number of participants and the credit hours for which each person registers.
The workshop is an excellent opportunity for all K-12 educators to gather information and perspectives that will be invaluable in helping your students understand this complex region of the world.
For more information about housing and grants,
Want to access the latest scholarship and primary
courses on Africa, East Asia, Latin America, The Middle East, and Russia
and Eastern Europe? Take Ohio State’s course 727d28: Teaching World Cultures
and Global Issues Venue: Taught totally over the Internet Dates: June 24-July
26th, 2002. Edu T&L 727d28 Teaching World Cultures and Global Issues
is a 3 credit hour graduate level course that provides teachers with online,
print, and video resources from Africa, East Asia, Latin America, the Middle
East and Slavic and Eastern Europe to strengthen their teaching about diverse
cultures, histories, and issues in these regions. The course is special
because: (1) The course is taught totally online so that teachers across
North America and other world areas can enroll, interact, and learn in
a web-based environment we call WebCT. There are no face to face meetings,
no coming to campus, no driving or parking hassles. The course does require
Internet connections, some skills in using the World Wide Web, and access
to the Web for all assignments. (2) The course provides access to the latest
scholarship and primary sources on Africa, East Asia, Latin America, the
Middle East and Slavic and Eastern Europe based upon the expertise of U.S.
Federally-funded Title VI area studies centers. (3) A focus of the course
is cross-cultural interaction with cultural consultants from the five world
regions. (4) The course content emphasizes seeing other cultures, world
history, and the global status quo through the knowledge, resources, and
experiences of diverse people around the world. Many of the resources have
been developed by people in the countries under study. For more information
email firstname.lastname@example.org or go to the website http://www.coe.ohio-state.edu/mmerryfield/
and click on the spinning globe. This course is a collaborative project
of Ohio State’s five area studies centers and the College of Education’s
Social Studies and Global Education program.
A conference on one-room schools, "Country Schooling: Old Stories, New Lessons," will be held June 27-29, 2002 at The University of Iowa in Iowa City, Iowa. Participants will be able to participate in research presentations, a tour of area one-room schools, and a festival demonstrating country school activities and life in historic rural America.
Currently the University of Iowa has put out a call for papers for histories, preservation, programming, memories, and artifacts relating to one-room schools. Also, they are looking for people to demonstrate old-fashioned activities at the school fair.
Although one-room schools played an important role in American culture for a very long time, they have not gotten a lot of focus in scholarly studies. This conference is reaching out to those interested in one room schools preservation, history, and lore.
To get the requirements for papers, to receive a registration form, or to get information about becoming part of a one-room school network, contact:
The University of Iowa Center for Conferences
This institute will be held at The University
of Illinois at Urbana-Champaign from July 7 to 13, 2002. Religions
play an important role in shaping our response to all aspects of life.
A knowledge of religious traditions helps us understand cultures and societies
that otherwise seem exotic or puzzling. This institute offers teachers
an opportunity to explore the values, worldviews, history, and practice
of six world religious traditions. Each day will focus on one religious
tradition. A general introduction to each religious tradition will be followed
by a session that focuses on its practice in a specific region. We will
explore Buddhism in East Asia, Eastern Orthodox Christianity in Russia,
Hinduism in India, Islam in Africa, Judaism in the United States, and Roman
Catholicism in Latin America. You will find more information about
the institute and may register on line at: http://nautilus.outreach.uiuc.edu/conted/.
Workable Peace Summer Institute
The Workable Peace Summer Teacher Training Institute will be held July 8th-10th, 2002, in Cambridge, MA. The cost is $300 with discounts for school teams and limited scholarships available (includes lunch and curriculum materials). PDP credits are available. Attend the Workable Peace interactive institute to learn to incorporate conflict management into your history and social studies curriculum, helping your students to gain a better understanding of history content and of inter-group conflict.
The Workable Peace curriculum promotes academic
achievement and civic skills by uniting the examination of conflict, the
study of history, and the practice of conflict management. Designed
to be integrated into world history, U.S. history, and other social studies
courses, the Workable Peace curriculum supports the Massachusetts History
and Social Science curriculum framework and includes case study simulations
on ancient Greece, the Middle East, Latin America, Africa, Northern Ireland,
and selected American History topics. Over the three-day period,
participants will engage in role plays, teaching
The American Historical Association, the Organization
of American Historians, and the National Council for the Social Studies
plan jointly to sponsor in June, 2003 a national history conference, “Innovations
in Collaboration: A School-University Model to Enhance History Teaching,
K-16.” The sponsoring organizations seek to showcase collaborations
that have promoted new ideas for professional development, dynamic curriculum
designs, and instructional practices that engage students in the pursuit
of a richer understanding of United States and world history. All
history educators are invited to submit a proposal that explains how their
endeavors have resulted in more compelling teaching and learning that is
reflected in multiple measures of higher student achievement. Proposals
are due July 15, 2002. For more information write to: 2003 Teaching
Conference Program Committee, Organization of American Historians, 112
N. Bryan Avenue, Bloomington, IN 47408-4199.
The National Issues Forum (NIF) has announced a great opportunity for social studies teachers! Thanks to the generosity of the Kettering Foundation, NCSS is offering 10 scholarships to its summer workshops at Hofstra University OR another NIF Public Policy Institute (PPI) at locations around the country. Both the NCSS/Hofstra workshop and the NIF PPIs offer training on deliberation using the National Issues Forum discussion model. These scholarships are only available to social studies teachers.
The Hofstra workshop is listed with other summer
professional development opportunities at http://www.socialstudies.org/profdev/workshops.html.
Room and board at very reasonable rates are available in top-flight dormitories
at Hofstra, a wonderful campus just a one-hour train ride from Manhattan
and 15 minutes from Jones Beach. Hotels are also available in close proximity.
Information about other NIF PPIs is available on the National Issues Forum
Website at www.nifi.org. Don't miss a great professional development
opportunity and the financial support to make it happen. Call 1-800-296-7840,
ext. 107 for an application, or send an email message to email@example.com.
The University of Minnesota wishes to announce
the Summer Institutes for Teachers at the University of Minnesota on global
and international studies. Registration is now online! Detailed descriptions
are online at http://igs.cla.umn.edu/outreach/si.htm. The institutes are
designed to introduce K-12 and community college educators to issues in
international and social studies and help you rework your social studies
curriculum. Teachers will learn content related to the seminar themes,
explore related curriculum materials, and learn new strategies and skills
for incorporating global issues into their curriculum. The Summer Institutes
are presented by the Institute for Global Studies and the European Studies
Consortium and funded by a Title VI grant from the Department of Education.
SCHOLARSHIPS: Access Scholarships are available to cover the cost of the
workshop or tuition. Lodging Scholarship are available for participants
traveling from out-state or outside Minnesota.
The 82nd NCSS Annual Conference will be held in Phoenix, Arizona at the Phoenix Civic Plaza. This year's Conference will take place Friday-Sunday, November 22-24, 2002. The NCSS Annual Conference is the world's largest gathering of social studies educators, bringing together teachers of history, geography, sociology, economics, government and civics, political science... more than a dozen subject areas, which combined, make up the social studies. Keynote speakers and special sessions--from educators to authors to actors--will speak on all facets of social studies education and offer ways to energize your students as they strive to become effective citizens.
PBS would like to announce the www.jimcrowhistory.org
web site! The PBS four-part series, The Rise and Fall of Jim Crow, is set
to air this Fall. This site is a work in progress, and will continue
to be one until the airdate. We are fortunate to have a synopsis of each
of the films written by the producer, Richard Wormser. The history themed
overviews in the history section are at once comprehensive and accessible—teachers
will definitely want to print out the pdf of these essays for use in their
classroom. Also, many of the images in the Image Gallery have never before
been published online, and they offer a look at Jim Crow that is not commonly
seen, or known. The geography section offers a unique perspective of the
United States, seen through various levels- Jim Crow lynchings, African-American
colleges, and Jim Crow laws outside the South. We are continuing to hire
teachers to build content on the site. There is a multitude of ways that
you can contribute. Our most pressing needs are: Web Site Evaluations:
Teachers offer their reviews of external web sites dealing with issues
related to Jim Crow. We have over 25 individual topics already online,
with several hundred web sites to recommend already, and we want to include
more! Narratives: If you know a Jim Crow survivor who would like to share
his/her story with us, let us know! You’ll get a fee for conducting the
interview. If it’s your story you’d like to tell, all the better! Lesson
Plans: As content goes up, we need teachers to develop lessons on how to
use this unique content with students. A sampling of lessons are online
now, but so much of the core material is in development that lesson plans
will be needed throughout the process of developing this site. We are looking
for teachers who can show others how to best utilize this information in
creative ways. Please also note that we are offering an entire American
literature section that will connect some of the best literature to the
Jim Crow period. Geography: Add to the map from your state, add a
personal anecdote if you are an alum from one of 88 African-American Colleges,
add lynching statistics to your state’s map, add Jim Crow laws in your
state. We will also develop other layers of the map such as Jim Crow and
Gender, Jim Crow People, Jim Crow Great Migration, and Jim Crow Court Cases.
We need people to fill in the map with their research, so please contact
us! As always, teachers will be paid for all the work contributed.
Look for updates every month on new material on this site! Please
email Kathy Honda, Education Coordinator, at firstname.lastname@example.org
The Green Valley AEA has developed 4 Iowa History
CD-ROMs. The latter two contain only pictures. All are fully searchable
and printable and will run on PC or Mac.
2) Greyhounds and Hawkeyes - Iowa in the Civil War includes ALL Civil War material of a statewide nature printed between 1863 and 1964 including the full Roster and Records. 115,000 pages $40
3) Iowa Picture Disk includes 7500 Iowa pictures from fire engines to Indian chiefs. $15
4) Civil War picture disk with 3500 Civil War pictures. $15
Discounts for previous purchasers or on orders
of two disks or more (mix and match). If you want more details, please
contact: O. J. Fargo Director of Media and Educational Services Green
Valley AEA 14 Creston, Iowa 50801
The University of Northern Iowa New Iowans Program
has published some new multilingual materials. These materials are available
to download as PDF files at the New Iowans website: www.bcs.uni.edu/idm/newiowans/
(Limited hard copies are also available at minimal cost.) The new materials
In addition, the handbook "Welcoming New Iowans:
A Guide for Citizens and Communities" is also available as a PDF file.
If you have other information or announcements for the New Iowans website,
please contact Mark.Grey@uni.edu
Migration News summarizes the most important immigration
http://oyez.nwu.edu/ includes over a thousand
Supreme Court decisions, biographies of all the justices, and more than
900 hours of audio materials. It provides text, audio, and video of the
Supreme Court at work. The site was created by Jerry Goldman at Northwestern
The NPCA (National Peace Corps Association) and
iEarn (International Education and Resource Network) would like to give
you this opportunity to join iEarn. iEarn is an exciting global learning
community designed to bring diverse cultures and global perspectives into
your teaching using simple and easy-to-use technology resources.
You may connect with classrooms in the country in which you served or explore
other global connections within the iEarn network. iEarn is an organization
of over 500,000 students and 5,000 teachers in 95 countries working together
on local and national issues in a global forum. Using collaborative
online projects, teachers and students work with partner classrooms around
the world. These projects and are designed to increase awareness
about global issues and meet specific curriculum needs. Visit www.iearn.irg
to learn about iEARN, participating countries, and curriculum specific
projects you can join. To enroll please visit the iEARN website or
write to: email@example.com or call: (212) 870-2693.
Free copies of “Landmines: The Hidden Crisis”
are now available! They are offered in three levels: high school,
middle school, and elementary school. The Center for Teaching International
Relations also has many other publications relating to teaching global
issues, human rights, area studies, geography, and more. Visit their
on-line catalog at www.du.edu/ctir or call 1-800-967-2847. The website
also has free sample lessons.
Secondary classrooms from around the nation are
invited to participate in a learning expedition to 1910. Progressive Era
resources online provide national and global context for local studies
units, and classrooms are invited to submit for online primary documents
that tell local stories as well as original interpretive texts. This web
site is sponsored by the American Folklife Center at the Library of Congress
in cooperation with the Montana Historical Society. Look them up at http://www.edheritage.org.
In cooperation with the Technology Student Association, the National Association of Secondary School Principals has recently launched the American Technology Honor Society, an organization that may contribute toward the progress of schools in adopting technology. ATHS, the sister organization to the 75-year-old National Honor Society, is dedicated to promoting and recognizing technological literacy in students, including the creative and responsible use of technology; scholarship; commitment to service; and leadership. For a brochure or more information on establishing a chapter of the American Technology Honor Society in your school, call 800-253-7746, ext. 323, or visit the ATHS web site at http://www.nassp.org