Read Newsletter for Oct.Nov. 2010 copy 2 text version

Nebraska State Council For the Social Studies Newsletter October/November 2010

Welcome from Holly Glade ­ NSCSS President

I WANT YOU

to become involved in the NSCSS and become an advocate for social studies education. Please let me know how our organization can help promote social studies education for you and the state of Nebraska. I am especially excited about the upcoming annual NSCSS conference which will be held at the Nebraska State Capitol Building in Lincoln on Saturday October 15, 2011. Please email

1

me with your suggestions for the program. Details about the conference will be posted at a later date on the NSCSS website located at http://www.nebraskasocialstudies.org/

NSCSS Conference at the State Capitol in Lincoln on October 15, 2011. Detail to follow

Table of Contents Pages 2-3: NSCSS October 9, 2010 Conference Highlights Page 4: NSCSS Awards: Outstanding Educators Recipients Pages 4-5: Book Review Pages 6-8 : Selected Internet Sites Pages 8-14 : Professional Opportunities Page 15: NSCSS Executive Board Members Page 16: NSCSS Membership Form Page 17: NCSS Membership Form Pages 18-32 Lesson Plan NSCSS Conference Highlights Educators who attended the NSCSS fall conference at Durham Museum had the opportunity to attended a variety of workshops that included presentations on the Bill of Rights, teaching with the Chautauqua, Making Invisible History Visible (African-American History), the Holocaust,

2

economics, the Manchurian Incident, service learning, integrating technology into the classroom, etc. Attendees also enjoyed a thought provoking presentation by Dr. Maorong Jiang of Creighton University on current foreign relations among China, the Koreas, and the United States.

Keynote Speaker: Dr. Maorong Jiang Creighton U. Asian World Center and Political Science Professor Topic: Foreign Relations--Past, Present, and Future China, the Koreas, and the United States Insights offered by Dr. Jiang in his Keynote Address · · People still think that China's economic prosperity will institute its democratic political process from top down or bottom up. However, the reality has failed us so far on this expectation The diplomatic relationship between China and North Korea often times seem like a game with each trying to outfox the other rather than one of respect. As one Korean expert stated: "Beijing's attitude toward Pyongyang resembles that of an older brother who is constantly disappointed by the behavior of his erratic and spoiled younger sibling yet continues to love and support him." · According to a poll in Seoul, as the Associated Press reported on February 21, 2008, nearly half of the South Korea youths who will be old enough to vote in the Country's next election say that Seoul should side with North Korea if the United States attacks the communist nation. · What about the current US-China relationship, which has been portrayed in many ways, with many zigzags and ups and downs? As I observe from reading the blogs in Chinese, I feel that these two countries are heading further apart. A general belief shared by many Chinese, which has prevailed for some time inside China and beyond is that many people think the United States and its allies do not want to see a China with economic power. · The reality is that neither Koreans, or Chinese, or Americans have ever reached a point where they can discuss issues from moral perspectives. Can diplomacy outfox our traditional mentality and approach things from a different angle in pursuing peace and understanding beyond realism and national interests? 3

Outstanding NSCSS Educator Awards

Back Row: Left to right Ken Meyers--Wilcox-Hildreth--NSCSS. 3rd District Outstanding Teacher Award Tom Carman--Westside H.S. (retired)--NSCSS. Paul Beck Outstanding Social Studies Educator Kent Day--OPS (retired)--NSCSS. Jimmy & Rosalyn Carter Service Learning Award Front Row: left to right Tom Allen-- OPS. Bryan H.S.. Gildersleeve, Stoddard, & Stone GEON Award for 2nd Congress. District Maria Walinski--OPS. Omaha South Magnet H.S. NSCSS.2nd District Outstanding Teacher Award. Kathy Larsen--Gildersleeve, Stoddard Stone GEON Award. Third Congressional District Lindsey Sullivan--Millard West H.S.--NSCSS. 2nd Congress. District Outstanding Student Teacher. Aric Butterfield--Conestoga Public Schools--Outstanding Student Teacher.NSCSS. 1st Congress. District Not pictured: Carol Patterson--Lincoln Pound Middle School--NSCSS. 1st Congress. NSCSS Outstanding Teacher Mary Kay Kreikemeier: Gildersleeve, Stoddard & Stone GEON Award First Congressional District Book Review

4

By Michael Young

Rappaport, Helen. Last Days of the Romanovs. Tragedy at Ekaterinburg. New York: St. Martin's Griffin, 2008. Pp. 254. Ms. Rappaport states in her "Notes on Sources" that it is ". . . something of a minefield steering one's way through the two opposing camps of the sycophantically pro-tsarist and violently anti-Jewish and anti-Bolshevik sources relating to the Romanov story." She attempts to stay as close to the sources written nearest to the time of the events themselves by people who were in Russia at the time of the Romanov family murders. She based much of her research on the accounts of American and British observers-- diplomats, independent journalists, and Allied Intervention Forces. Ms. Rappaport indicates she is neither writing a political history nor evaluating the reign of Nicholas II. She did write an historical narrative of the last fourteen days of the Romanov family and their interactions with one another as well as with their captors. The author traces the initial confinement of the Romanov family to their eventually deaths (July, 1918) in Ekaterinburg also know as Yekaterinburg and Sverdlovsk which is located in mid eastern Russia. The Romanovs spent the last days of their lives in the Ipatiev House which was confiscated from a retired engineer. An area near Ekaterinburg was also the site where Francis Gary Powers and his U-2 spy plane were shot down in 1960. Ms. Rappaport writes a narrative that provides insights into the daily lives of the Romanovs as they interact with their captors in the last days of their lives. The family not only endures daily hardships, but they are also in constant fear of what will become of them. Will they be deported, rescued, or face death at the hands of their captors? The author traces the roles of the key persons who will determine the fate of the Romanovs--Yakov Sverdlov, Yakov Yurovsky, and Filipp Goloshchekin. She concludes that Lenin (back in Moscow) will make the final decision, but he is very careful to leave it up to his subordinates to carry out the murders and remove any links between him and the death of the Romanovs. Ms. Rappaport provides a horrific description of eye witness accounts of the deaths of the Romanov family who are shot, bayoneted, and bludgeoned to death for over 20 minutes by at least nine murders that should have taken professional marksmen 30 seconds. The mutilated bodies of all the Romanovs and their servants were eventually buried in the Four Brothers Mine in the forest area near Ekaterianburg after the bodies had been further mutilated, burned and covered with sulfuric acid. Alexey and Maria were buried in a separate grave not far from their parents in an attempt to confuse any persons who might discover either grave site at a later date. The author also includes brief discussions of the futile attempts to rescue the Romanovs as well as the lack of any real support by the many relatives of Nicholas II (scattered throughout Europe) such as King George of England, and the German Kaiser. There was also limited discussion of the roles played by the Czechs and the White armies who eventually liberated Ekaterianburg from the Bolsheviks only to lose control at a later date to the Bolsheviks. Those interested in the discussion of the murder of the Romanovs can access an article in the November 2010 issue of the Smithsonian Magazine titled "Resurrecting the Czar." It gives a review of the murders of the Romanov family and the current debate between the Russian Orthodox Church and the supporters 5

of forensic science. There are also some interesting comments about the involvement of Vladimir Putin, Demitri Medvedeve, and Yeltsin in the current controversy. Selected Internet Site Africans in America http://www.pbs.org/wgbh/aia/home.html American Labor Studies Center The American Labor Studies Center (ALSC) is a 501(c)3 nonprofit organization whose mission is to create, collect and disseminate labor history and labor studies curriculum materials and resources to K-12 teachers nationwide through this web site and via conferences, workshops, seminars and exhibits http://www.labor-studies.org/ Civil Rights Digital Library. U. of Georgia http://crdl.usg.edu/ We Shall Remain. PBS. Teacher's Guide offers resources to integrate Native American history into the classroom. The guide includes five film-specific sections. http://www.pbs.org/wgbh/amex/weshallremain/beyond_broadcast/teach_and_learn?contactI D=159102111&gwkey=EIOB96OX0M National Archives Experience. DocsTeach. Excellent resource.

Create your own inter active learning activity. Each activity-creation tool helps students develop historical thinking skills and gets them thinking like historians. Choose from tools such as weighing the evidence finding the connections, etc. Then find and insert primary sources and customize the activity to fit your unique students.]

http://docsteach.org/ 2010 Summer Teachers Conference. America at War: 1950-2010. Examining Presidential Decision Making in Crisis (Variety of lesson plans) http://www.trumanlibrary.org/educ/america_at_war.html Teaching Materials. Teachinghistory.org (Excellent source that has been mentioned in previous newsletters) http://teachinghistory.org/teaching-materials Best Practices. Teachinghistory.org http://teachinghistory.org/best-practices George Eastman House http://teachinghistory.org/history-content/historical-places/9815 Black History through Photography http://education.eastmanhouse.org/discover/kits/kit.php?id=1

6

Analyze a Photo Document http://education.eastmanhouse.org/discover/kits/files/1/analyze.php Selected Civil War Photographs. American Memory. Library of Congress http://memory.loc.gov/ammem/cwphtml/cwphome.html BBC News. Contains links to news about countries around the world http://www.bbc.co.uk/news/10574419 The Learning Network: Teaching and Learning with The New York Times. http://learning.blogs.nytimes.com/category/lesson-plans/ Sporcle. Sporcle is a trivia quiz website launched in July 2007, on which users have a set time limit within which to name all of the items within a given subject, such as Presidents of the USA or Countries of Europe. According to the website's founder Matt Ramme, the name Sporcle is inspired by the word 'oracle'. www.sporcle.com LOC. Primary Source Sets http://www.loc.gov/teachers/classroommaterials/primarysourcesets/ Stanford History Education Group. Charting the Future of Teaching the Past http://sheg.stanford.edu/ Stanford History Education Group. Reading Like A Historian http://sheg.stanford.edu/?q=node/45 Social Studies Center. Online resources http://www.socialstudiescentral.com/?q=content/online-resources http://www.democracyweb.org/howtouse.php Democracy Web: Comparative Studies in Freedom The knowledge of another political system should sharpen one's ability to scrutinize and appreciate one's own political system. It is based on the premise that teaching students about the differences between political systems will enhance their understanding of democracy. http://www.loc.gov/teachers/tps/quarterly/archive.html History Now Gilder Lehrman Quarterly http://www.gilderlehrman.org/historynow/09_2010/index.php GEON Institutes The teachers involved this summer's GEON institutes held in Omaha and Scottsbluff created a remarkable body of work that is now available for downloading from the GEON Website. Simply go to http://www.ngsednet.org/GEON and click on Log In (please register if you aren't already a member), then click on Groups, then scroll down to either the 2010 Omaha or 2010 Frontier institutes (in bold). Inside (under 'projects posted') you will find very creative ideas for teaching Geography and Social Studies in your classroom. Watch for announcements beginning early next year for GEON's 2011 summer institutes.

7

Dr. Randy Bertolas, Coordinator Geographic Educators of Nebraska. Professor of Geography and Chair Department of History, Politics, and Geography Wayne State College 1111 Main Street Wayne, Nebraska 68787 (402) 375-7018 [email protected] http://academic.wsc.edu/faculty/raberto1/ Virtual Congress. The Center on Congress at Indiana University, in cooperation with the National Council for the Social Studies, has developed "Virtual Congress," a fully functional replica of Congress online. In the Virtual Congress, your students could become online members of Congress: introducing their own ideas for legislation, hearing the views of other student-members, and searching for common ground. Or you could take your class on a virtual tour of Congress, showing them around the various locations, using primary source documents to provide historical background on each location, and explaining what Congress does and how it works.Developed through support of the Library of Congress's Teaching with Primary Sources project, the Virtual Congress is available to teachers and students free of charge. Flyers at www.centeroncongress.org/pdf/vc_info_9-10_lres.pdf and www.centeroncongress.org/pdf/vc_get_start_9-10_lres.pdf give additional information about what the Virtual Congress is, how it might be used in the classroom, and how it connects to social studies standards. You can access a brief introductory video that will give you a good sense of what the Virtual Congress experience is like on the Virtual Congress homepage www.tpscongress.org/teachers/virtual_congress.php. Susan Griffin, Executive Director. National Council for the Social Studies Former Rep. Lee Hamilton, Director Center on Congress at Indiana University HotChalk. Lesson Plan Page. Hispanic Heritage lessons featured. http://www.lessonplanspage.com/HispanicHeritageMonth.htm Professional Opportunities Report on the State of History Education. Teachinghistory.org http://teachinghistory.org/issues-and-research/report Nebraska History Magazine A special double issue will be devoted to African American history. The Fall/Winter 2010 issue will include articles about segregated schools in Omaha and Nebraska City in the late nineteenth century; abolitionist Frederick Douglass's adopted sister, Ruth Cox Adams, who lived in Nebraska. Look for this issue in early November. For details about the Nebraska History Magazine go to http://www.nebraskahistory.org/magazine/index.htm Bill of Rights. "Being an American" Essay Contest The Question: What civic value do you believe is most essential to being an American? Trace the enduring importance of this value throughout the American story by discussing: a Founding document that reflects this value; a figure from American history who embodies this value; and examples of how you have and/or could put this value into practice. Remember that both the teacher and student of a winning essay receive prizes. If you haven't used the Being an American Essay Contest in your classroom this fall, there is still time - essays can be submitted up until 11:59 P.M. EST on December 1, 2010! The Bill of Rights Institute offers numerous resources to help make it easy to use the Essay Contest in your classroom. Visit the website today. http://www.beinganamerican.org/

8

Facing History and Ourselves. Who taught superman? http://www.facinghistory.org/ The Nebraska Stock Market Game This program transports students into real world investing while learning academic concepts that relate to their entire core curriculum. Students (grades 4-12) buy into the entire process through 10 weeks of active involvement. Students work in teams practicing leadership, organization, negotiation, and cooperation. As they work to grow their $100,000 virtual cash account into a top-performing portfolio (which starts earning interest even before the game begins!), they develop strong interests in the daily events that shape our world and barely realize how much math, business, economics, language arts and social studies they're learning. Students compete against other teams in their age groups across Nebraska, so kids see the program as "fun." No prior knowledge of the stock market is needed. Our Teacher Support Center provides teachers with an understanding of the SMG with a teacher's guide and grade appropriate lesson plans and activities that will weave into existing plans. Lessons are correlated with the National Standards as well as the Nebraska Standards. Fall Game Dates: September 20 ­ November 26th Spring Game Dates: January 24 ­ April 1st Introductory Webinar: Saturday, September 11th at 9am. Please email me to register and obtain login information. Jennifer Davidson [email protected] Council Associate. Nebraska Council on Economic Education 339 College of Business Administration University of Nebraska, Lincoln. Lincoln, NE 68588-0404 Documented Rights exhibition It is coming to the National Archives on November 2. Coming soon to the National Archives is Documented Rights. The exhibition features documents from the holdings of the 13 regional National Archives facilities that give a voice to the national struggle for human and civil rights. Documented Rights features more than 80 documents, facsimiles, images and sound recordings, including: Selected documents from all five court cases that comprised Brown v. Board of Education Topeka, the landmark Supreme Court ruling that rendered school segregation-- exhibited for the first time together; Court records of the schooner Amistad, that tell the story of 53 Africans who resisted enslavement, overpowered the ship's captain and were found off the coast of Long Island; Slave compensation files from former slave owners seeking monies from the U.S. government after the Civil War; Court records for John Elk v. Charles Wilkins and Standing Bear v. General George Crook, two cases focusing on the civil rights and liberties of Native Americans; Court records reflecting the efforts of white residents of Koinonia Farms, Georgia, to overcome various forms of discrimination; An early Montgomery Improvement Association booklet by Martin Luther King, Jr.; and A court martial order for Second Lt. Jackie Robinson who refused to move to the back of the bus on a military post. Documented Rights will be available for viewing at the National Archives at Kansas City, November 2, 2010 - March 19, 2011. To schedule a school or adult group tour, email [email protected] or call 816-2688013. For more information about Documented Rights visit: www.archives.gov/exhibits/documented-rights Econ Day for High School Students The UNL Center for Economic Education is again hosting on Wednesday, Nov. 10 in the Student Union on the UNL campus. Registration is limited to the first 250 students, register today! Visit www.nebraskacouncil.org/unl/ (click on Econ Day on the right hand side) for more details including registration and agenda. Deadline is Friday, October 8, so hurry! Dr. Tammie J. Fischer Director. UNL Center for Economic Education. 339 College of Business 9

Administration Lincoln, NE 68588-0482. 402.472.2333 phone 402.472.9700 fax [email protected] Durham Museum. Smithsonian's "With Malice Toward None: The Abraham Lincoln Bicentennial Exhibition" from the Library of Congress. January 15, 2011 - March 20, 2011 http://durhammuseum.org/experience/exhibits/temporary/exhibit-details.aspx?ID=181 In commemoration of the two-hundredth anniversary of the birth of the nation's revered sixteenth president, this exhibition reveals Lincoln the man, whose thoughts, words, and actions were deeply affected by personal experiences and pivotal historic events. This exhibits gives visitors an once-in-a-lifetime opportunity to see treasures from the Library's collection. By placing Lincoln's words in a historical context, the exhibition will give visitors a deeper understanding of how remarkable Lincoln's decisions were for their time and why his words continue to resonate today. With Malice Toward None draws upon the vast and varied collections of Lincoln materials in the Library and includes the bible used in Lincoln Inauguration, numerous letters penned to and from Lincoln, campaign and election ephemera, photographs, and political cartoons. The exhibition provides a window into the Lincoln presidency, his struggle to keep the Union intact, and his attempts to heal the nation's wounds. Through documents and books, broadsides and newspapers, prints and photographs, artifacts and maps, the exhibition charts Lincoln's growth from prairie politician to preeminent statesman. Filmed commentaries from distinguished Americans appear throughout the exhibition, forging a personal connection to the documents Lincoln wrote. Interactive programs trace the presidentelect's celebratory rail trip from Springfield, Illinois, to Washington and the return of his funeral train to Springfield as the nation mourned. By placing Lincoln's words in a historical context and presenting such bedrock documents in U.S. history as Lincoln's First and Second Inaugural addresses, the Gettysburg Address, and the Emancipation Proclamation, the exhibition provides a deeper understanding of how remarkable Lincoln's decisions were for their time and why his words continue to resonate today. For more information about the exhibit, please visit http://myloc.gov/exhibitions/lincoln/pages/default.aspx

What's Your Path? Follow EconEdLink to the Future Visit the UNL Center Webpage at "http://www.nebraskacouncil.org/unl . Today we are planning on launching our newly designed website I feel that the new look will really draw more users to the study of economics and personal finance http://www.econedlink.org/ the leading source of online economic & personal finance lessons and resources for educators, students, and afterschool providers. We've launched our new website, and now is the best time to join the online community and utilize free K-12 lessons, videos, data links and economic resources. Visit the newly redesigned site at www.econedlink.org.EconEdLink highlights: Content served through 3 portals: Educators; Students; Afterschool. Over 600 K-12 lessons. Each lesson is connected to state and national economic and personal finance standards. 80 videos and correlating lessons 10

from Paul Solman of PBS. About the Authors page. Current Events calendar What's your path? Join our community of educators, students, and partners today.Don't forget to follow us on Twitter and join the Facebook fan page for updates! Twitter posts (several suggestions) @Thinkfinity and @EconEdLink are proud to present the innovative new website www.econedlink.org! What's your path? #Educator #Student What's your path? Educators, students and afterschool - @EconEdLink is the leading source of online economic & #personalfinance lessons. Join the online community and get free K-12 lessons, videos, data links and economic resources @EconEdLink.org/ http://www.econedlink.org/ Thanks to partners who make @EconEdLink happen! @ EDSITEment @artsedg @LitNet @ScienceNetLinks @explorehistory @council4econed Facebook What's your path? Educators, students and afterschool - EconEdLink is the leading source of online economic & personal finance lessons. www.econedlink.org EconEdLink has a new look! Be the first to visit our newly redesigned site at www.econedlink.org. Free online lessons for K-12 economics and personal finance delivered to your in box! www.EconEdLink.org There's over 600 free economic and personal finance lessons waiting for you at www.econedlink.org. John LeFeber. Curriculum and Instructional Developer. EconEdLink Project Manager Council for Economic Education. T: 402.438.6921 F: 402.438.6867 [email protected] www.councilforeconed.org 201 N. 8th Street. Suite 215. Lincoln, NE 68508. Teaching Opportunity Money Smart Kid Scholarship Essay Contest 2010 All Nebraska students in grades 6-8 are encouraged to enter this year's Money Smart Kid essay contest. Write an Essay ­ Pay for College. Yes! The two are connected! 1st place - $1,000 contribution to a Nebraska State Farm College Savings Plan Account. This year's question: Please explain why saving is so important, what you are currently saving money for and what savings steps you are taking to help achieve your goal. Deadline for entry is October 25th. Complete information and an entry form can be found at www.nebraskacouncil.org The winner will also have the opportunity to be congratulated by Governor Heineman on November 9th at 10:30 am at the Money Smart Week Proclamation signing. Jennifer Davidson. Council Associate/ Nebraska Council on Economic Education 339 College of Business Administration. University of Nebraska, Lincoln Lincoln, NE 68588-0404. Ph: 402.472.2333 [email protected] www.nebraskacouncil.org

11

THE NATIONAL CONSORTIUM FOR TEACHING ABOUT ASIA Spring 2011 Nebraska NCTA Seminar on East Asia. A Professional Development Seminar for Secondary Social Studies Teachers. Hosted by Lincoln (NE) Public Schools. Conducted by the NCTA National Coordinating Site at the. University of Colorado Program for Teaching East Asia Funded by NCTA through a generous grant from the Freeman Foundation. The National Consortium for Teaching about Asia (NCTA) is pleased to announce an NCTA Seminar on Modern East Asia (1800 to the present) for Nebraska secondary teachers. This 34-hour seminar offers secondary teachers the opportunity to engage in study, analysis, and discussion of new scholarship related to Chinese and Japanese history, geography, and culture. Content will address national and state standards in history. Eligibility: This seminar is open to any Nebraska secondary teacher who is teaching courses that include the study of China and/or Japan at the time of the seminar and who is able to commute to Lincoln for 4 Saturday sessions. Class limit: 15 teachers. Seminar Location: The seminar will meet on four Saturdays in Lincoln, NE for a total of 22 hours, with four additional asynchronous online classes providing 12 more hours of instruction. Seminar Dates: Face-to-face Saturday class sessions from 9:45 am to 4:00 pm on January 8 and 22; February 26; and March 26. Should snow force cancellation of one of the January sessions, the snow date will be January 29; snow date for a Feb. 26 cancellation is March 5. Attendance is required at all Saturday meetings. Participation is free, with the following benefits: · 34 contact hours of study, curriculum, and discussion with East Asian specialists and fellow educators. · Course textbook ($100 value). · Morning coffee and lunch on Saturday meeting dates. · $200 stipend and $175 in curriculum materials upon satisfactory completion of the seminar and course project. · Optional two graduate credits through the Univ. of Colorado, pending course approval Requires $120 course fee. · Eligibility for NCTA Enrichment summer programs. Expectations: Seminar participants agree to: · Participate in full 34 hours seminar through both face-to-face classroom meetings and asynchronous online sessions that include video lectures, readings, and discussion forum. · Complete all seminar assignments and course project. Registration is limited to 15 eligible teachers on a first come-first serve basis; register early to ensure a place. To register, complete the form below and either e-mail to [email protected] or send via US mail to the address below. For additional information, contact Linda S. Wojtan at the email above or (402) 599-0286. Linda S. Wojtan NCTA National Visibility Coordinator 16617 Cheyenne Road Omaha, NE 68136 Registration Deadline is January 5, 2011 Name. School name. Home address School address City Zip. City State Zip School phone School fax Home phone E-mail address (please PRINT legibly). Please list your 2010-11 courses/grade levels: iCivics.org. The new website includes games, lesson plans, and other practical and engaging resources on each branch of government, the Constitution and more. Over the summer, we've added four new games, eight web quests, and numerous lesson plans. And, as always, everything on the site is free! In our newest games, students can explore the three branches of government and the separation of powers between them. Each game includes educator resources such as teachers' guides, PowerPoint presentations, and activities to facilitate classroom implementation. · Step into the president's shoes · Respond to citizens as a legislator · Help citizens navigate the court system Even play all three branches at once Standards Alignment: All resources on iCivics.org are aligned to state standards in fifty states and DC. New User Accounts: Everything is accessible without download or registration. But we've added some optional account features that deepen the user experience, and allow teachers and students to interact through virtual classrooms on iCivics.org. New Interactive Features: Web 12

Quests, Opinion Polls, and Discussion Forums provide greater opportunities for interactive learning and discussion. As Always, More to Come New units - including more games and lessons - are coming soon on topics such as the foundations of government, citizenship, and politics and public policy. Follow us at twitter.com/icivics for the latest! view email in browser Unsubscribe [email protected] Update your profile Forward to a friend www.iCivics.org 600 New Jersey Ave, NW McDonough Hall 336 Washington DC 20001 Fresh Water Postcard Contest! All Nebraska Pre-Kindergarten through 12th grade students are invited to participate in a postcard contest! The contest is designed to promote Geography Awareness by challenging all students to illustrate a postcard using this year's Geography Awareness Week theme, "Fresh Water". Guidelines and Deadlines Post cards can be submitted in four divisions: · PreK­2nd grades (Early Elementary) · 3rd-5th grades (Upper Elementary) · 6-8th grades ( Middle) · 9-12th grades (High) Artwork must promote geography by incorporating the theme "Fresh Water". Only original hand-drawn postcards with no computer generated content will be accepted. Postcards must be made with a 4" x 6" index card. The postcard's address side must show the student's name, grade, school, teacher's name, student's school address and school phone number. Entries will not be returned to the artist. Mail your completed postcards in an envelope to: GEON c/o Rex Rodenbaugh P.O. Box 38 Harrison, NE 69346 Postcards must be received by December 10, 2010. Contest winners will be notified by January 10, 2011. Winning postcards will be displayed at the Geographic Educators of Nebraska website or http://www.ngsednet.org/community/index.cfm?community_id=49 The top three winners in each of the divisions will receive a certificate and a their choice of the following prizes from shop.nationalgeographic.com · 1st Place ­ Any National Geographic Book or DVD under $65 · 2nd Place - Any National Geographic Book or DVD under $30 · 3rd Place ­ Any National Geographic Magazine Subscription · For more information contact Tara Dunn, GEON GAW Coordinator, at (308) 668-2560 or [email protected] GEON. Share Your Ideas! Let GEON know what YOU did for Geography Awareness Week, Fresh Water! Even if you only did one thing to participate in GAW, let us know what it was. Every teacher who reports their participation will be rewarded! Everyone who reports will also be entered into a drawing to win one of three gift certificates from shop.nationalgeographic.com! Let us know... What did you do? How many students were involved? 13

Did you publicize your/your students' actions? If so, how? What resources did you use? How could GEON help you next year? Send your report to: Tara Dunn, PO Box 95, Harrison, NE 69346 or [email protected] Right Start Institute The Nebraska Council on Economic Education is partnering with the Foundation for Teaching Economics (www.fte.org) to offer the Right Start Institute, a four-day residential program. The goal of the Institute is to allow teachers who are new/beginning teachers of economics or teachers who want to update their economic teaching skills, to identify and learn basic economic content and develop lesson plans for effectively teaching the high school economics course. The program is structured as a business conference, with emphasis on economic content appropriate to teaching high school economics. Additionally, the Institute incorporates a blend of learning activities, including hands-on classroom activities and simulations. All materials and activities have been developed specifically for this program. Key topics/concepts covered: · Scarcity/Opportunity Cost · Incentives and the Role of Profit · Demand and Supply · Markets and Prices · The Role of Government · International Trade · The Banking System · Competition and Market Structure · Externalities and Property Rights · Factor Markets and Economic Development · Tragedy of the Commons Program Dates: March 19-22, 2011 Location: Hilton Garden Inn West Omaha Maximum Participation: 35 on a first come basis Costs for lodging, registration, materials and some meals are covered by the Foundation for Teaching Economics. Participant costs are round trip transportation to and from the meeting site and some meals. The program is available for 2 graduate credit hours in economics from Florida Gulf Coast University. The total charge for two credit hours and one transcript is $200. For complete details and application please visit www.nebraskacouncil.org . Jennifer Davidson Council Associate Nebraska Council on Economic Education339 College of Business Administration University of Nebraska, Lincoln , NE 68588-0404 Ph: 402.472.2333

14

[email protected]

www.nebraskacouncil.org

Current NSCSS Executive Board Members President: Holly Glade President Elect: Heidi Reinhart Immediate Past President: Jack Brestel Treasurer: Bill Hayes Recording Secretary: Falla Halsey Executive Secretary: Richard Brown Advisor: Larry Starr (NDE Director of Social Studies) Editor: Michael Young (temporary appointment) Congressional District 1 Reps: Brian Burback and Scott Harrington Congressional District 2 Reps: Congressional District 3 Reps: Ex-Officio Members: John LeFeber, Tech. Implementation and support Maria Walinski, Professional Assn. Liaison (GEON) Beth Seldin Dotan, Professional Assn. Liaison (Institute for Holocaust Education)

15

Membership Form for NSCSS

The Nebraska State Council for the Social Studies In Association with the National Council for the Social Studies NSCSS Membership Application Form Name: Home Phone:____________________________________________________ Home Address: ________________________________________________________ School Name:___________________________________________________________ Work Phone ____________________________________________________________ School District: __________________________________________________________ Email address: _________________________________________________________ Membership Dues: (Membership dues are tax deductible for educators) Please check the appropriate amount: _____$15.00 (Regular, one year) _____$10.00 (Student) _____$25.00 (Institutional _____$50.00 (Lifetime) Make checks payable to: NSCSS Mail to: Bill Hayes, NSCSS Treasurer Lincoln, NE 68

16

National Council for Social Studies Membership Form If a colleague encouraged you to join NCSS, please provide his/her name and member number: Choose a membership level: New membership or Renewal Member number. Comprehensive: Includes your choice of Social Education or Social Studies and the Young Learner, plus Middle Level Learning, TSSP, and bulletins; Conference discounts and all other membership benefits. Choose one: Individual $73 Institution $98 Regular: Includes your choice of Social Education or Social Studies and the Young Learner, plus Middle Level Learning and TSSP; Conference discounts and other membership benefits. Choose one: Individual $62 Institution $82 First Year Teacher: Available to classroom teachers in their first year of paid employment as a teacher. Includes benefits of regular membership. Choose one: Individual $33 Comprehensive $43 Student or Retired: Includes your choice of Social Education or Social Studies and the Young Learner, plus Middle Level Learning and TSSP; Conference discounts and other membership benefits. Available to retired persons and full-time students. Students must provide the name of the institution and the signature of the instructor. Choose one: Retired $33 Student $33 Name of institution_________________________________________________________ Instructor signature_________________________________________________ Expected graduation date_____________________________________________ Choose a journal Choose one journal you wish to receive as a member benefit: 7 issues of Social Education 4 issues of Social Studies and the Young Learner plus 2 issues (September and May/June) of Social Education Expiration Date_ ___________________Phone:__________________________ Signature__________________________________________________________ Please return this application with payment to: NCSS Membership, P.O. Box 79078, Baltimore, MD 21279-0078 Phone 301 588-1800 Toll free 1 800 296-7840 17

Fax 301 588-2049 www.socialstudies.org/membership Lesson Plan Title: World War II: A United Front

By: Michael Young

Grade Level: 9-12 Themes: Propaganda, World War II, conflict, civil rights, segregation/integration, and analysis of primary resources Objectives: The student will: 1. Assess the significance of racial relations during World War II 2. Analyze the effectiveness of US propaganda techniques in World War II 3. Identify and evaluate the various types of propaganda techniques 4. Develop the skills to analyze primary resources Intro Set: Option 1: Display the following quotation on an overhead transparency or the chalkboard. "We say glibly that in the United States of America all men are free and equal, but do we treat them as if they were? . . . There is religious and racial prejudice everywhere in the land, and if there is a greater obstacle anywhere to the attainment of the teamwork we must have, no one knows what it is." Arthur Upham Pope, Chairman of the Committee for National Morale, in America Organizes to Win the War. World War II era. Allow students to take a few minutes during class to reflect on the quotation and then conduct a classroom discussion based on the following questions: 1. Who is the author of the quotation and what is his job title? 2. What could you infer from the information provided is the author's job responsibility? 3. What teamwork does the author believe is necessary and what is the goal of the teamwork? What is preventing this teamwork from being accomplished? 4. What examples of prejudice existed in the United States during World War II?

18

Option 2: Display the following World War II posters related to women's service in World War II on an overhead transparency or provide students with paper copies. Use the following questions as a guide for student discussion: 1. What is the purpose of the posters? 2. What symbols are represented and are they effective? Why or why not? 3. How are the posters similar and how are they different? 4. Can you detect any bias of the authors? 5. Could these posters be used for a similar purpose today? Why or why not? Or use the National Archives "Poster Analysis" worksheet http://www.archives.gov/education/lessons/ as a guide for a discussion of the two posters.

19

20

Material: Assign students chapter readings from a US history textbook such as the following: Boyer, Paul and Stuckey, Sterling. American Nation in the Modern Era New York: Holt, Rinehart and Winston, 2003. Refer to "The Home Front" pages 535-541. Provide access via a computer lab to the following Internet resource: "Powers of Persuasion. Poster Art in World War II." National Archives. Exhibit. http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_intro.html Provide students with a copy of the National Archives. "Poster Analysis Worksheet." http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/poster.html Provide students with a copy of one or more of the following World War II posters located at http://www.archives.gov/exhibit_hall/powers_of_persuasion/united_we_win/united_we_win.htm l

21

United We Win Above and Beyond the Call of Duty Private Joe Louis Says-Provide students with copies of the following: "Written Document Analysis Worksheet." National Archives. Digital Classroom. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html "Letter from A. Philip Randolph to President Truman. January 12, 1948." Truman Library. http://www.trumanlibrary.org/whistlestop/study_collections/desegregation/large/1948/daf372.htmm Process: 1. Prior to class, assign students pertinent readings from their US history textbook or supplement readings provided by the teacher, and/or appropriate Internet websites such as the National Archives exhibit titled "Powers of Persuasion" located at: http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_intro.html and/or the Nebraska Studies website titled "On the Home Front" and located at http://netdb.unl.edu/nebraskastudies/0800/frameset.html 2. If possible, conduct the class in a computer lab where students have access to the Internet and the National Archives "Powers of Persuasion" exhibit and the Nebraska Studies "On the Home Front" and have students share their views of the information located on the two websites. 3. Discuss briefly with students the role African Americans played in World War II and issues such as the segregation policies of the US Government during the war. 4. Teachers could provide students with a list of the following terms prior to the class discussion of the roles played by African Americans during World War II: US segregation practices in the military, Jim Crow Laws, the views of Franklin Roosevelt and Harry Truman concerning civil rights for African Americans, Tuskegee Airmen, The "Double V" used by the African American press, Executive Order 9981 (July 26,1948), NAACP, General Benjamin O. Davis, Japanese American military units, and code talkers. 5. Provide students with copies of the National Archives "Poster Analysis Worksheet"

22

and the poster titled "United We Win." Instruct students to use the poster analysis worksheet as a basis for analyzing the poster. Students could complete this assignment (in or outside of class) individually or in a cooperative learning endeavor. Have students share their answers to the analysis worksheet with their classmates. 6. Provide students with a copy of the "Letter from A. Philip Randolph to President Truman. January 12, 1948." Truman Library. http://www.trumanlibrary.org/whistlestop/study_collections/desegregation/large/1948/daf372.htmm and have students individually or in a cooperative group endeavor use the National Archives "Written Document Analysis Worksheet" http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html to analyze the letter. 7. Engage students in a discussion of what propaganda and the various types of propaganda techniques. What types of propaganda techniques were used during World War II and were they effective? Was there an official government agency in charge of propaganda in the United States? A possible website that contains information is "Propaganda and Psychological Warfare" located at: http://ww2.lafayette.edu/~mcglonem/prop.html 8. Conclude the discussion with students by summarizing why the US Government had segregated military units during World War II and how effective Us Government propaganda was in getting minorities of participate in the war effort. Advice: 1. If possible, make arrangements for students to visit a computer lab before a detailed discussion of the lesson. Provide students with a list of key websites to visit where they can learn more about the roles played by minorities in the US military during World War II. Suggestions: "Powers of Persuasion" located at: http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_intro.html and/or the Nebraska Studies website titled "On the Home Front" and located at http://netdb.unl.edu/nebraskastudies/0800/frameset.html 2. Provide students with a list of terms that are important to understand before discussing the attempts made to unite the American people during World War II. 3. Encourage students to review the various analysis worksheets developed by the National Archives staff for the "Digital Classroom" located at http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.htmland

23

take time to review with students how they can use the worksheets to analyze primary resources. 4. Provide students with a copy of the various propaganda techniques and review the definitions with students. Possible websites: Propaganda. http://www.propagandacritic.com//

Introduction Why think about propaganda? The Institute for Propaganda Analysis Common techniques Word games Name-calling Glittering generalities Euphemisms False connections Transfer Testimonial Special Appeals Plain Folks Bandwagon Fear 24

Logical fallacies Bad Logic or propaganda? Unwarranted extrapolation

Wartime propaganda World War I The drift towards war The Committee on Public Information Demons, atrocities, and lies Post-war propaganda Examples America First Party Anti-American propaganda from Afghanistan Enron Corporation International Workers Organization John Birch Society Maoist International Movement Newt Gingrich Gingrich's glittering generalities Newt's name-calling words Office of Strategic Information

25

Propaganda and Psychological Warfare. http://ww2.lafayette.edu/~mcglonem/prop.html 5. Model for students how to use a National Archives "Poster Analysis Worksheet" http://www.archives.gov/education/lessons/ to analyze one of the following posters:

United We Win

26

Above and Beyond the Call of Duty

27

28

Private Joe Louis Says--

http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_intro.html http://www.archives.gov/exhibit_hall/powers_of_persuasion/united_we_win/united_we_win.htm l Summary/Conclusion: Students will develop skills to analyze primary resources and use those skills to evaluate the effectiveness of using poster during World War II to unite the various minorities in the US in support of the war effort. Students will also be able to define the various propaganda techniques used to influence peoples' action and analyze which techniques were the most effective in the US during World War II. Assessment Activities: Instruct students to use the "Poster Analysis Worksheet" located at

29

http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/poster.html to analyze one of the following posters: United We Win Above and Beyond the Call of Duty Private Joe Louis Says-Posters are located at http://www.archives.gov/exhibit_hall/powers_of_persuasion/united_we_win/united_we_win.htm l Summary: Students will develop skills to analyze primary resources and use those skills to evaluate the effectiveness of using poster during World War II to unite the various minorities in the US in support of the war effort. Students will also be able to define the various propaganda techniques used to influence peoples' action and analyze which techniques were the most effective in the US during World War II. Activities: Instruct students to use the "Poster Analysis Worksheet" located at http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/poster.html to analyze one of the following posters: United We Win Above and Beyond the Call of Duty Private Joe Louis Says-Posters are located at http://www.archives.gov/exhibit_hall/powers_of_persuasion/united_we_win/united_we_win.htm l

Notes: 1. Have students compare and contrast the various propaganda techniques used by Germany and the US Governments to gain support for the war effort. Possible sources of information: "Nazi and East Germany Propaganda Guide" http://www.calvin.edu/academic/cas/gpa/ "Nazi Propaganda. 1933-1945" http://www.calvin.edu/academic/cas/gpa/ww2era.htm "On the Home Front. Nebraska Studies" http://netdb.unl.edu/nebraskastudies/0800/frameset.html

30

Powers of Persuasion. Poster Art in World War II. National Archives. Exhibit http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_intro.html 2. Instruct students to review the following website and write a short analytical essay stating which propaganda technique they think was most effective during World War II and why: "Powers of Persuasion" http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_intro.html 3. Compare and contrast the propaganda techniques used by the US Government during World War II with one of the following wars: World War I, Korean War, Vietnam War, Cold War, Persian Gulf War, war in Afghanistan, or war in Iraq. A partial listing of possible websites: "Propaganda." http://www.propagandacritic.com/ "Wartime Propaganda. World War I. "http://carmen.artsci.washington.edu/propaganda/war1.htm Propaganda Techniques. http://disinfopedia.org/wiki.phtml?title=propaganda_techniques First Call. Posters of World War I. http://gulib.lausun.georgetown.edu/dept/speccoll/amposter.htm Selling War. http://www.pbs.org/now/politics/propaganda.html

Books: Francis, Charles E. The Tuskegee Airmen: The Men Who Changed a Nation. Boston, Branden Publishing Company, 1993. Hardesty, Von and Dominick Pisano. Black Wings: The American Black in Aviation. National Air and Space Museum, Smithsonian Institution, 1983. Boyer, Paul and Stuckey, Sterling. American Nation in the Modern Era. New York: Holt, Rinehart and Winston, 2003. Refer to "The Home Front" pages 535-541.

31

Periodicals: Nebraska History Quarterly Magazine. "What did you do during the war." Winter 1991 Vol. 72, No. 4 Internet: A People at War. "New Roles." National Archives. Exhibits. http://www.archives.gov/exhibit_hall/a_people_at_war/a_people_at_war.html Change Over Time. [Lesson plan on Truman and integration of the military]. http://www.phs.princeton.k12.oh.us/Departments/SocialScience/tdugan/change.html Civil Rights During World War II. http://www.providence.edu/polisci/affigne/students/civil_rights/crwwii.htm Definitions of Propaganda. Techniques. http://www.aacps.org/aacps/boe/INSTR/CURR/comed/es/webquest/Persuade/PER2.HTML Digital Classroom. Documents Analysis Worksheets. National Archives. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html First Call. Posters of World War I. http://gulib.lausun.georgetown.edu/dept/speccoll/amposter.htm National Park Service. Tuskegee Airmen http://www.cr.nps.gov/museum/exhibits/tuskegee/airoverview.htm Nazi and East Germany Propaganda Guide Page. http://www.calvin.edu/academic/cas/gpa/ww2era.htm#ww2 Nazi Propaganda. 1933-1945. http://www.calvin.edu/academic/cas/gpa/ww2era.htm Nebraska Studies. http://netdb.unl.edu/nebraskastudies/ On the Home Front. Nebraska Studies. http://netdb.unl.edu/nebraskastudies/0800/frameset.html

32

Pictures of African American During World War II http://www.archives.gov/research/africanamericans/ww2-pictures/#home Powers of Persuasion. Poster Art in World War II. National Archives. Exhibit. http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_intro.html Powers of Persuasion. "United We Win." National Archives. Exhibit. http://www.archives.gov/exhibit_hall/powers_of_persuasion/united_we_win/united_we_win.htm l Propaganda. http://www.propagandacritic.com/ Propaganda and Psychological Warfare. http://ww2.lafayette.edu/~mcglonem/prop.html Propaganda Techniques. http://disinfopedia.org/wiki.phtml?title=propaganda_techniques Recruiting Posters for Women World http://www.history.navy.mil/ac/posters/wwiiwomen/wavep1.htm Selling War. http://www.pbs.org/now/politics/propaganda.html World War II Photographs. National Archives http://www.archives.gov/research/ww2/photos/images/thumbnails/index.html World War II Women's Recruiting Posters http://userpages.aug.com/captbarb/posters.html

33

Information

Newsletter for Oct.Nov. 2010 copy 2

33 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

534135

Notice: fwrite(): send of 206 bytes failed with errno=104 Connection reset by peer in /home/readbag.com/web/sphinxapi.php on line 531