Prop 8

Usually California is the most progressive state in the Union, they really dropped the ball with this one. I am glad I am not the only one who sees the hypocrisy of it all. Check out this article from the NY Times.

http://www.nytimes.com/2008/12/07/opinion/07flanagan.html?partner=permalink exprod=permalink

"Prop 8 - The Musical" starring Jack Black, John C. Reilly, and many more... by Jack Black

Modeling Civic Engagement

I do not have anything profound to say, just wanted to be a punk and rub in the fact that I scored inauguration tickets.

Assignment J -Multiple Perspectives

"The democratic idea (that all are equal in the eyes of God) is one of the grand contributions of the age of Europe even given the imperial expansion, the colonial subjugation of Africa and Asia, the pernicious and vicious crimes against working people and people of color and so forth. So ambiguous a legacy means... we have got to keep two ideas in our minds at the same time. The achievements as well as the downfalls. The grand contributions and the vicious crimes."-Cornel West

The findings of Barton and Levstik show that students have difficulties reconciling the ideals of America with the ambiguities of American history.

Students are able to identify major themes and trends in U.S. History. According to the study, students see the idea of freedom as a uniquely American concept. The Bill of Rights granted freedoms that helped make the United States a "good and moral society". The study showed that students saw the progressive expansion of rights, opportunities and freedoms as a central theme in American history. While students understand that American history is filled with injustices and historic hardships, they see the extension of rights and opportunities as part of a process of creating a more fair and just society. Students are also able to identify the importance of technological advances in making contemporary life possible.

Where students run into trouble is with ambiguous and controversial events in history. According to the study, most students viewed events that signified changes in culture, as opposed to advances in freedom or technology, as being historically insignificant. Students also had a difficult time determining why World War II and Vietnam were historically important. For some students, military involvement on behalf of foreigners in need was proof of America’s moral superiority. Students viewed these wars from the perspective of their impact on the United States, rather than from a global context. According to the study, students did not understand why there were protests against the Vietnam War, and did not understand that other wars in U.S. history had also been protested. Students also had a difficult time assessing the significance of the Great Depression. Students were unsure of the causes for the Great Depression; students often felt that the Depression was a punishment for American hubris. Students in the study saw the Great Depression as an exception to a uniformly prosperous history, students failed to understand that there have been other periods of economic decline in American history.

The biggest contradictions that students saw in American history involved racism and sexism. According to the study, students believed that “rights were given, not wrested from a resistant society. Oppressed or disenfranchised people noticed that they did not have the same rights as others and asked for amelioration, redress was granted (or was in process), and reconciliation followed”. Students see that racism an sexism still exist in society, and have a difficult time grappling with the reality that having rights does not equate to having equality. This reality does not fit into the narrative of the expansion of rights, freedoms and opportunities.

Students are able to recognize the grand contribution of the democratic idea in history. Where students have difficulties is seeing how the vicious crimes of history fit into the framework of the official history. As history teachers, we need to make sure that our students do not accept the official history without question and are aware of the ambiguities of the present. Students need to be presented with multiple perspectives of historical events, so that they can determine the historical significance of the past for themselves. Students need to be provided with the tools to critically examine history and with a forum to talk about history and its implications on the present so students can develop a framework for making sense out of the past.


Articles Cited: Keith C. Barton and Linda S. Levstik "It Wasn't a Good Part of History":National Identity and Students' Explanations of Historical Significance

Doppen, Frans. "Teaching and Learning Multiple Perspectives: The Atomic Bomb." The Social Studies (2000) 91 no. 4. pp 159-169.

Assignment H- Globalization, Immigration and Citizenship

Globalization has led to increased immigration world wide. According the 2000 census, 32.5 million people in the United States, approximately 11.5 percent of the total population are immigrants. The unprecedented movement of people “threatens both the identities of the original residents of the areas in which newcomers settle and those of the immigrants and their children” (173). Today’s immigrants are increasingly diverse and a vulnerable to the social traumas of prejudice and social exclusion. Phenotypic racial differences can have considerable implications for the ease of assimilation of immigrants into the dominant culture. Even as immigrants gain language and cultural fluency, immigrants of color can face “perpetual foreigner syndrome” making full assimilation into a new culture impossible (178). Societal barriers, intolerance, and racism encountered by many immigrants’ increases the stresses of immigration.
Immigrant youth in particular are challenged to navigate between achieved identities and ascribed or imposed identities. Individuals with achieved identity develop a sense of belonging. Ascribed identity is imposed from either the members of their own group or members of the dominant culture. Identity formation for immigrant children can also be hindered by “cultural distance” between the parent and the new culture (179). The greater the difference between the native and dominant culture the greater the identity confusion. Immigrant youth are faced with the challenge of “double-consciousness”, a sense of seeing themselves through the eyes of others. Negative stereotypes towards immigrants held by the dominant culture can have a detrimental effect on immigrant youth. In these circumstances immigrant youth can fall victim to “stereotype threat”. Youth become resigned to the negative reflections of the dominant culture, leading to low aspirations, low academic performance and engagement, and self depreciating behaviors. Immigrant youth may develop an adversarial stance, identities that are based on rejecting the institutions of the dominant culture. Among these immigrant youth who develop an adversarial stance, embracing aspects of the dominant culture is seen as giving up one’s own cultural identity, for example, doing well in school can be seen as a signal for ethnic betrayal (189-190).
Identity formation for immigrant youth does not always have negative consequences. Many immigrant youth are able to fuse aspects of their parent culture and their new culture. Immigrants who do this synthesize an identity that allows them to incorporate aspects and fuse elements of each culture (192). Immigrant youth who acquire these competencies might be at an advantage in the globalized economy. “The cognitive flexibility that this multiple perspective taking requires is becoming an ever more essential trait for the global citizen” (174).


article cited:
Suarez-Orozco, C (2004)Formulating Identity in a Globalized World. In M. Suarez-Orozco and Qin-Hilliard (eds.) Globalization: Culture and Education in the New Millennium.

Assignment G- Globalization

I believe that the teaching and learning concepts in Preparing Citizens for a Global Community, a position statement presented by the National Council for the Social Studies addresses the concerns about the impact of globalization on education as outlined by M. Suarez-Orozco and Qin-Hilliard’s article Globalization: Culture and Education in the New Millennium. Both recognize that globalization is changing the world, and that the current education system needs to be rethought in order to prepare students to engage in this changing world.
Suarez-Orozco and Qin-Hilliard believe that in order to prepare students for the changes that are taking place due to globalization, education needs to develop students’ cognitive skills, interpersonal sensibilities, and cultural sophistication (3). Students need to be able to understand the global system, have the ability to think analytically and creatively both within and outside disciplinary boundaries, have knowledge of the culture and traditions of others as well as respect for ones own cultural traditions, be able to cultivate hybrid identities, and foster tolerance and appreciation across racial, linguistic, national, and cultural boundaries (23-24).
The NCSS thinks that social studies can be means of providing students with a global and international education. Global and international education aims for students to: gain knowledge of world cultures; understand the historical, geographic, economic, political, cultural, and environmental relationships among world regions and people; examine the nature of cultural differences and national or regional conflicts; act to influence public policy and private behavior on behalf of international understanding; act with tolerance and empathy (2). In order to engage students in global education, educators should use an interdisciplinary approach, take advantage of technology, use primary sources from other countries, include “internationally experienced” members of the community in the classroom, emphasize interactive methodology (Model U.N. etc), address global issues, and encourage multiple perspectives (7).
The NCSS addresses the concerns about globalization that were presented by Suarez-Orozco and Qin-Hilliard. The NCSS agrees that the world is rapidly changing, information technology is increasing contact among people, political changes have lead to increased interaction among governments and a growing influence of Non-Government Organizations, and that the world economy is progressively more connected and interdependent. Students need to be able to learn about, appreciate, and tolerate people of different cultures. The NCSS also agrees that in order to prepare students to successfully engage in the globalized world, an interdisciplinary approach is required and that students need to be able to approach global issues from multiple perspectives. What are missing from each article are models and methods for transferring these ideas into the classroom. While it is important to be aware of problems that exist in education; it does teachers little good if there are no models for implementing these new approaches into the curriculum.

Articles Cited:
Suarez-Orozco, M and Qin-Hilliard D (2004) Globalization: Culture and Education in the New Millennium , Berkeley, CA: Univ of CA Press

NCSS, Preparing Citizens for a Global Community

Assignment D- Model Service Learning Projects

The service learning program that best fits with my educational philosophy is the Fredrick County Youth Service League. This program teaches students two important lessons; local government is more active in their life than the federal government, and at the same time that it is more accessible. The program helps students develop important skills such as public speaking, facilitating meetings, conducting research, canvassing communities and designing surveys. These skills are applied in a real-world project, a presentation to the County Board of Supervisors. After the presentation students realize that they have the ability and the necessary skills to actively participate in civic affairs. The program shows that the local government can be a positive force for creating change in the community. After participating in the Fredrick County Youth Service League students become more aware of the functions of government and understand that they have the ability to make an impact. The program provides students with the opportunity to both learn about the issues and to do something about them.

The teacher that has an experience that I hope to mirror is Jeffrey. Jeffrey encouraged his students become involved in local issues that affected their lives. Jeffrey allowed his students to choose the cause that they would become involved with and allowed them to form their own opinions about the issues. Jeffrey was able to help inform his students about the issues using multiple perspectives, he facilitated having speakers from both sides of an issue come in to talk directly to the students. The students then started a letter writing campaign to the local newspaper advocating their chosen cause. I like Jeffrey's approach because it was student driven. Jeffrey did not dictate the cause or the course of action to his students. At no time did he indoctrinate his students by pushing his perspective on the issues. The potential flaw that I see with Jeffrey’s service learning project is that it does not necessarily explore the root causes of the issues.

Articles Cited:
Stagg, Allison. "Service-Learning in K-12 Public Education." CIRCLE: The Center for Information & Research on Civic Learning & Engagement (2004).

Kahne, Joseph and Joel Westheimer. "Teaching Democracy: What Schools Need to Do." Phi Delta Kappan (2003) 85 no. 1. pp 34.

Wade, Rahima. "Service-Learning for Social Justice in the Elementary Classroom: Can We Get There from Here?" Equity & Excellence in Education (2007) vol. 40. pp 156-165

Assignment C - Teachers Role in the Debate on Standards

“Over the years Congress has created hundreds of programs intended to address problems in education without asking whether or not programs produce results or knowing their impact on local needs ” (NCLB, Executive Summary, 1) . I found this statement to be ironic as the sweeping reforms of NCLB came from the federal government with little or no input from the schools that would be affected. Unfortunately teachers hold little sway when it comes to the debate, development, and implementations of policies that impact curriculum and classroom practice. These debates have been dominated by special interest groups and the government. The push for national standards and standardized testing looks to take control of what is taught in the classroom away from teachers. “By limiting teachers’ responsibilities for conceptualizing, planning, and evaluating the curricula they teach, reform efforts like the standards movement and GOALS 2000 impose more external control and intervention on the classroom level (Ross, 221)”. If social studies teachers were to strictly follow the curriculum that is associated with the standards movement they would be reduced from educational professionals to shift workers who dispense “knowledge”.
When it comes to the actual implication of policies that impact curriculum, teachers have the final responsibility. While federal, state and local governments can mandate standards, they have no control (thankfully) to what actually happens in the classroom. Teachers have the ability to act on their own initiative to teach what will benefit their students most. For these teachers who act autonomously, standards can be a useful tool. Standards can act as a point of reference that teachers can look to for guidance. Well written standards can be especially useful to new teachers.
The voice of teachers has been largely missing from the debate on standards. While individual teachers would have an extremely difficult time influencing national and state policies that involve curriculum and standards, teachers unions could effectively lobby on behalf of teachers interests. Unfortunately this has not happened. “In fact, the AFT recommends that the common core curriculum defined by standards should account for 80 percent of instructional time in the classroom (Ross, 219)”. Teachers unions seem to focus more on the job of teachers (sick days, length of lunches, and the number of prep periods per day) than the actual work of teachers.

Ross, Wayne. "Diverting Democracy: The Curriculum Standards Movement and Social Studies Education." Democratic Social Education: Social Studies for Social Change, 2000. pp. 203-228

Bush, Gerorge W. No Child Left Behind.

"ESEA: Myths Versus Reality Answers to Common Questions About the new No Child Left Behind Act." Published by The Education Trust

Karp, Stan. "Bush Plan Fails Schools." Rethinking Schools Online. http://www.rethinkingschools.org/special_report/bushplan/BUSH153.shtml

Assignment B - Traditional vs. Progressive

The Social Studies Wars have played out over the past hundred years focusing on the following questions: What is the source of content; history, the various disciplines of social sciences, or issues in society? Should content be integrated across disciplinary boundaries? What is more important, student interest or study of knowledge for its own stake? What is the best form of education? (33). The ideological battles over these questions about how and what to teach led to the formation of two rival camps within the field, the traditionalist camp and the progressive camp. The traditionalist believed that social studies education should transmit American culture and myth, and instill patriotism and good citizenship. Progressives wanted students to focus on social issues, develop decision making skills and practice critical patriotism.
The debate began when the Committee of Ten and later the Committee of Seven tried to create a national standardized curriculum for social studies. Albert Bushnell Hart, the leading member of the Committee of Ten believed that the value of social studies education was in “training of the mind” and in promoting the “mental powers” of judgment and compassion and cause and effect The methods that were promoted included “minimal” use of lectures, “wise” use of multiple textbooks, and discussion and debate. Henry Baxter Adams, the most influential member of the Committee of Seven argued for the development of intellect over a sense of social awareness. The Committee of Seven promoted textbook-centered learning and limited use of primary sources.
James Harvey Robinson advocated teaching the “new history” with a focus on learning about matters that were relevant to present concerns and conditions of society. Later progressives would follow the pedagogical lead of John Dewey. Dewey believed that the problem with the system was that it “attacked the subject matter first and the student second (22)”. The Report on Social Studies combined the “new history” of Robinson with the pedagogy of Dewey and created a curriculum that focused on interest and needs of the students. Out of this report the Problems with Democracy course was developed. The course focused on social problems and content was selected based on student interest and importance to society. Harold Rugg created a series of pamphlets and textbooks that supported the progressive views of social studies education. Rugg aimed to create an integrated social studies curriculum that was organized around the problems of contemporary life. Rugg viewed social studies education as means to reconstructing society by creating awareness for social problems and potential reforms. George Counts advocated social reconstructionism, and believed that the goal of social studies education was social change. According to Counts, schools could not be neutral. Educators should face the reality of social issues and “develop a realistic and comprehensive theory of social welfare (50)”.
Traditionalist viewed progressive and reconstructionist education as “anti-traditional and anti-academic” and believed that it led to lower standards. W.C. Bagley advocated social efficiency and believed that progressivism was “soft”. Dewey became a critic of progressive education as it had been put into practice, believing that freedom had caused content to stray far away from organized subject matter. Anti- Communist sentiment led to a backlash against progressive education. David Snedden called reconstructionism “nonsense” and believed that it played into the hands of the communist.
There was a shift in the debate over social studies education as America entered World War II. Wartime commissions recommended that social studies curriculum be modified so that citizens should be prepared to fight and die for their country. Allan Nevins argued that progressive education was failing at teaching American history and that patriotism could not exist without knowledge of the past. Nevins said that soldiers could not understand what they were fighting for unless they understood how their democratic principles had developed. As the Cold War developed the attacks on progressive education heated. Progressivism and reconstructionism were seen as being linked to socialism and therefore seen as being un-American. Social studies education began to shift towards American history and citizenship based education that promoted patriotism.
The social and political upheavals of the sixties led to a rebirth of progressive education. The goal of the “New Social Studies” was for students to act as junior historians and social scientist. Leaders of the “New Social Studies” included Jerome Bruner, Charles Keller, and Edwin Fenton. The “New Social Studies” failed to address the major social issues of the time, including the Civil Rights movement, campus unrest, and the Vietnam War. In response the “Newer Social Studies” developed. The “Newer Social Studies” was a return to an issues-oriented approach to social studies that expected children to become activists.
The publication of A Nation at Risk was the beginning of the end of the “Newer Social Studies”. E.D. Hirsch believed that “to be culturally literate is to possess that basic information needed to survive in the modern world (161)”, no emphasis was placed on social activism or hands-on learning. Conservatives including Lynne Cheney, Diane Ravitch and Chester Finn believed that issues centered social studies was failing and should be dropped in favor of traditional American history and geography. They believed that the purpose of education was not to reform American society, it was to “restore its luster (173)”.

Assignment A - Citizenship Education

The views on citizenship by Banks et. al. in Democracy and Diversity, combine aspects of different discourses on citizenship as presented by Knight, Abowitz and Harnish in Review of Educational Research.
The discourse of citizenship that mostly closely aligns with Banks et. al. is transnational citizenship. Transnationalism traces its roots to the stoic tradition that idealized equality, compassion, democracy, universalism and humanism. Individuals and groups can share identity as citizens and at the same time share identity with communities of diverse people and nations around the world. The skills that need to be taught to students are tolerance and empathy, so that students can overcome the gaps that segregate people across intellectual, philosophical, and cultural lines. Citizenship education should help students gain a perspective on the personal, academic, pluralist, and global view of the human condition. The curriculum needs to be focused on universal human rights and needs to move away from a nation centered perspective to a “world-centered” view.
Banks et al. also borrow from the discourses of cultural citizenship. Diversity is seen as a resource, not a threat. Citizenship education should help students develop the skills to examine unity and diversity within their own country and comparatively to other nations. Students should be able to study the problems and questions related to major social groups including race, class, religion, ethnicity, gender, disability and sexual orientation. Students should be engaged in multicultural and anti-racist education.
Banks et al. agree with the reconstructionist discourse that students need to engage in active learning. Rather than being told about how democracy works students need to engage in democracy. Citizenship education should foster both engagement and criticism of the government. Teachers should emphasize critical patriotism, encouraging reasoned loyalty rather than teaching students to love their country without reason as advocated by the civic republican discourse.

Articles Cited:
Knight-Abowitz and Harnish. "Contemporary Discourses of Citizenship." Review of Educational Research 76 no. 4 (2006): 653-690

Banks, James et. Al. Democracy and Diversity: Principles and Concepts for Educating Citizens in a Global Age. Center for Multicultural Education. p. 7-38.