Free Sample Article from Social Education from November 2012

The official journal of National Council for

the Social StudiesVolume 76, Number 6

November/December 2012www.socialstudies.org

Also: Teaching with Historic Documents • Formative Assessments • The Common Core Standards

Social Studies at the Center

The official journal of National Council for

the Social StudiesVolume 76, Number 6

November/December 2012www.socialstudies.orgSocial Studies at the Center

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N o v e m b e r / D e c e m b e r 2 0 12269269

ContentsNovember/December 2012

Volume 76, Number 6

Editorial staff Editor Michael Simpson

Associate Editors Jennifer Bauduy Steven Lapham

Art Director Rich Palmer

Department Editors

Democracy Education Diana Hess

Elementary Education Mary E. Haas

Instructional Technology Michael J. Berson Meghan McGlinn Manfra

Looking at the Law Tiffany Willey Middleton

Research and Practice Walter C. Parker

Surfing the Net C. Frederick Risinger

Teaching with Documents Lee Ann Potter

Social EducatioN (iSSN 0037-7724) is published monthly in September, october, bimonthly Nov/dec, Jan/Feb, March/april, May/June, by National council for the Social Studies, 8555 Sixteenth Street, Suite 500, Silver Spring, Maryland 20910; telephone (301) 588-1800. Periodicals postage paid at Silver Spring, Maryland and additional mailing offices.

Send Your Manuscripts and correspondence to [email protected]. Print copies should be mailed to the Editors at the address listed above. Manuscripts for departments should be directed to the department editors. For submission guidelines, please visit: www.socialstudies.org/publications/howtosubmit

For inquiries about advertising, call doran communications at 302-644-0546, or e-mail [email protected] about advertising rates and specifications can also be found at www.socialstudies.org/advertising.

Social EducatioN does not accept responsibility for the views expressed by its contributors. it provides opportunities for the publication of materials reflecting divergent ideas, judgments, and opinions.

copyright © 2012 National council for the Social Studies. the NcSS logotype is a trademark of National council for the Social Studies.

Social EducatioN is indexed in Education index, Social Science citation index and indexed and annotated by ERic/chESS in current index to Journals in Education. copies of articles are now available from Bell and Howell information and learning, 300 North Zeeb Road, Box 1346, ann arbor, Mi 48106-1346; (800) 521-0600. For permission to reproduce articles for academic use, contact the copyright clearance center (ccc), academic Permissions Service (aPS), 222 Rosewood drive, danvers, Ma 01923; (978) 750-8400.

inquiries about NcSS membership and subscriptions to Social EducatioN, as well as notification of changes of address by members and subscribers, can be e-mailed to [email protected] or sent by regular mail to Membership department, NcSS, 8555 Sixteenth St., #500, Silver Spring, Md 20910.

PoStMaStER: Send address changes to Social Education, 8555 Sixteenth Street, Suite 500, Silver Spring, Maryland 20910.

272Teaching with Documents1863 Letter from the Department of State to the Government Printing Office Lee Ann Potterthe featured documents relating to the Emancipation Proclamation illustrate how President lincoln’s government spread the news worldwide.

278Looking at the LawDid that Dog Sniff Violate the Fourth Amendment?Catherine Hawke and Tiffany Middletona recent Supreme court case looking at whether a drug dog’s sniff gives police officers the right to get a search warrant, provides an excellent entry point into a lesson on the Fourth amendment.

283Democracy EducationShould Schools Teach Students to Vote? YES!Diana E. Hessteachers can impact young people’s involvement in elections by not only teaching about elections, but also about how to register to vote and how to go about voting.

290New Directions in Assessment:Using Library of Congress Sources to Assess Historical UnderstandingSam Wineburg, Mark Smith, and Joel Breakstonethese newly designed assessments allow a quick evaluation of the quality of student thinking, and promote appropriate instructional action.

294Research and PracticeWhat Makes a Good History Essay? Assessing Historical Aspects of Argumentative WritingChauncey Monte-Sanolearning history and historical thinking can help students become better writers.

299Surfing the NetWhat Social Studies Educators can do about the Marginalization of the Subject They TeachC. Frederick Risingerthese recommended strategies and websites can help teachers protect and improve the role of social studies in the curriculum and mobilize public support for social studies and citizenship education.

Cover: students at Community High school in West Chicago participate in a school mock election activity.

see the article by Diana Hess on pp. 283–289 (Photo by Candace Barry)

S o c i a l E d u c a t i o n270

National Council for the social studiesFounded 1921

NCSS OffiCerS

John Moore, President Western Kentucky University, Bowling Green, KY

Stephen Armstrong, President-Elect William H. Hall High School and King Phillip Middle School, West Hartford, CT Central Connecticut State University, New Britain, CT

Michelle Herczog, Vice President Los Angeles County Office of Education, Downey, CA

BOard Of direCtOrS

Sue Blanchette, Past President Dallas, TX

Karen Burgard Franklin College, Franklin, IN (2015)

Andrew Demko Rainier Jr/Sr. High School, Rainier, OR (2015)

Marian Desrosiers Salve Regina University, Newport, RI (2013)

Terry Cherry Naaman Forest High School, Garland, TX (2014)

Melissa Collum Clemson University, Clemson, SC (2013)

Diane Hart Menlo Park, CA (2014)

Peggy Jackson Moriarity High School, Moriarity, NM (2013)

Mary McCullagh Christopher Columbus High School, Miami, FL (2015)

India Meissel Lakeland High School, Suffolk, VA (2015)

Kim O’Neil Liverpool Elementary School, Liverpool, NY (2013)

Elyse Poller Mansfield Middle School, Mansfield, CT (2014)

Loraine Stewart Virginia Commonwealth University, Richmond, VA (2014)

eX OffiCiO

Maria Sanelli Chair, House of Delegates Steering Committee 2012 Kutztown University, Kutztown, PA

Executive DirectorSusan Griffin

Department DirectorsTimothy Daly administration Brenda Luper Finance David Bailor Meetings and Exhibitions

Ana Chiquillo Post External Relations and council communication

Cassandra Roberts Membership Processing

Michael Simpson Publications

Membership in National council for the Social Studies is open to any person or institution interested in the social studies. comprehensive Membership dues are $79. Regular Membership dues are $66; Student/Retired Membership dues are $37 (instructor certification required for full-time student status). all memberships include the newsletter The Social Studies Professional. Members can choose as a benefit either a full subscription to Social Education (six issues) or a full subscription to Social Studies and the Young Learner, which includes the September and May/June issues of Social Education. comprehensive members also receive all bulletins. the annual subscription rate for members, included in membership dues, is $35. Single copies are $7.95. Subscriptions to Social Education are $67 and institutional. additional subscriptions are not avail-able to individuals (members or non-members). to join NcSS or subscribe as an institution, send check to NcSS, Po Box 79078, Baltimore, Maryland 21279-0078, call 1 800 296-7840, or visit www.socialstudies.org/membership.

Return Address: NCSS 8555 Sixteenth Street, Suite 500, Silver Spring, Maryland 20910

301The World War II Era and Human Rights Education Stewart Waters and William B. Russell IIIthis historical analysis and teaching activity offers teachers an approach for integrating human rights issues into the world history curriculum.

306Case Study of Chinese Exclusion Act EnforcementCompiled by Joanne Dufourthe featured lesson exploring early twentieth-century u.S. policies towards chinese immigrants can serve as a jumping off point into a discussion of contemporary u.S. immigration issues.

313The Rho Kappa SpiritMary T. McCullaghHigh school juniors and seniors describe some of their enriching experiences in social studies, citizenship, and civic engagement activities since joining the Rho Kappa social studies honor society.

315A Grade 5 Common Core Exemplar: Teaching about the Bill of RightsMichelle Herczogthis lesson brings the Bill of Rights to life for students—advancing their understanding of democratic principles while strengthening their reading, writing, and language skills.

324Teaching Challenging Topics with Primary SourcesAlan J. SingerStudents can develop their abilities to analyze complex topics when they evaluate primary sources such as the excerpted documents in this article.

329Annual Index

271Editor’s Notebook

332advertiser index


editor’s Notebook

Michael SimpsonSocial Education 76(6), p. 271© 2012 National council for the Social Studies

the social studies disciplines teach students both about historic milestones and issues of contemporary significance. this edition of Social Education features several articles on such topics, as well as incisive analyses of the challenges of developing meaningful assessments and meeting the common core State Standards.

this coming January, we will celebrate the 150th anniversary of the Emancipation Proclamation. in this issue’s teaching with documents column, lee ann Potter examines the preparations made by the lincoln administration to distribute copies of the Proclamation to embassies and consulates overseas, where it rallied international sympathy to the union cause. the featured documents are the letter from the Secretary of State requesting the printing of the Proclamation, and an accounts ledger recording its printing cost.

When Franky, a drug-sniffing chocolate labrador owned by the Miami-dade Police department, identified the scent of marijuana in a local home in 2006, he started a chain of events that is now being reviewed by the Supreme court. in our looking at the law column, catherine Hawke and tiffany Middleton examine the Fourth amendment issues that have arisen from the seizure of marijuana and the arrest of Joelis Jardines in that episode. their suggestions for teaching about this and related cases will place the Fourth amendment at the center of lively classroom discussions.

Historically, young voters have been less likely to go to the polls than older ones. diana Hess suggests that schools can play an important role in improving turnout among the young. among her recommendations is the inclusion of more voting-related topics in the curriculum (e.g., the history of suffrage movements, and more in-depth instruction about the electoral process and contemporary political issues). She also suggests that schools can play an important practical role in showing students who have reached voting age how to register, and how to go about casting their vote.

Formative assessment is an important tool for increasing student achievement, as Sam Wineburg, Mark Smith and Joel Breakstone point out, because its goal “is not to grade students but to pinpoint where they are having trouble and then to take appropriate instructional action” (291). the authors describe a recent initiative in which they used the library of congress collection of primary sources to generate effective formative history assessments that can offer teachers a new means of improving the performance and capabilities of their students.

chauncey Monte-Sano describes the challenges of evaluating history essays. one problem is that conventional rubrics often prioritize writing skills over historical understanding. in this issue’s Research and Practice column, she shares procedures that she has developed for evaluating essays that give appropriate weight to the quality of a student’s historical thinking and analysis, and illustrates her approach with specific examples of student writing.

Stewart Waters and William B. Russell iii advocate a stronger focus in the world history curriculum on the impact of World War ii on the subsequent international commitment to the protection of human rights. citing the widespread violation of rights during that war, they emphasize the need to teach about the universal declaration of Human Rights, as well as other major human rights initiatives that have stemmed from the need to prevent a recurrence of the wartime atrocities.

Joanne dufour reviews the effects of the chinese Exclusion act of 1882 and its subsequent amended versions. Her case study focuses on a young chinese immigrant to the united States, Yee Quong Yuen, who was ordered deported in 1910, but was subsequently allowed to stay after his appeal against the decision was upheld. the featured document is a record of the young man’s interrogation by an immigration inspector.

Fred Risinger reiterates the need for social studies teachers to “defend our subject in the curriculum [and] mobilize public support for social studies and citizenship education” (299) His internet column identifies strategies and websites that can help our members to achieve those goals.

an exciting new initiative by NcSS during the last year has been the establishment of a social studies honor society for students—the Rho Kappa National Social Studies Honor Society, which was originally developed in Florida through the Florida council for the Social Studies. Mary t. Mccullagh, who teaches in a Miami school that has a Rho Kappa chapter, describes the excitement and benefits that Rho Kappa can bring to students.

the common core State Standards have now been adopted by 45 u.S. states and the district of columbia. there are many questions about the impact these standards will have on the social studies disciplines, which are entrusted with responsibilities for the development of student literacy. Michelle Herczog presents a strategy that helps to meet the common core standards through instruction based on important documents that gives students a profound understanding of the texts of the documents. She offers a detailed exemplar for presenting the Bill of Rights to a fifth grade class. (Her suggested lesson can also be adapted to other grade levels.)

alan Singer demonstrates the value of the use of primary sources for dealing with challenging topics in classes on history, government, and current events. He offers recommendations of specific texts that can enhance the discussion of same-sex relationships, the debate about the form of government that best fits human nature, and class examinations of the real meaning of “literal” interpretations of the u.S. constitution.

as always, the editors of Social Education welcome the comments of readers on any of the contributions to this issue at [email protected].


Surfing the Net

What Social Studies educators can do about the Marginalization of the Subject they teachC. Frederick Risinger

two years ago, Social Education published my open letter to President Barack obama in which i expressed concern about the marginalization of social studies in the preK-12 curriculum and said that without effective instruction in social studies and civics, our nation would not only lose its national bearings, “it will lose its soul.” the letter accompanied my column on the movement to establish

“common Standards” for all subject areas and how the emphasis on English/language arts and Mathematics and high-stakes testing was pushing social studies out of the curriculum.

i did not receive a reply from the president, but Secretary of Education arne duncan wrote an article referring to my column and stating his support for social studies. duncan also spoke at last year’s NcSS annual Meeting.

He said some nice things about social studies and acknowledged that high stakes testing linked to the No child left Behind (NclB) program contributed to the marginalization of social studies. However, i have yet to hear about any initiatives from the department of Education to help improve the status of social studies in the curriculum.

currently, there are two approaches to national standards for all subject areas: (1) those associated with the No child left Behind program of the u.S. department of Education; and (2) the ones being developed by the common core Standards initiative. Most social studies specialists believe the common core standards are more favorable to our field and more compatible with NcSS goals and policies. in January 2010, NcSS and the civic Mission of

Schools (cMS) convened a meeting of national organizations in civics, economics, geography, and history, to discuss working together on State created Standards for Social Studies. their work has progressed well and several states across the country have adopted them or are using them to create their own state standards.

So, rather than my usual column providing links to internet sites that will help teachers design instructional approaches to a specific topic or idea in social studies, this column will help social studies teachers take steps to defend our subject in the curriculum, mobilize public support for social studies and citizenship education, and strengthen our role as social studies and citizenship educators. to accomplish these goals, we absolutely must work together—within our school, our district, our state—and with social studies throughout the nation. Here is a set of recommended strategies and websites to assist you and your colleagues in helping to save social studies.

Social Education 76(6), pp. 299–300©2012 National council for the Social Studies

the juxtaposition of the 2012 national elections and the marginalization of social studies/citizenship education in the pre-K-12 school curriculum has been both coincidental, and, in a way, an opportunity for us—social studies teachers, supervisors, and teacher educators—to find ways to restore creative classroom instruction about history, government, citizenship, and social studies to equality in the curriculum.


a Vision of Powerful teaching and Learning in the Social Studies: Building Social Understanding and Civic efficacywww.socialstudies.org/positions/powerfulSeveral of my recommended sites are within the NcSS website. We have to encourage our colleagues to join NcSS and its state affiliates. No other organization can muster the resources and people to speak out for our field. Strengthening NcSS is the best way to maintain and enhance our role in the school curriculum.

the NCSS toolkit: today’s Social Studies … Creating effective Citizenswww.socialstudies.org/toolkit this is the most valuable web page in my list. the NcSS toolkit provides virtually all the information, recommended strategies, and other materials that you and your colleagues will use to drum up support for your efforts to maintain and improve public support for social studies.

education Worldwww.educationworld.com/standards/national/soc_sci/Even though this set of common core Standards in social studies is also on the NcSS website, i wanted to highlight the way that Education World presents the introduction to the standards and identifies which cooperative organization helped develop them. You can go to each of the partner sites and find other links that will help you in your efforts.

education Worldwww.educationworld.com/a_curr/curr008.shtmlon this page, Education World ex-plores “Five themes for Good citizen-ship” and suggests activities that can be used in the classroom to help students understand citizenship. i like their defi-

nition and description of the five themes. (You may have to close an advertisement first, before you can see their approach to citizenship education, which is for grades K-6.)

National History education Clear-inghousehttp://teachinghistory.org/teaching-materials/state-standardsWhile this site focuses primarily on history teaching and materials, it has one page that lists all state social studies standards by state and grade level. Just select the state and grade level and the

state standards currently in use.

CNN: Civic education in the Newshttp://articles.cnn.com/keyword/civic-education this site changes regularly to keep up with daily happenings related to civic education. it can provide you and your group with examples of why social studies/civic education is important and why it should not be neglected in the curriculum. on the day i looked at it, it had articles and news stories about constitution day and how it’s observed in schools around the nation and a recommended classroom strategy where students weigh in on the issues of civil liberties and national security. Many of the stories include teaching suggestions.

teaching the responsibilities of Citizenship-eriC digestwww.education.com/reference/article/Ref_Citizenship_2/ this ERic digest from long ago is

written by my friend, colleague, and great spokesman for civic education, John Patrick. it is still one of the best discussions of what citizenship education is and why and how it should be taught in the schools. it should be read, and re-read, by every social studies teacher. check it out, i think you’ll agree.

20 ideas for teaching Citizenship to Childrenwww.kellybear.com/TeacherArticles/TeacherTip27.htmlKellybear is a website designed by leah

davies who recommends strategies and materials for teachers. this url links to an excellent article that is a comprehensive discussion of great ideas for teaching citizenship, primarily in the elementary grades. Secondary teachers will be able to adapt the ideas for their own classes. i enjoyed reading them.

there are dozens of other websites that i could have used. My primary purpose for this column is to help us

(social studies educators) find ways to work together to help protect and improve the role of social studies in the curriculum. ask to speak to your local school board to present information about the importance of social studies and how it is being marginalized by NclB testing. organize a letter writing campaign by members of your state NcSS affiliate to state legislators asking them to support social studies/citizenship education. Make a presentation to your school or district’s parent/teacher organization. We have to work together to preserve the role of social studies in the schools. it’s not just for us; it’s for our nation.

C. Frederick Risinger retired as director of professional development and coordinator of social studies education after 31 years at Indiana University, Bloomington. He currently is working on a new writ-ing project and working on a website designed to help current teachers and teachers-in-training. He can be reached at [email protected].


the rho Kappa SpiritMary T. McCullagh

Soon after we started our chapter, it was clear that our guest speakers, field trips, and celebrations drew the interest of sophomore and freshmen students who wanted to participate in the events. We decided that we would create a History club to accompany the Rho Kappa Honor Society to encourage the involvement of students who were not yet eligible for the Honor Society sta-tus. We find that the participation of all grade levels allows us to cultivate the future leaders of Rho Kappa; in fact, the members of the current student execu-tive board became involved as freshmen and sophomores. our chapter is very active in school and in community ser-

vice. our members are eager to work with classmates in a variety of projects and to host special events to honor our his-tory. i asked three current student board members who have enjoyed their Rho Kappa participation to describe their experiences:

Christopher M. as a member of Rho Kappa, i’ve par-ticipated in different projects and events celebrating american history and civic activism. i’ve enjoyed none more than participating in the civic Voices international democracy Memory Bank project. [in this program, students around the world have developed a collection of

Social Education 76(6), pp 313–314©2012 National council for the Social Studies

Many years ago, our school opened a chapter of Rho Kappa, the Social Studies Honor Society developed through the Florida council for the Social Studies (FcSS). as department chair and member of FcSS, i was thrilled to be able to offer our students opportunities in the Honor Society for the Social Studies. We invited junior and senior students to join, and they eagerly began to investigate projects and activities to promote social studies, citizenship and civic engagement, along with the aim of simply having fun. i would like to share some of our experiences with members of National council for the Social Studies now that NcSS has made Rho Kappa a national honor society open to schools in all states. Rho Kappa is the only national organization for high school juniors and seniors that recognizes excellence in the field of social studies.

oral histories from democratic activists; see www.civicvoices.org.] through this project, i’ve interviewed or seen and transcribed interviews of a wide variety of people from all kinds of different backgrounds, from whose testimonies i have learned a great amount of history. a firsthand account provides a richer and more meaningful experience than reading from a textbook. the project has expanded my worldview and deep-ened the global awareness of students at columbus High, which is an important lesson for many young people living in Miami. in addition, Rho Kappa has taught me not just about social studies and history, but about myself. Before becoming vice president, i never saw myself as a leader; now i see that i am much more capable than what i have given myself credit for.

danny P. Rho Kappa, to me, means awareness: awareness of history, of adversity, and above all, of unity. over the years, our Rho Kappa chapter has promoted the study of influential people in history and the celebration of events that should never be forgotten. We have looked for heroes and heroines in our own com-munities, and have been inspired as we interview them as part of the civic Voices international democracy Memory Bank Project (www.civicvoices.org), and share their words with interested students and educators worldwide. We commemorate famous events in history: September 11, with eyewitness testimony; constitution day; Veterans’ day, with World War ii veterans; and Hispanic Heritage and african american History Months, to

Rho Kappa students celebrate Veterans’ Day with Tuskegee Airmen Trainer lt Col. Eldridge Williams.

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name a few. We regularly welcome guest speakers who share with us their par-ticipation in the community, and they encourage us to rise to the challenges that face our world. We utilize the in-house tV station to promote historical awareness with video and PowerPoint presentations; we also conduct informa-tion campaigns with flyers and banners. We participate in community service with other clubs, big and small, and share through actions the lessons we have learned from history. as a newly elected officer of Rho Kappa and the History club, the baton has now been passed to my fellow officers and me. i hope we can continue the organiza-tion’s reputation and commitment to advancing knowledge and community involvement to the greatest degree.

Christian M.through Rho Kappa Honor Society i

have learned many new things and have participated in many amazing activities the society has undertaken. through the civic Voices international democracy Memory Bank Project (www.civicvoices.org), i have found a website containing amazing resources of civic engagement that inspire, more so than many other web resources. i also loved being able to hear the accounts of truly amazing people. For example, alison austin vis-ited Rho Kappa members to share her commitment to working with children in Miami, and she shared how the u.S. civil rights movement influenced her life and her community involvement. i would not have participated in such inspiring activities had i not joined the Rho Kappa Honor Society.

ConclusionSome of my most memorable Rho Kappa experiences have been witnessing stu-

dents as they interact with local com-munity leaders. they gain incredible insights into what commitment to one’s community looks like, and they learn how “ordinary” folks respond to chal-lenges. they stand up, they speak out, and they lend a hand. the Rho Kappa events, activities, guest speakers, and field trips expand classrooms and course subjects and encourage students to take an active role in deepening their appre-ciation for social studies. Rho Kappa members dive in, contribute, explore, and construct their own understanding of the world and their roles in it!

i encourage you to contact me at [email protected] if you have questions or suggestions. Best wishes on a successful Rho Kappa school year!

Mary T. McCullagh is chair of the social studies department at Christopher Columbus High School in Miami, Florida, and a member of the Board of Direc-tors of National Council for the Social Studies.

This article describes the typical activities of a Rho Kappa chapter. Rho Kappa National social studies Honor society is a program of National Council for the social studies (NCss). This honor society is the only national organization for high school juniors and seniors that recognizes excellence in the field of social studies. Rho Kappa was originally established by the Florida Council for social studies in 2000 for the state of Florida. NCss established Rho Kappa as a national program last year.

Any accredited public or private high school can apply for a local chapter, through which individual students will be inducted into the Rho Kappa National social studies Honor society. For details, go to the Rho Kappa section of the NCss website (www.socialstudies.org) or access it directly at http://rhokappa.socialstudies.org/rhokappa/Home/

leo Casino, a Grammy nominated musician and film producer who led CCHs' musical African American History Month celebration, poses with a Rho Kappa alumnus.

Holocaust survivor Fred spiegel shares his testimony with Rho Kappa students.

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2012 Annual Index

10 Top Websites for Teaching about Issues in the Election Season, andrea S. libresco and Jeannette Balantic, 189

1863 Letter from the Department of State to the Government Printing Office, lee ann Potter, 272

Around the World with Geospatial Technologies, andrew J. Milson and Joseph J. Kerski, 105

At the Core of Our Democracy: A Fragile Voting System, lee Hamilton, 193

Building Community through Shared Aesthetic Experience: A Multimedia Family History Project, Nancye E. Mccrary, 96

Campaign Documentaries: Behind-the-Scenes Perspectives Make Useful Teaching Tools, david Wolfford, 182

The Carter G. Woodson Book Awards, 135

Case Study of Chinese Exclusion Act Enforcement, Joanne dufour, 306

The Challenge of World History, cristóbal t. Saldaña, 14

Child Soldiers: Rights Denied, Hope Restored, Kenneth t. carano and Robert W. Bailey, 253

Climate Change: Where We’ve Been, Where We’re Headed (Film Review of “Plan B: Mobilizing to Save civilization”), lori Kumler, 109

Close Up on Capital Punishment: Challenging Students’ Ideas of Justice, christopher W. Harrison, 249

Cold vs. Hot War: A Model for Building Conceptual Knowledge in History, Geoffrey Scheurman, 32

The Convict-Lease System, 1866–1928 “It Makes a Long-Time Man Feel Bad,” christine adrian, Mll 44, M2

Democratic Use of Blogs and Online Discussion Boards in Social Studies Education, andrew l. Hostetler, 100

Demystifying the Electoral College: 12 Frequently Asked Questions, tiffany Middleton, 169

Desperate Times, Desperate Measures: Executive Powers, Individual Rights and Guantánamo Bay Prison, Jason l. o’Brien and Kyle t. Barbieri, 261

Did that Dog Sniff Violate the Fourth Amendment? catherine Hawke and tiffany Middleton, 278

Digital Reenactments: Using Green Screen Technology to Recreate the Past, caroline c. Sheffield and Stephen B. Swan, 92

Engaging Students in World History with a Bog Body Mystery, Michael M. Yell, 17

Fault Lines in American Culture: The Case for Civic Debate, H. Michael Hartoonian and Richard d. Van Scotter, 202

The Fed and the U. S. Constitution: Too Much Independence? Mary c. Suiter and Mark c. Schug, 72

The First Page of the Official Journal of the Constitutional Convention—Just the Tip of a Records Iceberg! lee ann Potter, 164

The First War Hawks: The Invasion of Canada in 1812, Steven Sellers lapham, Mll 45, M12

Flip-Flopping, Presidential Politics, and Abraham Lincoln, dave Neumann, 178

A Grade 5 Common Core Exemplar: Teaching about the Bill of Rights, Michelle Herczog, 315

Health Care and the High Court: An Overview, 123

Helping Students Analyze Revolutions, Stephen armstrong and Marian desrosiers, 38

History + English + Humanities = Critical, Creative, Global Thinkers, Jana Kirchner and tracy inman, 137

I like Chocolate Ice Cream: A Lesson in Thinking Civics, Robert a. Waterson, 195

Integrating Art and Music into Social Studies Instruction, c. Frederick Risinger, 157

Interviewing the “Lost Generation” from Prince Edward County’s Closed School Era, Helen Stiff-Williams and John P. Sturtz, 77

Iranian Women: Between Education and Repression, Rina Bousalis, 255

The Keys to the White House, allan J. lichtman, 233

The Keys to the White House: Prediction for 2012, allan lichtman, 57

Letter from Thomas Moran to Ferdinand Hayden and Paintings by Thomas Moran, lee ann Potter, Elizabeth K. Eder, and Michael Hussey, 117

Lights, Camera, … Reenaction! Creating Video as We Study the Civil War, angela Stokes, Mll 43, M2

Links to Learning: Recommended Websites for your World History Class, laura Wangerin, 47

Mexican Americans in the Era of World War II: Studying the Sleepy Lagoon Case and Zoot Suit Riots, axel donizetti Ramirez, 151

New Directions in Assessment: Using Library of Congress Sources to Assess Historical Understanding, Sam Wineburg, Mark Smith, and Joel Breakstone, 290

No Place to Escape: Explaining the Cultural Revolution to American Students, Ji-li Jiang, 132

Our Civic Mission: Ask Congress to Support the Sandra Day O’Connor Civic Learning Act, campaign for the civic Mission of Schools, 115

Pairing Nonfiction and Fiction: Social Studies and Language Arts Together, angela Falter thomas, Mll 43, M10

Perspectives: Are Voter Photo Identification Laws a Good Idea? tiffany Middleton, 66

The Phenomenon of Kony 2012: A Teaching Guide, Barbara B. Brown, John Metzler, and christine Root (with background guide by Patrick Vinck), 141

Photograph and Speech Related to the Cuban Missile Crisis, Stacey Bredhoff and lee ann Potter, 224

Planning the World History Course: A Reasoned Approach to Omission, thomas P. Weinland, 7

Preparing Global Citizens through the Study of Human Rights, toni Fuss Kirkwood-tucker, 244

Promoting Student Comprehension with Cooperative Learning, linda a. Fernsten, 147

Public Service Announcement about the 1940 Census, lee ann Potter and christopher Zarr, 62

The Reel History of the World: Teaching World History with Major Motion Pictures, William Benedict Russell iii, 22

The Rho Kappa Spirit, Mary t. Mccullagh, 313

Should Schools Teach Students to Vote? YES!, diana E. Hess, 283

Social Education, Volume 76January/February 2012: 1–52March/April 2012: 53–110May/June 2012: 113–160september 2012: 161–220october 2012: 221–268November/December 2012: 269-333

Middle Level Learning (MLL) supplementJanuary/February 2012: Issue 43May/June 2012: Issue 44september 2012: Issue 45

index by title


Stamps, Sarcophagi, and Songs: Teaching World History with Online Resources, Kelly Schrum, 29

The Struggle for Human Rights in Myanmar, Natalie Keefer, 258

Supreme Court Term in Review, catherine Hawke, 229

Teaching about Big Money in Elections: To Amend or Not to Amend the U.S. Constitution? James M. M. Hartwick and Brett l. M. levy, 236

Teaching about Global and U.S. Poverty Using the Internet, c. Frederick Risinger, 50

Teaching about the 2012 Elections Using the Internet, c. Frederick Risinger, 187

Teaching about the 2012 Elections Using the Internet-Part 2, c. Frederick Risinger, 242

Teaching about the Korean Comfort Women, Hyunduk Kim, 251

Teaching about the Nanking Massacre to Middle School Students, Justin Villet, Mll 45, M2

Teaching and Learning with Teachinghistory.org, Jennifer Rosenfeld and Kelly Schrum, 49

Teaching Challenging Topics with Primary Sources, alan J. Singer, 324

Teaching Critical Thinking by Asking “Could Lincoln Be Elected Today?”

Kathleen Hall Jamieson, 174

Teaching Privacy in the 21st Century, odette Edbrooke and Meg leta ambrose, 217

Teaching the Social Studies through Your Local Community, anthony J. Filipovitch and talip ozturk, 85

Teaching World History: One Path through the Forest, Eve Fisher, 10

The Top Five Narratives for Teaching about China’s Cultural Revolution, lindsey cafarella and chara Haeussler Bohan, 128

Touch, Type, and Transform: iPads in the Social Studies Classroom, ilene R. Berson, Michael J. Berson, and Meghan McGlinn Manfra, 88

The Universal Declaration of Human Rights, Hilary landorf, 247

Using the daily Show to Promote Media Literacy, H. James Garrett and Mardi Schmeichel, 211

Using Literature for Young People to Teach about Human Rights, caroline c. Sheffield and Bárbara c. cruz, 263

The View from the Trenches, Sue Blanchette, 4

Web Resources for Teaching about Human Rights, Merry M. Merryfield, Germain Badang, christina Bragg, aleksandr Kvasov, Nathan taylor, anne Waliaula and Misato Yamaguchi, 266

What I Learned At NCSS 2011, c. Frederick Risinger, 82

What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing, chauncey Monte-Sano, 294

What Social Studies Educators can do about the Marginalization of the Subject They Teach, c. Frederick Risinger, 299

The “Why” and “Where” of the Tappan Zee Bridge: A Lesson in Site Location, Physical Geography, and Politics, Jerry t. Mitchell, Jeremy cantrill, and Justin Kearse, 205

The World War II Era and Human Rights Education, Stewart Waters and William B. Russell iii, 301

adrian, christine, The Convict-Lease System, 1866–1928 “It Makes a Long-Time Man Feel Bad,” Mll 44, M2

ambrose, Meg leta and odette Edbrooke, Teaching Privacy in the 21st Century, 217

armstrong, Stephen and Marian desrosiers, Helping Students Analyze Revolutions, 38

Badang, Germain, Merry M. Merryfield, christina Bragg, aleksandr Kvasov, Nathan taylor, anne Waliaula and Misato Yamaguchi, Web Resources for Teaching about Human Rights, 266

Bailey, Robert W. and Kenneth t. carano, Child Soldiers: Rights Denied, Hope Restored, 253

Balantic, Jeannette and andrea S. libresco, 10 Top Websites for Teaching about Issues in the Election Season, 189

Barbieri, Kyle t. and Jason l. o’Brien, Desperate Times, Desperate Measures: Executive Powers, Individual Rights and Guantánamo Bay Prison, 261

Berson, ilene R., Michael J. Berson, and Meghan McGlinn Manfra, Touch, Type, and Transform: iPads in the Social Studies Classroom, 88

Berson, Michael J., ilene R. Berson, and Meghan McGlinn Manfra, Touch, Type, and Transform: iPads in the Social Studies Classroom, 88

Blanchette, Sue, The View from the Trenches, 4

Bohan, chara Haeussler, and lindsey cafarella, The Top Five Narratives for Teaching about China’s Cultural Revolution, 128

Bousalis, Rina, Iranian Women: Between Education and Repression, 255

Bragg, christina, Merry M. Merryfield, Germain Badang, aleksandr Kvasov, Nathan taylor, anne Waliaula and Misato Yamaguchi, Web Resources for Teaching about Human Rights, 266

Breakstone, Joel, Sam Wineburg, and Mark Smith, New Directions in Assessment: Using Library of Congress Sources to Assess Historical Understanding, 290

Bredhoff, Stacey and lee ann Potter, Photograph and Speech Related to the Cuban Missile Crisis, 224

Brown, Barbara B., John Metzler, and christine Root (with background guide by Patrick Vinck), The Phenomenon of Kony 2012: A Teaching Guide, 141

cafarella, lindsey and chara Haeussler Bohan, The Top Five Narratives for Teaching about China’s Cultural Revolution, 128

campaign for the civic Mission of Schools, Our Civic Mission: Ask Congress to Support the Sandra Day O’Connor Civic Learning Act, 115

cantrill, Jeremy, Jerry t. Mitchell, and Justin Kearse, The “Why” and “Where” of the Tappan Zee Bridge: A Lesson in Site Location, Physical Geography, and Politics, 205

carano, Kenneth t. and Robert W. Bailey, Child Soldiers: Rights Denied, Hope Restored, 253

cruz, Bárbara c. and caroline c. Sheffield, Using Literature for Young People to Teach about Human Rights 263

desrosiers, Marian and Stephen armstrong, Helping Students Analyze Revolutions, 38

dufour, Joanne, Case Study of Chinese Exclusion Act Enforcement, 306

Edbrooke, odette and Meg leta ambrose, Teaching Privacy in the 21st Century, 217

Eder, Elizabeth K., lee ann Potter, and Michael Hussey, Letter from Thomas Moran to Ferdinand Hayden and Paintings by Thomas Moran, 117

Fernsten, linda a., Promoting Student Comprehension with Cooperative Learning, 147

Filipovitch, anthony J. and talip ozturk, Teaching the Social Studies through Your Local Community, 85

Fisher, Eve, Teaching World History: One Path through the Forest, 10

Garrett, H. James and Mardi Schmeichel, Using the daily Show to Promote Media Literacy, 211

Hamilton, lee, at the Core of Our Democracy: A Fragile Voting System, 193

index by author


Harrison, christopher W., Close Up on Capital Punishment: Challenging Students’ Ideas of Justice, 249

Hartoonian, H. Michael and Richard d. Van Scotter, Fault Lines in American Culture: The Case for Civic Debate, 202

Hartwick, James M.M. and Brett l.M. levy, Teaching about Big Money in Elections: To Amend or Not to Amend the U.S. Constitution? 236

Hawke, catherine, Supreme Court Term in Review, 229

Hawke, catherine and tiffany Middleton, Did that Dog Sniff Violate the Fourth Amendment? 278

Herczog, Michelle, A Grade 5 Common Core Exemplar: Teaching about the Bill of Rights, 315

Hess, diana E., Should Schools Teach Students to Vote? YES! 283

Hostetler, andrew l., Democratic Use of Blogs and Online Discussion Boards in Social Studies Education, 100

Hussey, Michael, lee ann Potter, and Elizabeth K. Eder, Letter from Thomas Moran to Ferdinand Hayden and Paintings by Thomas Moran, 117

inman, tracy, and Jana Kirchner, History + English + Humanities = Critical, Creative, Global Thinkers, 137

Jamieson, Kathleen Hall, Teaching Critical Thinking by Asking “Could Lincoln Be Elected Today?” 174

Jiang, Ji-li, No Place to Escape: Explaining the Cultural Revolution to American Students, 132

Keefer, Natalie, The Struggle for Human Rights in Myanmar, 258

Kerski, Joseph J. and andrew J. Milson, Around the World with Geospatial Technologies, 105

Kim, Hyunduk, Teaching about the Korean Comfort Women, 251

Kirchner, Jana and tracy inman, History + English + Humanities = Critical, Creative, Global Thinkers, 137

Kirkwood-tucker, toni Fuss, Preparing Global Citizens through the Study of Human Rights, 244

Kumler, lori, Climate Change: Where We’ve Been, Where We’re Headed (Film Review of “Plan B: Mobilizing to Save civilization”), 109

Kvasov, aleksandr, Merry M. Merryfield, Germain Badang, christina Bragg, Nathan taylor, anne Waliaula and Misato Yamaguchi, Web Resources for Teaching about Human Rights, 266

landorf, Hilary, The Universal Declaration of Human Rights, 247

lapham, Steven Sellers, The First War Hawks: The Invasion of Canada in 1812, Mll 45, M12

levy, Brett l.M. and James M.M. Hartwick, Teaching about Big Money in Elections: To Amend or Not to Amend the U.S. Constitution? 236

libresco, andrea S. and Jeannette Balantic, 10 Top Websites for Teaching about Issues in the Election Season, 189

lichtman, allan J., The Keys to the White House, 233

lichtman, allan, The Keys to the White House: Prediction for 2012, 57

Manfra, Meghan McGlinn, ilene R. Berson, and Michael J. Berson, Touch, Type, and Transform: iPads in the Social Studies Classroom, 88

Mccrary, Nancye E., Building Community through Shared Aesthetic Experience: A Multimedia Family History Project, 96

Mccullagh, Mary t., The Rho Kappa Spirit, 313

Merryfield, Merry M., Germain Badang, christina Bragg, aleksandr Kvasov, Nathan taylor, anne Waliaula and Misato Yamaguchi, Web Resources for Teaching about Human Rights, 266

Metzler, John, Barbara B. Brown, and christine Root (with background guide by Patrick Vinck), The Phenomenon of Kony 2012: A Teaching Guide, 141

Middleton, tiffany, Demystifying the Electoral College: 12 Frequently Asked Questions, 169

Middleton, tiffany, Perspectives: Are Voter Photo Identification Laws a Good Idea? 66

Middleton, tiffany and catherine

Hawke, Did that Dog Sniff Violate the Fourth Amendment? 278

Milson, andrew J. and Joseph J. Kerski, Around the World with Geospatial Technologies, 105

Mitchell, Jerry t., Jeremy cantrill, and Justin Kearse, The “Why” and “Where” of the Tappan Zee Bridge: A Lesson in Site Location, Physical Geography, and Politics, 205

Monte-Sano, chauncey, What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing, 294

Neumann, dave, Flip-Flopping, Presidential Politics, and Abraham Lincoln, 178

o’Brien, Jason l. and Kyle t. Barbieri, Desperate Times, Desperate Measures: Executive Powers, Individual Rights and Guantánamo Bay Prison, 261

ozturk, talip and anthony J. Filipovitch, Teaching the Social Studies through Your Local Community, 85

Potter, lee ann, 1863 Letter from the Department of State to the Government Printing Office, 272

Potter, lee ann, The First Page of the Official Journal of the Constitutional Convention--Just the Tip of a Records Iceberg! 164

Potter, lee ann and christopher Zarr, Public Service Announcement about the 1940 Census, 62

Potter, lee ann, Elizabeth K. Eder, and Michael Hussey, Letter from Thomas Moran to Ferdinand Hayden and Paintings by Thomas Moran, 117

Potter, lee ann and Stacey Bredhoff, Photograph and Speech Related to the Cuban Missile Crisis, 224

Ramirez, axel donizetti, Mexican Americans in the Era of World War II: Studying the Sleepy Lagoon Case and Zoot Suit Riots, 151

Risinger, c. Frederick, Integrating Art and Music into Social Studies Instruction, 157

Risinger, c. Frederick, Teaching about Global and U.S. Poverty Using the Internet, 50

Risinger, c. Frederick, Teaching about the 2012 Elections Using the Internet, 187

Risinger, c. Frederick, Teaching about the 2012 Elections Using the Internet-Part 2, 242

Risinger, c. Frederick, What I Learned At NCSS 2011, 82

Risinger, c. Frederick, What Social Studies Educators can do about the Marginalization of the Subject They Teach, 299

Root, christine, Barbara B. Brown, and John Metzler (with background guide by Patrick Vinck), The Phenomenon of Kony 2012: A Teaching Guide, 141

Russell, William Benedict iii, The Reel History of the World: Teaching World History with Major Motion Pictures, 22

Russell, William B. iii and Stewart Waters, The World War II Era and Human Rights Education, 301

Saldaña, cristóbal t., The Challenge of World History, 14

Scheurman, Geoffrey, Cold vs. Hot War: A Model for Building Conceptual Knowledge in History, 32

Schmeichel, Mardi and H. James Garrett, Using the daily Show to Promote Media Literacy, 211

Schrum, Kelly, Stamps, Sarcophagi, and Songs: Teaching World History with Online Resources, 29

Schrum, Kelly, Jennifer Rosenfeld, and Teaching and Learning with Teachinghistory.org, 49

Schug, Mark c. and Mary c. Suiter, The Fed and the U. S. Constitution: Too Much Independence? 72

Sheffield, caroline c. and Bárbara c. cruz, Using Literature for Young People to Teach about Human Rights 263

Sheffield, caroline c. and Stephen B. Swan, Digital Reenactments: Using Green Screen Technology to Recreate the Past, 92

Singer, alan J., Teaching Challenging Topics with Primary Sources, 324


advertisingFor inquiries about advertising, call doran communications at 302-644-0546, or e-mail [email protected]. information about advertising rates and specifications can also be found at www.socialstudies.org/advertising

Anti-Defamation League ............................................285

Ashland University ...........................inside front cover

Association for Asian Studies ...................................312

C-SPAN.................................................................. back cover

The Choices Program ....................................................277

Dar al Islam ........................................................................323

The History Project at UC Davis.................... 317, 321

James Madison Memorial Fellowship .................317 Foundation

John F. Kennedy Library ................ inside back cover

Map of the Month ..........................................................323

National 4H Youth Conference Center ................321

PBS Video ............................................................................293

Smithsonian American Art Museum .........289, 305

The University of Iowa College of Education ...298

Smith, Mark, Sam Wineburg, and Joel Breakstone, New Directions in Assessment: Using Library of Congress Sources to Assess Historical Understanding, 290

Stiff-Williams, Helen and John P. Sturtz, Interviewing the “Lost Generation” from Prince Edward County’s Closed School Era, 77

Stokes, angela, Lights, Camera, … Reenaction! Creating Video as We Study the Civil War, Mll 43, M2

Sturtz, John P. and Helen Stiff-Williams, Interviewing the “Lost Generation” from Prince Edward County’s Closed School Era, 77

Suiter, Mary c. and Mark c. Schug, The Fed and the U. S. Constitution: Too Much Independence? 72

Swan, Stephen B. and caroline c. Sheffield, Digital Reenactments: Using Green Screen Technology to Recreate the Past, 92

taylor, Nathan, Merry M. Merryfield, Germain Badang, christina Bragg, aleksandr Kvasov, anne Waliaula and Misato Yamaguchi, Web Resources for Teaching about Human Rights, 266

thomas, angela Falter, Pairing Nonfiction and Fiction: Social Studies and Language Arts Together, Mll 43, M10

Van Scotter, Richard d. and H. Michael Hartoonian, Fault Lines in American Culture: The Case for Civic Debate, 202

Villet, Justin, Teaching about the Nanking Massacre to Middle School Students, Mll 45, M2

Waliaula, anne, Merry M. Merryfield, Germain Badang, christina Bragg, aleksandr Kvasov, Nathan taylor, and Misato Yamaguchi, Web Resources for Teaching about Human Rights, 266

Wangerin, laura, Links to Learning: Recommended Websites for your World History Class, 47

Waters, Stewart and William B. Russell iii, The World War II Era and Human Rights Education, 301

Waterson, Robert a., I like Chocolate Ice Cream: A Lesson in Thinking Civics, 195

Weinland, thomas P., Planning the World History Course: A Reasoned Approach to Omission, 7

Wineburg, Sam, Mark Smith, and Joel Breakstone, New Directions in Assessment: Using Library of Congress Sources to Assess Historical Understanding, 290

Wolfford, david, Campaign Documentaries: Behind-the-Scenes Perspectives Make Useful Teaching Tools, 182

Yamaguchi, Misato, Merry M. Merryfield, Germain Badang, christina Bragg, aleksandr Kvasov, Nathan taylor, and anne Waliaula, Web Resources for Teaching about Human Rights, 266

Yell, Michael M., Engaging Students in World History with a Bog Body Mystery, 17

Zarr, christopher and lee ann Potter, Public Service Announcement about the 1940 Census, 62

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