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 * **Methods PLC Wiki Page:On this page, you may upload your document or a link to it. We will use this to post our weekly articles for sharing. 1) cite the article 2)write a brief description/testimonial of your article and 3) insert the file by uploading it (using the little picture icon on top) or inserting a link to the web-page where it can be found 4) sign & write the date of your entry.**

Example:
Kostovich & Wood (2007), //Learning Style Preference and Student Aptitude for Concept Maps//. Journal of Nursing Education. Vol 46, No. 5, May 2007. An insightful glimpse into the uses of cognitive mapping/concept mapping and its role in thinking styles. Has informative, qualitative data from students and examples of uses for this thinking method. This article presents some informative dissection of the concept-mapping methods, a technique I often use to facilitate deeper-levels of reasoning and connection-making in my courses. --//Christian Sawyer, September 20, 2009//.

**Professional Learning Community Articles for Class on 21 September 2009**
> //--Susan Woolf, September 21, 2009.// >
 * Anson, Staci (2009), //Using Artifacts to Understand the Life of a Soldier in World War II.// Social Education. Vol 74, No. 4, May-June 2009. pp 165-168. Article details how a high school teacher has collected, either through grants or donations, artifacts to help enhance his curriculum. He found that his students became more involved and better contextualize the war and the life of a soldier. He asks the students to draw conclusions from the items and the gives them a long term internet-based research project. The article gives great suggestions on how to get the community involved and detailed questions to guide the students in their discovery.

> --//Sarah Guest, September 21, 2009// >
 * // Borko, Liston, & Whitcomb (2009), Humility and Wisdom: Necessary Ingredients to Reverse the Widget Effect.// Journal of Teacher Education. Vol 60, No.4, September/October 2009. Article discusses the "widget effect" found in a previous study. The authors say that the only way to make school systems able to recognize teachers who are outstanding and to eliminate ineffective teachers, there cannot just be a change in schools themselves; there has to be a change in public policy, media climate, and professional organization norms and practices. The point is made that research suggests that the most effective teachers use techniques that "hug the middle of the continuum between teacher- and student-centered practices."

> --//Lee Johnson, September 21, 2009// >
 * Johnson, B. (2005). "Doom and Gloom": Empowering students in courses on social problems, injustice, and inequality. Teaching Sociology, 33(1), 44-58.

> //- Nick Laslavic, 21 September 2009. > //
 * // Moore, J.R. (2006), Islam in Social Studies Education: What We Should Teach Secondary Students and Why it Matters.// The Social Studies. Vol. 97, No. 4, July-August 2006. pp.139-144. Conflict and hatred between Islam and Christianity has a long documented history. Due to recent history the relationship between the Americans and Islam has become a stressed. Xenophobia, ignorance, and misinformation continues to foment suspicion of Arabic, Middle Eastern, or Muslim people. Part of a history/social studies teacher's job is to expand his/her students' knowledge of other cultures, religions, and people; students need assistance and guidance to become enlightened members of the global community. This article provides a solid discourse on the importance of educating U.S. students about Islam and how to navigate any possible issues. When I taught my freshmen the history of Islam they were shocked to discover its close relationship with both Christianity and Judaism. This article discusses the following tense issues that may be encountered when teaching American secondary students about Islam and the Muslim world: **1.** What should American students be taught about Islam's role in history? **2.** What are the core beliefs, values, and practices of Islam?**3.** Is Islam compatible with democracy? **4.** What attitudes should students have regarding American and non-American Muslims? **5.** Is Islam a threat to American national security?

**Professional Learning Community Articles for Class on 5 October 2009**
//Expanded Edition//. New York: National Academies P.

> //--Brian Coonley, October 5, 2009//
 * Lattimer, H. (2008). //Challenging History: Essential Questions in the Social Studies Classroom//. Social Education, 72(6), 326-329. Lattimer looks at the ideas of essential questions discussed in the book __Understanding by Design.__ She first goes through and summarizes wht essential questions are. It provides a good refresher for anyone who has read about them or serves as a good introducation for essential questions. She next goes through and lists out how essential questions can be used within a history classroom. She uses a reall classroom example to explain this. She provides this in a step-by-step list format. This is a great article for all social studies teacher as it helps one understand how to use essential questions within your classroom. It is also a good article as it provides it in list format which makes it good for quick reference. []

> -- //Susan Woolf, October 5, 2009// >
 * Wineburg, S. (2001) //Historical Thinking & Other Unnatural Acts.// Philadelphia: Temple University Press. If you plan plan to teach history - read this book. The book discusses historical literacy and contextualization and the challenges students and teachers alike have in understanding the interdisciplinary nature of history.

**Professional Learning Community Articles for Class on 12 October 2009**
> //[|> Wilmsen, E.N. "Flake tools in the american arctic".pdf] > [|Bradley, B. and Stanford, D. "The north atlantic ice-edge corridor".pdf] > [|Clovis_Fluted_Point_-_1.jpg] > [|Clovis_Fluted_Point_-_2.jpg] > [|Clovis_Culture_Migration_Map.gif> >]////-- Nick Laslavic 11 October 2009.//
 * Wilmsen, E.N. (1964). //Flake Tools in the American Arctic: Some Speculations//. American Antiquity, 29(3), 338-344. **AND** Bradley, B. and Stanford, D. (2004). The north Atlantic ice-edge corridor: a possible palaeolithic route to the new world. //World Archaeology//, 36(4), 459-478. A great aspect of ancient history is that there can never be definitive answers for the migration and earliest progress of humanity. These two scholarly essays separated by forty years present entirely different explanations of the migration of humans to the North American ontinent. Interestingly the theories of each article are based on the same archaeological evidence - the fluted stone point for a spear or other tool needing a sharp cutting or penetrating edge. The articles analyze the diffusion of the Clovis flake-blade (fluted stone point) around the world to accurately track humanity's migration. The article from 1964 CE traces the migration of humanity thru the arctic while the 2004 CE article uses fluted stone point discoveries on the eastern coast of the North American continent to hypothesize on the migration of humans on a north Atlantic ice-edge corridor. I have uploaded both of the articles with two JPG images of Clovis or fluted stone points and map portraying the possible migration routes of humans to the North American continent.

> --//Susan Woolf, October 12, 2009// >
 * Owing-Swan, K. (2009). //Trend Alert: A History Teacher’s Guide to Using Podcasts in the Classroom//. Social Education. Vol 72, No. 2, May-June 2009. pp 95-102. Article discusses the current move toward using podcasts in the classroom. The authors suggest that podcasts be evaluated on credibility, engagement, applicability to classroom, content, and functionality of the site.

> -//-Heather Heck, October 12, 2009// >
 * Lingo, Amy S., Kristine Jolivette and Sally M. Barton-Arwood. (2009). //Visual and Oral Feedback to Promote Appropriate Social Behavior for a Student with Emotional and Behavioral Disorders.// Preventing School Failure. September 22, 2009. pp.24-29. Article discusses a case study of a teacher working with a student with a behavioral disorder to see how the student best responded to different feedback. Authors found that both visual and oral feedback provided a more positive response than just oral feedback.

> //--Lee Johnson, October 12, 2009// >
 * Kessler, S. (2009). //The Texting Principal//. Principal Leadership, Sep. 2009, 10(1), p. 30-33. I decided to stick with the Hunters Lane theme today and post an article written by it's principal. This may seem like a strange article to post because it is focused on a principal's story, but I think it has ample meaning in the classroom for teachers too. The focus of the article is on Dr. Kessler and her new program of providing students with her cellphone number so they can text her. The importance for us, as social studies teachers, is that we too must be innovative and creative in coming up with ways to keep in contact with both students and parents.


 * **[|25 min lesson plan.pdf]** by Team Mongoose - Compare and Contrast Current Economic Recession with the Great Depression.

**Professional Learning Community Articles for Class on 19 October 2009**
> //--Brain M. Coonley,// //October 19, 2009// >  > //--Heather Heck, October 19, 2009// >
 * Deets, Stephen (2009). //Wizarding in the Classroom: Teaching Harry Potter and Politics//. PS: Political Science & Politics, 741-744. An article that looks at the use of a familar text in the Harry Potter novels to teach Politics. It looks at how one can use Harry Potter in teaching about institutional behavior, identity, and globlaization. The author explains how it is important to teach students using topics they understand and many better understand the society of Harry Potter than the society around them. He also discusses how it is not uncommon any more to include both movies and literature within the political science classroom. I like seeing article like this one as it shows the importance of including literacy within the content area classrooms while also making sure to teach students using ideas that they can relate too. It also is important as all literature is "...embedded in political and economic contexts." The one difficulty is that the author created this course at the collegiate level, I wonder how hard it would be (or if it would be at all) to do this in public schools? How would parents, and one's administration react?
 * Jackson, Peggy S; Hinde, Elizabeth R.; Hass, Nancy S. //Teaching the Constitution to Twenty-First Century Students.// Social Education. 72. 7 (Nov-Dec 2008) : p377(2). This article looks at finding ways to increase students' interest in civics education in a world of NCLB that focuses more on math/science and language. The Sandra Day O'Connor Education Project at www.ourcourts.gov serves to give educators a resource of fun lesson plan ideas and engaging resources to get students excited about civics education. This article focuses on teaching the Constitution and the Bill of Rights which can be dull if done incorrectly. The authors suggest that having the students analyze the 10 amendments by giving them situations and asking them to see if the acts are protected by the Constitution; the students are then supposed to explain how/how not and if so, which amendment allows for it.

> //--Susan Woolf, October 19, 2009// >
 * Journell, Wayne. //Setting Out the (Un)Welcome Mat: A Portrayal of Immigration in State Standards for American History//. The Social Studies (July-August 2009). This article looks at the curriculum standards of nine states in relation to the depiction of immigration within America. The author presents arguments that history as a social contsruction helps create a national identity through the inclusion and exclusion of various groups. Journell believes that the current curriculum merely tests students on narrow-traditional ideas and ignores diverse narratives.

Professional Learning Community Articles for Class on 26 October 2009 (Topic: Assessments)
Note: Christian asked that we all post articles related to the week's topic

> -Cole
 * // Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others //Starts out by talking about how easy the teaching profession looks from the outside, but then goes on to explain on the unseen skills needed to run a learning environment. Article focuses on the skill to adapt, and talks about how teacher candidates might be better trained to be more adaptive. They focused on 4 areas that contribute to how thoughtful: 1) Teacher Beliefs and Personal Practice Theories: Beliefs (not knowledge) -mostly about the teacher’s beliefs about how education happens and how effective an educator they are/can be. 2) Vision: “Vision is a teacher’s personal commitment to seek outcomes beyond the usual curricular requirements” 3) Belonging: The sense of connectedness or belonging that a teacher feels within a certain environment or context. 4) Identity: “For teacher candidates, the overlapping and competing worlds of the university, the local schools, and home communities contribute to how they perform specific identities. In this sense, contemporary theories of identity explain that teacher candidates may maintain, resist, or transform teaching practices because context, history, culture, discourse, power, and ideologies influence their work. The conclusion of the article is that to make/train more thoughtfully adaptive teachers the teaching programs should focus more on the personal introspective development of teachers rather than purely the knowledge to teach. Teacher training to focus more on the four areas they discussed. http://jte.sagepub.com/cgi/rapidpdf/0022487109347874v1

> //--Buky Bamigboye, October 26, 2009// >
 * Hover, Stephanie; Yeager, Elizabeth. //Secondary History Teachers and Inclusion of Students with Disabilities: An Exploratory Study.////"Educating Peter"1992 (HBO)//. The documentary follows an elementary school student with down syndrome to the classroom. The follow up documentary is called //"Graduating Peter"// This second piece occurs a couple years later and follows peter through middle school/high school. The doc brings some of the issues discussed in the article into a realistic light. The documentary can be both extremely discouraging and extremely uplifting. Brought me to tears. Journal of Social Studies Research Vol. 27, No 1, 2003, p 36-45. The article focuses on a study conducted that Interviewed teachers concerning the inclusion and teaching process of secondary special education students. What made this article particularly interesting was the pure focus on the teachers and not the students. The article was basically data collected from numerous interviews. It revealed the wide range of opinions from educators on special education. Some teachers felt that special education students should not be included at all and required separate learning environments; others felt that the students shouldn’t receive any type of differential treatment. Some wanted a mixture of both concepts. The entire article reminded me of a really good documentary that I had watched called

> //--Nick Laslavic 26 October 2009.// >
 * Piro, JM. //Focault and the Architecture of Surveillance.// Educational Studies. Vol. 44, 2008. If you are familiar with Michel Foucault's work than you probably are not surprised that I am a huge fan of his philosophy and works examining the world created by humanity. Born in 1926 CE in France, Michel Foucault focused his work on the formation of power in society. Using Foucault's philosophy in a secondary classroom can be very difficult, but when done successfully it addresses four of the NCSS standards of the social studies (3. Peoples, Places, and Environments - 4. Individual Development and Identity - 5. Individuals, Groups, and Institutions - 6. Power, Authority, and Governance). The Piro article discusses Foucault's philosophy, the power of architecture, and the structural design of schools. This article will help teacher's structure a discussion of power and authority in the modern world by relating it to students' experiences in school (the school's architecture). Foucault's philosophy would be difficult to understand for most secondary students, but if his theories are related to the lives of students then it becomes accessible. My reasoning for adding this article to the Professional Learning Community is easier for me to explain verbally so please feel free to talk to me about it. It may also be helpful to visit the following website: [|www.michel-foucault.com]

> //--Susan Woolf, October 26, 2009// >
 * Special Education (October 1999, v.63 no.6): //Special Issue on Authentic Assessment in Social Studies.// I know this is now 10 years old, but in October 1999, Social Education ran a special on authentic assessments in social studies education. There are a number of interesting articles (yeh...I know that there is likely more current research on each of these topics...but it is a nice discussion). See the attached pdf for a list of articles (with abstracts) that were published in this special edition.

> This article is a research piece on co-teaching within classrooms. It analyzes 45 co-teaching teams(in all levels and subject areas) and 58 students with special needs (52% of this southern school district) during the 2004-2005 school year. It is helpful to see this because as social studies teachers we will have students with special needs within our classrooms and there is a good chance we will need or be asked to co-teach. The article discusses what works and what need to be done for success. I have co-taught before and it was helpful to again see this ideas flushed out so I thought it would be helpful for others to also see it. The important part is the beginning as it gives good suggestions for co-teaching but it is also important to understand what current research in this area says and that this is not the only research on this topic (plus it is of a small sample space in an single school district). > --Brian Coonley, October 26, 2009 >
 * Hang, Q., & Rabren, K. (2009). An Examination of Co-Teaching: Perspectives and Efficacy Indicators. //Remedial and Special Education//, //30//(5), 259-268. doi: 10.1177/0741932508321018

> -Lee Johnson, Oct. 26, 2009 >
 * Case, R., & Obenchain, M. (2006). How to assess language in the social studies classroom. The Social Studies, 97(1), p.41-48. This article focuses mainly on how to best accommodate ELLs in the social studies classroom. It provides a broad overview of how to develop assessments for students to both develop their language skills and to better assess their development of social studies content. While it can be a helpful guide to us as an overview, it also points us to more research that can further develop this topic.

Professional Learning Community Articles for Class on 2 November 2009
> -Cole Dunlevy >   > -Heather Heck, November 2, 2009 >
 * Miriam Gamoran Sherin, Katherine A. Linsenmeier and Elizabeth A. van Es. “**Selecting Video Clips to Promote Mathematics Teachers' Discussion of Student Thinking”.** May/June 2009 213-230. © 2009 Sage Publications Video clips of students talking about math problems/stradegies were reviewed by teachers (“Video Clubs”). The teachers had a discussion on the student’s thought process after watching the clip. The teachers got a better understanding for how students think and the kinds of cognitive needs that should be addressed when explaining certain concepts. This article described how teachers learned more about students in order to become better instructors. It reminded me a lot of a sports team watching game tape on an opponent in order to know their weakness (only with teaching you are obviously trying to help the video’s subject rather than beat them). The transcripted student clips and the teacher discussions are very interesting, and this article is a great example of how teachers can and should strive to better understand the way students think.
 * Carty, Tom. (2008). //World War I posters: thinking critically about history and the media.// Social Education, 72.1, pS9(7). This article talks about a unit in history courses in which the teacher utilizes the media, in this case World War I propoganda posters, to teach about history and how the media influences history. The teacher found that the method was extremely effective in getting the students engaged in the topic and thinking about how people lived during World War I. They learned about the war while critically analyzing art. It got students interested in the topic that were not usually interested in social studies.

> -Brian Coonley, November 2, 2009.
 * Cruz, B. & Thornton, S. //Social Studies for English Language Learners: Teaching Social Studies that Matters.// Social Education, 73(6), p. 271-274. With an ever growing ELL population in American schools teacher need to be able to work with this population,though few have training and classroom materials are rarely helpful. This article goes through and helps the reader to see the important areas that need to be worked on for ELL students on top of the social studies curriculum to help ELL students with their English acquisition. These include developing vocabulary and language, making text more comprehensible, promoting interaction between ELLs and English-speakers and accommodating a variety of learning styles. Overall they say a sheltered instruction approach should be used when working with ELL students in social studies. The articles concludes by applying the ideas discussed to the NCSS themes and applying to lessons at different grade levels. NOTE: This is from the October 2009 issue which has yet to be posted online. I will post it when it is available (I went all over the internet and use the library resources to attempt to find it and could not).

> -Buky Bamigboye >
 * **__The Missing Discourse about Gender and Sexuality in the Social Studies__** By: Margaret Smith Crocco From: //__Theory into Practice__//, Vol. 40, No. 1, Rethinking the Social Studies (Winter, 2001), pp. 65-71 Today I was told that one of my students from my 9th grade AP world History class had been in a fight with a fellow classmate. The student missed class because of the incident. I was informed by other students that she was “bloody” and “bleeding”(although maybe exaggerated =)….) but she was ok. In the classroom I saw how the fight had resulted in the student missing class and the classroom becoming extremely hyper and rowdy from the incident. This made me wonder what I could do as an educator to help prevent school violence. My search led me to an article that explored the idea of how social studies education could be used to address misogyny, homophobia and violence for the “standpoint of critical, transformative, multicultural education.” By doing so social studies could actually lead to a decrease in violence among students. The article talked about how educators don’t do this enough. Social Studies can influence students in n relation to behavior, especially with a focus on citizenship education. Educators can address gender role stereotypes, sexual harassment, and these issues should be found in our curriculum.

> -Lee Johnson 11/2/09 >
 * Moore, J.R. (2008). //Numbers, numbers, numbers: The role of population studies in social studies and global education.// The Social Studies, 99(4), Jul/Aug 2008, p. 155-160. This article looks at ways to use population studies in the social studies classroom. Moore presents the topic as one that is potentially engaging for students and one that has a diverse array of connections to the NCSS standards. In the article Moore provides specific examples of how population studies can be used, including one example on world hunger and poverty. Moore also connects his suggested lessons to the NCSS standards in a clear and thoughtful manner. This article provided me with a number of insightful ideas on how to structure and design lessons including population studies and also with a few ideas on how to design assessments for those very lessons.

> //- Nick Laslavic, 2 November 2009// > [|Farley, L. "Radical hope".pdf]
 * Farley, L. (2009). Radical hope: Or, the problem of uncertainty in history education. //Curriculum Inquiry,// 39(4), p. 537-554. If you have not noticed by now...I am very cynical and tend to prepare for the worst so I can only receive positive surprises (I blame my Eastern European/Balkan background for my sometimes grim outlook on life - That was a joke...). Farley's article interested me because she wanted to investigate how negative historical topics could be taught without destroying the positive hopes and aspirations of students.

> -Susan Woolf, November 2, 2009 >
 * Passe, Jeff. // Teaching Religion in America's Public Schools: A Necessary Disruption //The Social Studies, 100(3), May/June 2009, p. 102-106. Religion plays an important role in social studies content and is difficult to ignore, especially because of current world events. In our global society, it is more important than ever to know about and understand the religious beliefs of others. The social studies curriculum is infused with religion, but teachers circumvent the issue, mistakenly citing the separation of church and state as an obstacle. This article examines assumptions and causes of our nation's confusion over the role of religion in schools. The authors conclude with suggestions for returning the study of religion to social studies classrooms.

Professional Learning Community Articles for Class on 16 November 2009
 Journal of Teacher Education, XX(X) 1–4 © 2009 SAGE Publications Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/0022487109347876 [|http://jte.sagepub.com]
 * Cole Dunlevy

This article criticizes the use of boldness by teachers and talks about how boldness in for specific areas is detrimental to education. The four negatives it discusses relate boldness to fearlessness, untraditional and unusual tactics, commitment to social movements, and unrealistic scale. The article brings up some good points, but I generally disagree with the overarching theme that a teacher shouldn't be bold-especially in response to the argument that a break from the past is a bad thing. Very interesting though.

>

> -Brian Coonley, November 16, 2009
 * **Mastropieri, M.A. & Scruggs, T.E.** (2001). __[|Promoting inclusion in secondary classrooms.]__ //Learning Disability Quarterly, 24//(4), 265-274. I had to share this article and websites with everyone. The focus of the article is providing services to students with disabilities at the secondary level and how to create an inclusive environment. It makes sure one focuses on the need for interaction and collaboration of teachers, special educators, administrators and peers. The article also addresses some of the issues of inclusion at the secondary level including: "level of content, pace of content, expectations of independent study skills, and ...high stakes testing." It also goes through and provides ideas for the reader on creating an inclusive secondary classroom. I would also recommend going to the __The Inclusion Institute at Syracuse University's__ website which has an entire section on the secondary level which includes basic information along with articles and books to read. @http://www.inclusioninstitutes.org/index.cfm?catID=77 Note: THe link in the citation will take you to a pdf of the article.

> --Susan Woolf, November 16, 2009.  >   > --Sarah Guest, November 16, 2009.
 * Stacy, Jason (2009), //The Guide on the Stage: In Defense of Good Lecturing in the History Classroom.// Social Education. Vol 73, No. 6, October 2009. pp 275-278. Are you a "sage on the stage?" This article is written by a teacher who loves lecturing and wants to defend the power of engaging and interactive lectures. He gives tips on preparing, presenting and evaluating interactive lectures. He also provides frameworks in which to create lectures: problem-solving, thesis-driven, comparative and constructivist. Sure, if lecturing is done badly it can be a boring and ineffective teaching method...but if done right it can inspire and educate.
 * Wright, V.H. & Wilson, E.K. (2009). //Using Technology in the Social Studies Classroom: The Journey of Two Teachers//. Journal of Social Studies Research. Fall 2009. This article examines the place of technology in two case studies. The conclusions are that the use of technology in a social studies classroom needs to be planned so that the context is considered. When planned effectively, a teacher can model the use of technology when they have consistent professional development so that students will be proficient in using online learning environments (e.g. wikis, blogs, etc.). Also, the study found that the use of technology can be an effective method of improving classroom management. Sorry, the article could only be made into multiple pdfs so I thought in this case, it would probably be better to insert the link: http://findarticles.com/p/articles/mi_qa3823/is_200910/ai_n39230399/pg_10/?tag=content;col1

Professional Learning Community Articles for Class on 30 November 2009
> students to participate in the civic life of their community and nation? The author introduces two ways to think about patriotism—authoritarian and democratic. Authoritarian patriotism asks for unquestioning loyalty to a centralized leader or group. Authoritarian patriotism can often stand in opposition to any form of dissent. This forced patriotism seems closer to mind-washing and Americans may doubt it happens in public schools - but post 9-11 and during times of war, state legislatures and school boards have implemented policies that force students to memorize patriotic slogans and songs. The author claims that during wartime, in particular, American schools have tended to adopt an unquestioning stance towards citizenship. Westheimer concludes with ways to support democratic patriotism - teachers encourage students to ask questions rather than absorb pat answers—to think about their attachments and commitments to their local, national, and global communities. > -Susan Woolf, November 30, 2009 >
 * Westheimer, Joel. //Should Social Studies Be Patriotic?// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Social Education. Vol 73, No. 7, November 2009. pp 316-320. This article looks at two questions: 1) What and how should schools teach students about patriotism? 2) How can they best prepare

> > - Brian Coonley, 30 November 2009 >
 * Weynand Training International (2008). //Quick start activities: Master the basics of technology for teaching and learning through ten fun and easy projects//. Retrieved from [] While completing my IPBA (Innovative Project Based Analysis) I did some research on Apple's website for lessons that would introduce different applications to students. I found a ton of PDFs that may help everyone in the future (if you are a Mac user). Below I have attached the PDF I have already cited above as well as other PDFs from Apple that are useful. //- Nick Laslavic, 28 November 2009//
 * [|Apple - Quick Start Activities.pdf]
 * [|Apple - Challenged Based Learning.pdf]
 * [|Apple - Movie Making Curriculum.pdf]
 * [|Apple - Documentary Guide.pdf>> >>]
 * Frederick, Risinger (2008). //Teaching Historical Analysis and thinking using the Internet. Social Education. January 2008.// Retrieved from http://www.accessmylibrary.com/article-1G1-175020320/teaching-historical-analysis-and.html. This article looks at the importances of historical analysis. It begins by telling a story of doing this using old and new textbooks during the 1960s when looking at the Piltdown Man Hoax. The article then provides a plethora of websites which provide lessons, ideas, and descriptions of ways to do historical thinking and analysis. With each site the author provides a description. Though this article is more written as a column the resources provided should be a great resource for the class during students teaching.

> -Buky Bamigboye >
 * Hinde, E. (2009). Fractured social studies or inte-grated thinkers: The end results of curriculum integ-ration. Social Science Research and Practice, 4(3), 118-127. Since the establishment of No Child Left Behind, the emphasis in many classrooms falls to testing and scores. At the elementary school level, testing in math, English and reading are major components. This form of assessment has lead to decreases in social studies education in the classroom. The practice of curriculum integration has become a way for teachers to try and minimize social studies education, slightly touching on the subject matter and focusing more on reading/mathematics. This article addresses the fact that curriculum integration can be done in a healthy fashion. It can be done in a way that students are not neglected when it comes to social studies.

> __Lesson 1: Know The Course__ > Option 1: Terrorism > Option 2: Terrorism and Political Violence > Option 3: Terrorism and counterterrorism > Option 4: Homeland Security > __Lesson 2: Know Your Audience, Part 1-Knowing What Students Know__ > Myth 1: Most terrorism is carried out by Muslims from the Middle East > Myth 2: Terrorists are crazy > Myth 3: Terrorism can be defeatedMyth 4: Terrorists are poor, uneducated and have few prospects > __Lesson 3: Know Your Audience, Part II-Knowing What Students Want > Lesson 4: Not Everything Bad is Terrorism > Lesson 5: Is All Terrorism Bad? > Lesson 6: Know What Resources Exist__ > -APSA Website > -SWOTT Website > -Global Terrorism Database > -Memorial Institute for the Prevention of Terrorism (MIPT) > -Terrorism Knowledge Base (TKB) > -Terrorist Groups’ websites > -Books > -Films and videos > __Lesson 7: Know the limitations of a Terrorism Course__ > If one uses this framework and reads this article it will be a great staring point for planning to teaching students about terrorism. > //--Brain M. Coonley,// //December 6, 2009// >
 * Miller, Gregory D. (2009). //Teaching about Terrorism: Lessons Learned at SWOTT// PS: Political Science & Politics, 773-779. This article examines different lessons one can gain from SWOTT or Summer Workshop on Teaching about Terrorism. Miller has spent the last several years compiling this information and provides it in an easy to read format. Though it focuses on college courses it is perfect to use as a source for high school teachers. It is organized in the following format:

Professional Learning Community Articles for Class on 7 December 2009
= = Cole Dunlevy

Wesley Null. “ Back to the Future: How and Why to Revive the Teachers College Tradition” //Journal of Teacher Education// 2009; 60; 443

Asserts that we should make three changes to education. 1. More of an emphasis on the past during teacher education. Need to learn from past teacher education and practices outcomes. Teacher education should be more important to universities-“should be the most important program” 2. Change moral foundations of education. Teacher more about morals and how to think and how to be a good person rather than focus on material like math and science. 3. Integrate the local communities into the education of that communities kids. Gives kids a better connection and respect for their community. Teachers become a more prominent role in the community. Good article-good ideas. I really like the idea of building a sense of community in the classroom. > -Susan Woolf, December 6, 2009 >
 * Journell, Wayne. //Using YouTube to Teach Presidential Election Propaganda: Twelve Representative Videos.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Social Education. Vol 73, No. 7, November 2009. pp 325-329,262. This article takes a look at the availability and productive use of YouTube videos within a Government classroom to teach about political participation and elections. The author provides examples of election propaganda that help students understand things common election techniques like name recognition, sound bytes, fear mongering, 527 ads, etc.
 * Journell, Wayne. //Using YouTube to Teach Presidential Election Propaganda: Twelve Representative Videos.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Social Education. Vol 73, No. 7, November 2009. pp 325-329,262. This article takes a look at the availability and productive use of YouTube videos within a Government classroom to teach about political participation and elections. The author provides examples of election propaganda that help students understand things common election techniques like name recognition, sound bytes, fear mongering, 527 ads, etc.


 * Berson, Irene R. and Michael J. Berson. //Making Sense of Social Studies with Visualization Tools.// Social Education. Vol. 73. No. 3, April 2009. pp.124-126. This article is great because it relates back to our short discussion on Wordle from last week. The authors detail different ways to use Wordle and other visualization tools to teach social studies. I think it will be helpful for those of us who thought World was interesting because it both details potential uses for Wordle and also introduces other exciting visualization tools. -Heather Heck, December 7, 2009

AND
 * Official Magazine and Lesson Plans from the National Gallery of Art AND Lesson from [|www.silkroadproject.org] Last week I brought in three copies of the National Gallery of Art's magazine that allows educators to get free art loans and lesson plans. I spent a good part of my life surfing through the website finding previously published online lessons so I thought I should share them with you all. In addition, I have included a lesson I found on the silk road. The impact the silk road had upon art, language, and religion is huge and integrates easily with the artwork from the National Gallery of Art. I hope that you find the attached documents useful and will strive to integrate art into your future classrooms. //- Nick Laslavic, 7 December 2009.//
 * [|National Gallery of Art Magazine.pdf]
 * [|Afganistan.pdf]
 * [|Afghanistan Student Discovery Guide.pdf]
 * [|Art since 1950.pdf]
 * [|Courtly Art of the Ancient Maya Children's Guide.pdf]
 * [|Dada Student Guide.pdf]
 * [|Edo - Art in Japan 1615-1868 Teaching Program.pdf]
 * [|Islamic Art and Culture - A Resource for Teachers.pdf]
 * [|Jan de Bray Brochure.pdf]
 * [|Jan Lievens Brochure.pdf]
 * [|Object Based Teaching.pdf]
 * [|Painting in the Dutch Golden Age.pdf]
 * [|Picturing France Classroom Guide.pdf]
 * [|Picturing France.pdf]
 * [|Pompeii and the Roman Villa - A Guide for Latin Classes.pdf]
 * [|Pompeii and the Roman Villa Discovery Guide designed for High School Students.pdf]
 * [|Pompeii and the Roman Villa Discovery Guide designed for Young Students.pdf]
 * [|Sketching and Sculpture.pdf]
 * [|The Art of Bearden Children's Guide.pdf]
 * [|The Art of Fras van Mieris Brochure.pdf]
 * [|Vuillard Family Guide.pdf]
 * [|When Armour Was Art Flyer.pdf]
 * [|The Silk Road Project Teachers Guide.pdf]