Full Description
The terrorist attacks of September 11, 2001 dramatically changed many aspects of American society, and the ramifications of that horrific event are still impacting the domestic and foreign policies of the United States. Yet, fifteen years after 9/11—an event that was predicted to change the scope of public education in the United States—we find that the social studies curriculum remains virtually the same as before the attacks. For a discipline charged with developing informed citizens prepared to enter a global economy, such curricular stagnation makes little sense. This book, which contains chapters from many leading scholars within the field of social studies education, both assesses the ways in which the social studies curriculum has failed to live up to the promises of progressive citizenship education made in the wake of the attacks and offers practical advice for teachers who wish to encourage a critical understanding of the post-9/11 global society in which their students live.
Contents
Table of Contents
Foreword
Margaret Smith Crocco
Preface
Michael J. Berson and Ilene R. Berson
Acknowledgments
Introduction: September 11, 2001: The Day that Changed the World . . . But Not the Curriculum
Wayne Journell
Chapter 1: International Conflict and National Destiny: World War I and History Teaching
Keith C. Barton
Chapter 2: 9/11 and the War on Terror in American Secondary Curriculum Fifteen Years Later
Jeremy Stoddard and Diana Hess
Chapter 3: Including 9/11 in the Elementary Grades: State Standards, Digital Resources, and Children's Books
Elizabeth Bellows
Chapter 4: How Patriotism Matters in U.S. Social Studies Classrooms Fifteen Years After 9/11
Mark T. Kissling
Chapter 5: National Identity and Citizenship in a Pluralistic Society: Educators' Messages Following 9/11 and Charlie Hebdo
Lisa Gilbert
Chapter 6: The Courage of Hopelessness: Creative Disruption of Everyday Life in the Classroom
E. Wayne Ross
Chapter 7: Civil Liberties, Media Literacy, and Civic Education in the Post-9/11 Era: Helping Students Think Conceptually in Order to Act Civically
Stephen S. Masyada and Elizabeth Yeager Washington
Chapter 8: Role-Playing and Role-Dropping: Political Simulations as Portals to Pluralism in a Contentious Era
Jane C. Lo and Walter C. Parker
Chapter 9: The Psychology of Controversial Issues Discussions: Challenges and Opportunities in a Polarized, Post-9/11 Society
Christopher H. Clark and Patricia G. Avery
Afterword
Ron Evans
About the Contributors
