IOWA COUNCIL FOR THE SOCIAL
IN THIS ISSUE...
DO YOU KNOW ANYONE .
TEACHING AND CURRICULUM AWARDS
FELLOWSHIPS, AND GRANTS
CALLS FOR PARTICIPATION
DEVELOPMENT IN THE U.S.
Iowa City, Iowa
Assistant Newsletter Editor
Iowa City, Iowa
YOU KNOW ANYONE . . .
...who’s an outstanding social studies educator?
I know that you know at least one—yourself! In this edition
of the ICSS Newsletter, Don Peterson has listed all the awards given by
the ICSS and how to apply for them. They include the Iowa Social
Studies Teacher of the Year Award, the Clair Keller Development Instructional
Project Grant, the Don Fett Social Studies Instruction Award, and the John
Haefner Award. In the past, we’ve received few applications for these
prestigious and deserving awards. So, please think about nominating
an outstanding colleague or yourself. You deserve it!
Also in this edition of the ICSS Newsletter, John
Wheeler gives us a very thorough update on the makeup of the state legislature
since the November elections. He highlights social studies teachers
newly elected or just returned to office, and makes some very interesting
predictions on this coming year’s session that concern teacher pay and
urban district school funding. As usual, our assistant editor Elizabeth
Jensen provides us with a wealth of professional development opportunities
and curricular ideas in this edition. Check out the opportunities
available for travel and research overseas. I think you’ll find some
very worthwhile opportunities to study and work abroad with a goal of bringing
home the best social studies education possible for next fall’s students.
Well, it’s cold here in Iowa City. I’m sure
it is where you are, too. So, grab a hot chocolate or some other
comforting beverage, get a warm blanket, and sit in your favorite chair
as you read through this edition of the ICSS Newsletter. I hope you
enjoy it! Have a relaxing winter break and a very productive spring.
We’ll see you one more time before spring’s warm breezes turn our brown
Iowa winter into a verdant Iowa summer. --GH
by John Wheeler
The more things change, the more they stay the
same. Voters in Iowa have spoken – not so loud and not so clear. After
months of rhetoric and negative campaigning, it seems that we Iowans like
things just as they are. At the national level, we still have one Democrat
and one Republican in the U.S. Senate; and we still have one Democrat and
four Republicans in the U.S. House of Representatives. Statewide elected
officers also remain all Democrats except for the Auditor. In the State
Legislature both chambers remain solidly in Republican hands: 29 –21 in
the Iowa Senate and 54 – 46 in the Iowa House.
When the 80th General Assembly convenes in January
there will be one less woman than in the previous Legislature but four
racial minorities (an increase of three). The new Legislature will be 97%
white (compared with the overall population in Iowa that is 94% white)
and 79% male (compared with an overall Iowa population that is 49% male).
The biggest demographic change in the legislative branch is from rural
to urban (or suburban as the case may be). With redistricting, the number
of “urban” districts increased. The 2003-04 session will include 45 legislators
from cities with populations greater than 50,000. An additional 18 legislators
hail from hometowns with populations between 25,000 and 50,000. The other
major change will be the relative inexperience of the 2003-04 session (59
“freshmen,” including 42 who are brand new to the legislature). This could
serve to tone down last spring’s rancor and political posturing between
the legislative and executive branches.
The 80th Iowa General Assembly will include 18
teachers (by my count): 14 in the House, 4 in the Senate.
So what are the implications of these demographic
trends? With a more urban legislature, look for changes to the state’s
school aid formula. Look also for a push for greater consolidation – both
in school districts and in AEAs. There may be a greater emphasis on infrastructure,
specifically funding for school building repair. Continuing budget shortfalls,
however, may affect projected monies for the Teacher Pay Initiative. Expect
a greater emphasis on economic development and job creation, and cutting
budget corners every way possible.
The new legislative session will convene on January
13, 2003. Only one year and a few days before the Iowa Caucuses. Let the
AND CURRICULUM AWARDS
2002 ICSS Middle School Teacher of the Year
Steven E. Wymore has been selected as the Iowa
Council for the Social Studies Middle School Teacher of the Year.
Mr. Wymore presently teaches middle school social studies at Council Bluffs
Lewis Central. He began teaching at Lewis Central in 1971.
He received his BA in education from Peru State College and MA in middle
level education from the University of Northern Iowa. In March 2001,
he received the Iowa State History Teacher of the Year from the State Daughters
of the American Revolution Committee. In 1975, he was selected as
the Teacher of the Year for Lewis Central.
Tom Meissner, principal at Lewis Central, states
that Steve is very effective in the four domains of his teaching.
His planning/preparation, classroom environment, instruction, and professional
responsibilities all operate at high levels of proficiency. Steve
truly believes that all his students can learn and succeed, given proper
time, instruction and support. His teaching style promotes high academic
learning without the fear of failure.
Dorothy Sillan, middle school social studies and
language arts instructor, states that her children have been blessed to
have him as a social studies instructor during their middle school years.
Steve spends hours gleaning professional magazines researching new ideas
and information to make his daily lessons interesting and up-to-date.
He truly teaches to all types of learners.
Dr. Jody Strohben continues with the fact that
both his children were fortunate to have Steve as their instructor in American
History. The students in his class learn not only from his innovations
to make the class fun and interesting, but also because of the loving and
nurturing environment he provides. Mr. Wymore treats everyone with
respect. His pupils return it to him. Mr. Wymore is a person
anyone can talk to. He listens and remembers. He teaches patience,
self-esteem, respect, and dignity.
2002 ICSS High School Teacher of the Year
Beverly Grindeman-Adams has been selected as
the Iowa Council for the Social Studies Secondary Teacher of the Year.
Mrs. Grindeman-Adams is presently teaching at Metro High School in the
Cedar Rapids school system. She began teaching at Metro High School
in 1996. She received her BA from Wartbury College, where she majored
in history and government. She received her MA degree from Western
Illinois University majoring in Special Education: Learning Disabilities.
Jean Davison, Social Studies Facilitator for the
Cedar Rapids Community Schools, states that as a teacher at Metro, the
district's alternative high school, Bev has shown her enthusiasm and love
of learning. She has always risen to the challenge of making social
studies come alive for students with challenging educational needs.
Sally Fairchild states that Bev exhibits superior
ability to teach every student within the alternative school setting.
Bev works with all students in a manner that assists them to be excited
about learning social studies and to become a positive citizen in their
community. Not only is Bev excellent in the classroom as a social
studies teacher, but she can always be relied upon to volunteer and assist
with any activities.
Donald Daws, Lead Teacher Metro High School, states
that Bev has the ability to challenge the academically gifted students
and, in the same class, provide meaningful and appropriate activities for
students with learning and/or behavioral disabilities.
The Iowa Council for the Social Studies congratulates
Steven E. Wymore and Beverly Grindeman-Adams on being excellent representatives
for the teaching of social studies in their classrooms.
2003 ICSS Award Guidelines and Deadlines
Iowa Social Studies Teacher of the Year
Recipients of the Iowa Social Studies Teacher
of the Year award will be recognized with a plaque and a one-year paid
membership to the National Council for the Social Studies and the Iowa
Council for the Social Studies. Winners also have the option to be
nominated for the NCSS Teacher of the Year Award. The applicant must
be a member of the NCSS and the ICSS with five or more years of experience
and currently under contract within the State of Iowa. Categories
include elementary, middle, and high school teacher of the year.
Nomination deadline is March 31, 2003.
Clair Keller Development Instructional Project
The Clair Keller Development Instructional Project
Grant applicant must submit a Project Proposal Outline, including the main
purpose of the project, objectives, and schedule for completion, with a
cover page. The Clair Keller Development Instructional Project Grant
winners receive a grant of $250. The winner must also present at
the ICSS Fall 2003 Conference. Deadline for application is March
Don Fett Social Studies Instruction Award
The Iowa Council for the Social Studies will
give a $100 cash award to K-12 teacher/teachers for submitting an exemplary
lesson plan that they have created. This lesson plan must reflect
current trends in social studies education and be an original approach
to the teaching of any social studies discipline. A cover page must
also be included with the lesson plan. Applications must be postmarked
no later than March 31, 2003. Winner(s) of this award must present
their lesson plan at the fall meeting of the Iowa Council for the Social
John Haefner Award
Individuals who are eligible for the John Haefner
Award must be recommended by a member of the Iowa Council for the Social
Studies to the Executive Director and the President of the Council.
Professionals selected for the award must have promoted better teaching
in social studies by participating in the professional workshops and conferences
at both the state and national levels. The nominee is not to be informed
that they have been nominated or are to receive the award. The essence
of this award is recognition by the recipient’s peers for outstanding teaching,
continuous learning and/or service to the social studies education profession.
A nomination must be made prior to March 31, 2003. The Executive
Board will evaluate the applications and the recipient of the award and
will be announced at the annual conference luncheon. The recipient
of this award will receive a plaque from the Iowa Council for the Social
Studies signifying his/her selection.
For more information or to send in nominations,
Donald D. Peterson
112 Crestview Dr
Marshalltown, IA 50158
(Hm) (641) 753-7939
FELLOWSHIPS, AND GRANTS
NCSS Outstanding Social Studies Teachers of
Annually, NCSS recognizes exceptional elementary,
middle, and secondary social studies teachers in the nation. Candidates
must be NCSS members at the time of nomination. Winners receive $2,500,
a commemorative gift, annual conference presentation session, and a complimentary
one-year NCSS membership. Nominations must be postmarked by April
1, 2003. Visit http://www.socialstudies.org/awards for more information.
Larry Metcalf Exemplary Dissertation Award
NCSS recognizes outstanding research completed
in pursuit of the doctoral degree. The research must make a significant
contribution to social education. Sponsored by NCSS and NCSS Research
Committee. A $250 award will be given, along with a commemorative
gift, and a presentation session at the annual conference. Deadline
is March 31, 2003. Visit http://www.socialstudies.org/awards
for more information.
Grant for the Enhancement of Geographic Literacy
Promotes school geography education programs
that encourage the integration of geography into the social studies curriculum/classroom
and enhance the geographic literacy of students at the classroom, district,
or statewide level. Award recipients will receive $2,500, a commemorative
gift, and a presentation session at the annual conference. Deadline
for submission is March 21, 2003. Visit http://www.socialstudies.org/awards
for more information.
Defense of Academic Freedom Award
Recognizes and honors those who have distinguished
themselves in defending the principles of academic freedom in specific
controversies, in fostering academic freedom through advocacy, and in defending
or advocating the freedom to teach and learn. Submission deadline
is March 21, 2003. Award recipients will receive $1,500, a commemorative
gift, and a presentation session at the annual conference. Visit
http://www.socialstudies.org/awards for more information.
Spirit of America Award
Recognizes an individual in or out of the social
studies profession who has made a significant or special contribution,
which exemplifies the American democratic spirit. A commemorative
gift and presentation session at the annual NCSS conference will be given
to the winner. Deadline is March 21, 2003. Visit http://www.socialstudies.org/awards
for more information.
NCSS and Keizai Koho Center Fellowships
Ten U.S. and Canadian social studies educators
will be selected to visit Japan in July 2003 as guests of the Keizai Koho
Center (Japan Institute for Social and Economic Affairs). Fellows
will have the opportunity to meet with government officials, educators,
and business people; visit schools; and enjoy Japan’s scenic beauty and
cultural treasures while pursuing an understanding of the problems and
successes of contemporary Japanese society. Fellows will complete
a project of curriculum materials or educational activities related to
the theme of the fellowship and share these with other educators.
The KKC fellowship program is open to K-12 classroom teachers of social
studies, history, social sciences, and business; as well as school administrators
and teacher educators. Applications are due March 15, 2003.
More information will be posted at www.socialstudies.org/keizaikoho.
Robert H. Michel Civic Education Grants
The Dirksen Congressional Center invites applications
for grants to help teachers, curriculum developers, and others improve
the quality of civics instruction, with priority on the role of Congress
in our federal government. Areas of interest include designing lesson plans,
creating student activities, and applying instructional technology in the
classroom. Teachers (grades 4-12), community and junior college faculty,
and college and university faculty are eligible, as are teacher-led student
teams and individuals who develop curriculum. Priority will be given to
the following disciplines: history, government, social studies, political
science, and education. Institutions and organizations are not eligible.
Inter-institutional consortia and other groups of individuals may apply,
but grant funds may not be used to defray indirect costs or overhead expenses.
The funds are intended solely to produce “deliverables” of use to classroom
teachers. Preliminary proposals may be submitted at any time. To be considered,
all application materials must be received by the first of the month in
which selections are made. Complete information about eligibility and application
procedures may be found at: www.dirksencenter.org.
Keenan Institute Grants
The Kennan Institute offers short-term grants
to scholars who demonstrate a particular need to use the library, archival,
and other specialized resources in the Washington, DC area. Academic participants
must either possess a doctoral degree or be doctoral candidates who have
nearly completed their dissertations. For nonacademics, an equivalent degree
of professional achievement is expected. Short-term grants provide a stipend.
The Kennan Institute cannot provide office space or computer support for
these scholars. No application form is required. Instead, applicants are
requested to submit a concise description (700 to 800 words) of their research
project, a curriculum vita, a statement on preferred dates of residence
in Washington, DC, and two letters of recommendation specifically in support
of the research to be conducted at the institute. Grant recipients are
required to be in residence in Washington, DC, for the duration of their
grant. Closing dates are March 1 and June 1. Applicants are notified of
the competition results approximately six weeks after the closing date.
For more information, contact Fellowships and Grants, Kennan Institute,
One Woodrow Wilson Plaza, 1300 Pennsylvania Avenue, NW, Washington, DC
20004-3027; 202-691-4100 (phone), 202-691-4247 (fax), or firstname.lastname@example.org
Let it Shine
Let it Shine, an expense paid professional development
program for improving the teaching of African American history and culture,
is now recruiting teams of teachers for their Summer 2003 program. The
goal of Let it Shine is to establish a national network of classroom teachers
and educators who want to develop and share best practices, especially
at the elementary and middle school level, for teaching African American
history and culture. The national conference will occur June 20-28, 2003
in Durham, NC. Educators selected for participation will receive round-trip
travel, a stipend, seminars and lectures conducted by nationally known
scholars of the African American experience and books and educational resources
for self education and classroom use. For more information please visit
their web site, www.thomasday.net or call (919) 405-2326.
EDS Technology Grants
The EDS Technology Grant program helps schoolteachers
of children ages 6 through 18 purchase information technology products
and services that will improve their students' ability to learn. Grants
of $1,500 are awarded each year to teachers worldwide through a competitive
application process. The grants are awarded to teachers through their
schools. Grants must be used to pay for technology products, training and
services not provided to the teacher by the school or the school district.
Examples of qualified grant expenditures include, but are not limited to,
computer software and hardware; multimedia equipment such as digital cameras
and Web-Cams, CD-ROM libraries, scanners and video boards; modems, Internet
access, and technical training. Application deadline: January 17, 2003.
Asia and Pacific Studies Institute: Scholarships
for High School Students
Iowa high school students are invited to apply
to the Asia and Pacific Studies Institute (APSI) being offered June 15-20,
2003, on the campus of the University of Iowa. The institute is an opportunity
for students to enrich their understanding of the Asia-Pacific region.
During APSI, they will examine key historical and contemporary events in
the Asia-Pacific region. Those events will include China's recovery from
its Century of Humiliation (1839-1949) to its growing role in the international
political and economic system and Japan's emergence as a modern nation
during the Meiji period through its post-WWII transformation. Additionally,
students will explore how other Asian nations have responded to the opportunities
and challenges of modernity. Students will complete readings, interact
with guest lecturers interview a panel of Asian students, view documentaries
and a feature film, participate in class discussions, and take field trips
to the University of Iowa Museum of Art and a local Asian restaurant.
Each student selected for the Asian & Pacific
Studies Institute (APSI) will become a Freeman Scholar and receive a $500
Freeman Scholarship that covers the majority of the Institute's costs.
These scholarships are awarded for exceptional merit. Each student will
pay a fee of $100 to cover the remaining costs. Together, the Freeman Scholarship
and student fee cover all of the instructional costs, room, board, books,
and admission to all regularly scheduled activities. Students and their
families will assume responsibility for transportation to and from the
Institute and incidental expenses, such as souvenirs and snacks. Consideration
for financial aid, in addition to the Scholarship, will be made after the
students are selected. Financial aid forms and other information will be
sent to accepted students in March 2003. For application information, go
to the Belin-Blank Center Web site: http://www.uiowa.edu/~belinctr and
click on “Scholarship Programs.”
Pre-Collegiate Summer Program in Early American
High school juniors and seniors are invited to
participate in the second annual summer program in early American history
at the College of William and Mary. Historians, archaeologists, curators,
and museum education specialists will work with the students to provide
an exceptional study of colonial and revolutionary America. On-site
study sessions will be held, as well as tours of the historical sights
in the area. The program will run from June 29 to July 26.
The cost is $4,462. Both full and partial scholarships are available.
Anyone who would like more information may email the program at email@example.com
or call Mrs. Carolyn Whittenburg, Director, at 757-221-7652. A detailed
description of the program is also available at www.wm.edu/niahd/precollegiate.
Amazon Rainforest Workshop in Teacher Leader
Enter to win a $1000 scholarship for a lifetime
experience! The Amazon Rainforest Workshop July 7-16, 2003 is a professional
development opportunity for teachers to work side-by-side with scientists
in one of the most biologically diverse environments in the world.
Full land cost for the workshop is $1948. Academic credit through NC
State University, budget airfare, optional Andes
extensions, and Inca
Trail Expedition July 16-25, 2003 are available.
Scholarship drawing entry is simple. Deadline is March 8, 2003. Application
form is at: http://www.travel2learn.com. For further workshop and
funding information check this web site, call Frances Gatz 800-669-6806,
or email: firstname.lastname@example.org
Fulbright Teacher and Administrator Exchange
The Fulbright Teacher and Administrator Exchange
Program provides international opportunities for K-12, two-year, and four-year
college faculty and administrators. For the 2003-04 program year,
there are more than 30 countries offering teacher exchanges and 11 countries
offering administrative exchanges. For more information, visit www.fulbrightexchanges.org
or contact Fulbright Teacher and Administrator Exchange Program, 600 Maryland
Ave, SW, Suite 320, Washington, D.C. 20024.
Smithsonian Study Tours
Smithsonian Study Tours has collaborated with
Rhode Island-based tour operator Collette Vacations to create a collection
of travel packages called “Museum Lover’s Vacations.” The 350 non-escorted
packages are designed for travelers who want to experience, on their own,
some of the world’s most spectacular cities and museums at a great value.
Packages can be purchased with or without airfare. The tours are
short excursions of four or five days and feature visits to major museums
in desirable destinations, such as Paris, Amsterdam, London, and Montreal.
Participants also receive a complimentary one-year Smithsonian membership
and a free one-year subscription to its magazine. For vacation and
reservation information, call 1-888-260-2592, or visit www.ColletteVacations.com/smithsonian.
International Research Expeditions
University Research Expeditions Program (UREP)
at the University of California, Davis, offers expeditions to Venezuela,
Belize, Chile, Kenya, Israel, Hungary, Spain, Nepal, India, Turkey, Argentina,
South Africa, Indonesia, Ecuador, Malawi, Russia, the United States, and
Canada. For more information, contact UREP, University of California,
Davis, CA 95616 or http://urep.ucdavis.edu.
Educators to China
The nonprofit Chinese-American Cultural Bridge
Center (CACBC) has created a trip designed especially for educators.
Not only will participants experience the geography, history, culture,
economics, government, and technology of China firsthand, but they will
also be given background information and instructional materials to bring
China alive in their classrooms. Participants will have opportunities
to meet with Chinese educators, and share ideas and information with each
other on this 15-day journey. The cost is $3,250, including airfare
from California, four-star hotels, all meals, transportation, guide, and
sight seeing. Tentative dates are set for June 15 to July 8, 2003.
For details, visit www.cacbc.org/go/explorechina.
London Summer Teachers Institute
Cruise the Thames! Tour historic London! Visit
British schools! You can do it all! Earn six graduate credits in a 4-week
program in London at London Metropolitan University, sponsored by the State
University of New York College at Cortland. Participants may choose from
two tracks: Cultures and Communities in London or The Arts in Education.
Both options are appropriate for both elementary and secondary teachers.
Program dates are early July to early August. For more information please
contact: SUNY Cortland Office of International Programs B-15 Old Main PO
BOX 2000 Cortland, NY 13045 phone: (607) 753-2209 fax: (607) 753-5989 email:
email@example.com web: www.studyabroad.com/suny/cortland.
U.S.-China Teachers Exchange Program Seeking
The National Committee on United States-China
Relations is now seeking applications for an Exchange program for teachers
in American and Chinese schools. This is a unique opportunity for schools
and districts wishing to begin or to strengthen Chinese language and culture
programs and for teachers wishing to live and teach in China. The
application deadline for the 2003-2004 school year is March 14, 2003.
The National Committee pays the salary of the visiting Chinese teachers
and the transportation of the American teachers. Participating American
schools continue the salary and benefits of the American teachers during
their exchange year in China. The National Committee sponsors orientation
programs in the U.S. and in China during the summer before the exchange
year. For more information about the Teachers Exchange Program, please
write to the Teachers Exchange Program at the National Committee on U.S.-China
Relations, 71 West 23rd Street, 19th Floor, New York, NY 10010-4102.
Interested teachers may also learn more about the program from our website:
www.ncuscr.org , Teachers Exchange Program, National Committee on U.S.-China
Relations, 71 West 23rd Street, Suite 1901, New York, NY 10010, or an e-mail
message to: firstname.lastname@example.org for more information and an application
83rd NCSS Annual Conference Call for Proposals
The National Council for the Social Studies is
soliciting presentations for our 2003 Annual Conference in Chicago, Illinois,
November 14-16. This conference will focus on the content, essential
knowledge, critical issues, and creative teaching that are central to social
studies education. The clinics, sessions, activities on and off site,
and speakers will be organized around the themes of democracy, freedom,
and patriotism; “The Power of One: Making a Difference in a Changing World”
is the theme for the Chicago conference. Proposals must be postmarked
by February 1, 2003. Visit the NCSS website for more details and
official forms, www.socialstudies.org.
Canadian Social Studies Call for Manuscripts
Canadian Social Studies, Canada’s national referred
journal for K through university is seeking social studies articles of
Canadian and general interest. Topics on classroom activities, theory,
and research are welcomed. For more information, contact the editor,
Dr. Joe Kirman, at email@example.com.
CITE Call for Papers
Contemporary Issues in Technology and Teacher
Education Journal is accepting submissions relating to current issues in
social studies and technology education. Articles in this category
should relate to the conceptual or theoretical uses of technology in social
studies. Articles may also address significant policy and practice
issues. Authors may submit manuscripts on-line at www.citejournal.org.
For more information, contact the editors: John K. Lee at firstname.lastname@example.org,
David Hicks at email@example.com, or Michael Berson at firstname.lastname@example.org.
Social Education Instructional Technology Editors
Michael J. Berson and Cheryl L. Mason Bolick
are serving as the editors of the instructional technology section of Social
Education. They invite the submission of articles that focus on innovative
uses of technology in the social studies classroom. Manuscripts should
adhere to the guidelines that appear on the NCSS web page under the publications
link. Please send manuscripts as email attachments and hard copies
to both editors: Cheryl L. Mason Bolick, Ph.D., Peabody Hall CB #3500,
School of Education, University of North Carolina at Chapel Hill, Chapel
Hill, NC 27599; email@example.com; and Michael J. Berson, Ph.D., Associate
Professor, Social Science Education, University of South Florida, 4202
East Fowler Ave., EDU 162, Tampa, FL 33620; firstname.lastname@example.org.
Rouge Forum Call for Articles
The Rouge Forum News publishes material from
K-12 students, parents, teachers, and community members struggling for
equality and democracy in schools, and welcomes essays/articles (intended
to inform or educate, or stories from the classroom or community), art,
cartoons, photos, and poetry. For more information send an email
inquiry to email@example.com or firstname.lastname@example.org.
DEVELOPMENT IN THE U.S.
Great Lakes Regional Conference
April 10-12, 2003
This year’s Great Lakes Regional Conference will
be held in the Hyatt Regency in Cincinnati, OH. The theme will be
“Celebrating and Commemorating Milestones in History.” Contact Vicki
Knauff for more information: 135 N. High St., Hillsboro, OH 45133, (937)
382-1411. Exhibitors contact Jim Sheehan for more information: 7825
Hoover Rd., Athens, OH 45701, (216) 687-4666.
Professional Development Opportunity From the
Do you have a lesson plan idea? The Dirksen Center
currently offers a library of lesson plans posted on CongressLink -- http://www.congresslink.org/LessonPlanIntro.htm
-- and is seeking new lessons to publish and expand its library. The Dirksen
Center will pay
between $100 and $350 to teachers who submit
approved lesson plans using CongressLink resources and features and who
follow a few guidelines. While the Constitution addresses only the relationship
between the federal government and the states, the American people are
under multiple jurisdictions. Students could make conscious value judgments
based on clearly defined criteria about these multiple jurisdictions.
If you are interested in creating a lesson that teaches about federalism
or have other lesson plan ideas, contact Frank Mackaman at: email@example.com.
CJH Teacher Workshops
The Center for Jewish history (CJH) will be holding
two workshops aimed primarily at teachers of social studies and literature
in middle and high schools. “A Case Study in Immigrant America” will
be held Wednesday, February 12, 2003, from 4:00 p.m. to 6:00 p.m.
“Family History as American History” will be held Wednesday, January 8,
2003 from 4:00 p.m. to 6:00 p.m. Workshops will be held in the Center
for Jewish History, New York, New York. The workshops are free and
are recognized for new teachers’ accreditation. For more information,
contact the Genealogy Institute, Center for Jewish History, 15 W. 16th
St., New York, NY 10011.
2003 Joint History Conference
The American Historical Association, the Organization
of American Historians, and the National Council for the Social Studies
plan to jointly 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 venues for professional development, dynamic curriculum
designs, and instructional practices that engage students in the pursuit
of a richer understanding of the United States and world history.
More information will be provided on the NCSS website (www.socialstudies.org)
as it becomes available.
Each One, Reach One
With Each One, Reach One you can make NCSS a
stronger organization. Just recruit new members by March 15 and you’ll
be eligible to receive two free airline tickets to anywhere in the continental
United States. Each time a new membership is sent to us listing you
as the sponsor, your name will be placed into a drawing for the free tickets.
It’s critical that you include your name and your NCSS membership number
on the membership brochure or letter requesting membership from the new
member. A winner will be chosen in Spring 2003 and announced in the
Minnesota Council for the Social Studies
The Minnesota Council for the Social Studies
annual conference will be held March 6-7, 2003, in the Thunderbird Hotel
in Bloomington, MN. Contact Jerry Benson for more information: 210
E. Vets, Luverne, MN 56156, (507) 283-4491.
“Leadership and Life in Revolutionary America”
Monticello, Stratford Hall Plantation, and the
University of Virginia are sponsoring a summer seminar on “Leadership and
Life in Revolutionary America,” June 22 to July 11, 2003. Principal
“classrooms” will be Jefferson’s Monticello and the Lees’ Stratford Hall
Plantation, but many historic sites will be visited. The program
is open to social studies teachers K-12 who are active full time in the
classroom. Six semester graduate credits from the University of Virginia
will be conferred upon successful completion of the seminar. Included
are room, board, and textbooks. Applications can be made online at
www.stratfordhall.org. Applications are due March 1, 2003.
International Studies Schools Association Annual
The second annual ISSA conference will be held
February 13-16 2003 at the Y.O. Ranch Resort Hotel and Conference Center
in Kerrville, TX, just outside of San Antonio. Clinics highlighting
content and resources will be provided by the experienced outreach coordinators
of Hemispheres at the University of Texas at Austin: Center for Asian Studies,
Teresa Lozano Long Institute of Latin American Studies, Center for Middle
Eastern Studies, and the Center for Russian, East European, and Eurasian
Studies. This professional development experience is free for ISSA
members. To become an ISSA member or register for the conference,
Paradise, Pottage and Potions: the Medieval
Paradise, Pottage and Potions: the Medieval Garden,
6 July–1 August 2003 (4 weeks, at Penn State Univ.), an NEH summer institute
for schoolteachers, directed by Vickie Ziegler, Center for Medieval Studies,
Penn State Univ., 409 S Burrowes Bldg, University Park, PA 16802, and Martin
McGann, Horticulture, Penn State Univ., (Submit inquiries to: 814-863-7484;
VLZ1@psu.edu). More information on our website: http://www.psu.edu/dept/medieval/teachers.html.
Supreme Court Summer Institute
Street Law and the Supreme Court Historical Society
will sponsor the annual Supreme Court Summer Institute in two sessions
for 2003: June 12-17and June 19-24. The institute is open to secondary
teachers of law, government, and social studies. Participants will spend
five stimulating days on Capitol Hill and inside the Supreme Court learning
about the Court, its current and past cases, and how to teach about them
from top Supreme Court litigators, scholars, and educators. We will be
in the Court to hear the Justices announce the final decisions of the term,
get a chance to debate leading cases with prominent liberal and conservative
commentators, discuss media coverage of the Court with a newspaper reporter
who covers the Court, and attend a private reception at the Court hosted
by a Justice. For full information and to download an application, go to
www.streetlaw.org/scipage.html or email firstname.lastname@example.org. Applications
and letters of reference must be postmparked by March 21, 2003.
The Eisenhower Academy, a summer institute for
teachers, will be held July 13 - 18, 2003 at Gettysburg College and Eisenhower
National Historic Site in Gettysburg, PA. Sponsored by the National Park
Service, Gettysburg College, and Mount St. Mary's College, the Academy
presents an in-depth perspective of Dwight D. Eisenhower as president and
world leader, and introduces effective strategies for teaching the Cold
War era in the classroom. Lectures and discussion cover civil rights, the
Cold War, 1950's economics, popular culture, and new scholarship on the
Eisenhower Presidency. Field trips include a visit to the Eisenhowers'
home. Participants have the opportunity to interview Eisenhower friends
and family members, and become familiar with primary source documents,
film, video footage, and the Internet as research tools. Total cost, including
field trips, special evening events, lodging and all meals is $ 485 for
single occupancy. Cost for day students is $ 280. Pennsylvania professional
education credits and graduate credits are available. For more information
contact Eisenhower Academy, 250 Eisenhower Farm Lane, Gettysburg, PA 17325;
717-338-9114 (phone), email@example.com (e-mail), or www.nps.gov/eise/instit.htm
2003 Summer Seminars and Institutes for K-12
The National Endowment for the Humanities (NEH)
announces 2003 Summer Seminars and Institutes for K-12 Teachers.
All teachers selected to participate will be awarded a stipend of $2800/$3250/$3700
(depending on the length of the 4-6 week program) to help cover travel
costs, books and research and living expenses. Seminars/Institutes
relating to Latin America/Spain/Latino topics include: Reading Don Quijote
(Binghamton University, NY), The Outsider: Picaresque Variations in Narrative
> (Vanderbilt University, TN), Derrumbando Fronteras:
Integrating Mexican American and Latino Literatures into the Secondary
Classroom (UT at San Antonio, TX), The Magical Reality of Oaxaca (in Spanish
for K-8 teachers, held in Oaxaca) (Columbia University Teachers College,
NY). A full list of the 31seminars and institutes, as well as information
on how to apply can be found at: www.neh.gov. Application deadline: March
NEH 2003 Summer Institutes
Superb opportunities for deep study, collaboration
and curriculum develop lie waiting for you to claim. The National Endowment
for the Humanities offers 28 separate Summer Seminars and Summer Institutes
at universities all over the US. K-12 teachers, administrators and librarians
receive $2,800 - $3,700 stipends for travel and expenses. Sometimes institutes
are followed by international travel or more in-depth projects the following
summer. Check out the full web site at http://www.neh.gov/projects/si-school.html.
Please send or e-mail a request for application information and expanded
project descriptions to the seminar and institute directors listed here.
When doing so, please include your regular mailing address since directors
may send application material through the mail. You may request information
about as many projects as you like, but you may apply to no more than one
project. The application deadline is March 1, 2003. Sample institutes
Kenya: Continuity & Change (6 weeks), University
of Arkansas at Monticello E-mail: firstname.lastname@example.org.
Everyday Maps: Historical and Teaching Perspectives
(4 weeks) The Newberry Library, Chicago IL E-mail: email@example.com http://www.newberry.org/K12/everydaymaps.html
Native Voices: Self and Society through American
Indian Autobiography (5 weeks), Saskatchewan Indian Fed. College staff,
at Kenyon College, Ohio E-mail: Wortman@kenyon.edu.
Journals of the Lewis & Clark Expedition:
From the Pacific Ocean to St.
Louis (4 weeks), Gonzaga University, Spokane,
WA, E-mail: firstname.lastname@example.org.
Holocaust & Humanity in the 21st Century (5
weeks) University of Wisconsin-Madison E-mail: email@example.com.
The 19th Annual Write Women Back Into History
March 2003 will be designated as Women’s History
Month by the Governor, the Iowa
Senate and House of Representatives, President
George W. Bush, and the United States Congress, and celebrated in hundreds
of communities and thousands of classrooms in a nationwide observance.
The 2003 theme is Women Pioneering the Future. To give students a deeper
and more relevant appreciation of women’s roles in history, the
Iowa Commission on the Status of Women, the Iowa
Department of Education, and the State Historical Society of Iowa are sponsoring
the annual statewide essay contest, Write Women Back Into History, for
students in grades 6-9. This year’s theme incorporates both pioneering
women from history, who led and won struggles for equality and civil rights,
created and advanced educational and professional opportunities, and made
great contributions to the arts, sciences, and humanistic causes, and innovative
women of today who further these efforts and continue to expand the frontiers
of possibility for generations to come. Students are encouraged to
write about the accomplishments in the life of a woman who has made a difference
to them and to society. (Essays about Iowa women are encouraged.)We encourage
classes to get an early start so that there is plenty of time for students
to write the essays and for teachers to choose and submit the winning nominee
from each class. All essays must be postmarked by Friday, January 24, 2003.
Each finalist will receive a certificate signed by the Governor. The winning
essays will be recognized and prizes will be awarded at a ceremony in the
State Capitol during Women’s History Month. All winners’ names will be
released to the press; a special effort will be made to inform students’
local media of their honor. Sponsor teachers of winning essays will receive
classroom resources. Finally, whether or not you choose to participate
in the essay contest, we would like you to know of the abundance of curriculum
materials available from the National Women’s History Project, 3343 Industrial
Drive #4, Santa Rosa CA 95403-2060, 707/636-2888, firstname.lastname@example.org, or www.nwhp.org.
Official 2003 Entry Form:
(Attach a copy of this form to the back side
of the original entry and each of the two copies.)
Student’s Name Grade
Student’s Home Address
Student’s Phone #
Student’s Email Address
School’s Phone # School’s Fax #
Teacher’s First and Last Name
Teacher’s Email Address
Name of Woman Featured in Essay
Name/Address of Local Newspaper
State Senator (not U.S.) State Representative
Send three copies to: Iowa Commission on the
Status of Women,
Department of Human Rights, Lucas State Office
Building, Des Moines, IA 50319
Model Descriptors for the Iowa Teaching Standards
The Iowa Department of Education has posted model
descriptors to support the Iowa Teaching Standards and Criteria to its
web page. These model descriptors depict behaviors or information that
could be evidenced to support the validation of the Iowa Teaching Standards
and Criteria. These descriptors are not mandatory but are meant to assist
educators as they think about the standards and criteria "in action."
They could also help individuals think of the type of evidence that could
be documented for evaluations and career movement under the Teacher Quality
legislation. As evaluation models are developed at the local level, it
will be determined whether or not to use these or other descriptors for
the Iowa Teaching Standards and Criteria. These descriptors can be found
Voting and Elections: The Expansion of Suffrage
It is a citizen's responsibility in a democratic
society to vote in elections. Large numbers of Americans were denied this
right for many years. If you are looking for resources that will help your
students track the expansion of voting rights in America, you will want
to visit The Dirksen Center's Web site -- http://www.dirksencongressionalcenter.org.
The Constitution -- http://www.congresslink.org/resourc.html
-- specifies responsibility for setting residency requirements and other
qualifications for voting to the states. In the late 18th century, for
example, some states limited the right to vote to white male property owners
- poor white men, women, and slaves were excluded.
Amending the Constitution would be one way to
change suffrage requirements. How does one go about doing that? A CongressLink
lesson plan - "Amending the Constitution" -- http://www.congresslink.org/lessonplans/amends.html
-- will give you
In the late 19th century, such leaders as Susan
B. Anthony and Elizabeth Cady Stanton started the long campaign for women's
suffrage, which culminated in the 19th amendment (1920). Find "Charters
of Freedom" on AboutGovernment at: http://www.aboutgovernment.org/electionsvoting.htm.
The Women's Suffrage Movement highlighted a time
in America when women spoke up and demanded the right to vote. Test your
knowledge about the suffrage movement era from 1848 to 1928 by taking one
of three different online multiple-choice quizzes. Find "Suffrage Movement
and the Amendments" at:
The Civil Rights Act of 1964 completed another
chapter in the struggle to guarantee the right to vote to all citizens.
For a summary, see "A Case History: The 1964 Civil Rights Action - Historical
Pressure for Legislative Action at: http://www.congresslink.org/civil/essay.html#history.
Senator Robert Byrd, the unofficial historian
of the Senate, described the tactics used in the unsuccessful filibuster
against the Civil Rights Act of 1964, an effort to restrict the right to
vote for minorities -- http://www.congresslink.org/notes.html#byrd.
The Voting Rights Act of 1965 took further steps.
Read a brief overview of the circumstances leading to the passage of the
act, including links to historical documents found in Everett Dirksen's
Papers at: http://www.congresslink.org/voting1965.htm.
Educational Extension Systems Publications
for the year 2003
Educational Extension Systems, a small publishing
company, has been producing publications for the educational and business
markets since 1982 and has established an excellent reputation and has
gained wide acceptance for its writings in world cultures and ethnic cultures
in North America. The EES publications for the year 2003 are now
available. The 2003 World Calendar: multicultural and multilingual
instruction aid developed in six languages within one publication; the
2003 Ethnic Cultures of America Calendar: illustrates and identifies 106
ethnic groups and shows them celebrating their ethnicity through cultural
and religious holidays; the 2003 Cultural and Festival Days of the World
Poster: contains a listing of holidays by month, by date, by name of holiday,
and the country of the world in which it is being celebrated; the Ethnic
Cultures of America Reference Book: offers essential ethnic cultural information
delineating what educators (at all levels) need to know for effective teaching
in today’s multicultural and ethnically diverse society; and Religion and
Ethnicity: reference to help administrators and professionals better understand
and accommodate the spiritual lives of their students and workers.
For prices and ordering information call 1-800-447-8561.
Navigating Religion in the Classroom
The "sacred public school," with the Protestant
Bible as its centerpiece, prevailed in U.S. public education through the
19th century. But a turn-of-the-century push to remove all religious instruction
from the public schools left just a few vestiges of the Protestant school
model -- devotional Bible readings and organized prayer -- remaining as
century emerged. Then cultural shifts of the
mid-20th century and court decisions of the 1960s altered the model further,
and public schools became viewed erroneously as places where religion was
not addressed. Worried that they might be perceived as endorsing
religious viewpoints, many teachers shied away from even legitimate lessons
on the role of religious leaders or religious thought in history and culture.
Publishers were squeamish as well. Now, the picture is changing once again.
This article highlights new thinking on the role of religion in the classroom
and offers four general guidelines for educators: (1) focus on studies
about religion, not the practice of religion; (2) be academic, not devotional;
(3) strive for student awareness of religions, but not press for student
acceptance of any religion; (4) expose students to a diversity of religious
views, but not
impose any particular view. http://www.nea.org/neatoday/0211/cover.html
Become a part of the growing citizenship education
movement by contributing your link, lesson plan, or article to CitizenshipCentral,
the new web resource for effective citizenship from National Council for
the Social Studies. With special sections for educators, students,
parents, and policymakers, CitizenshipCentral provides information and
resources for every participant in the continuing American Experiment.
Contribute to CitizenshipCentral today. You’ll help create effective
citizens tomorrow. www.citizenshipcentral.org
Social Studies Web Sites
· A new web site focusing on the evolution
of America’s national symbols and patriotism can be found at www.geobop.com/symbols/world/na/us.
The site features approximately 40 pages and is being refined and expanded.
· NYTimes.com and NPR have launched Justice
Learning, a civics education web site for high school students and teachers
based on NPR’s radio program Justice Talking. The web site, www.justicelearning.org
uses content from Justice Talking and related lesson plans and articles
from the New York Times Learning Network (http://nytimes.com/learning),
a free service for teachers, parents, and students in grades 3-12.
· “Global Connections: Putting World Events
in Context,” www.pbs.org/globalconnections, provides background information
designed to help educators and others understand events occurring in the
Middle East. Visitors can browse six background essays that address
themes such as the politics, culture, or economics of the Middle East,
while six Connecting Questions help visitors look at issues that cut across
themes and time.
· Students can view thematic maps in American
FactFinder at www.census.gov and locate answers to their questions about
populations and census information in the United States.