ASK> AskERIC Update, March 2003
- From: Gleason Sackmann <gleason@xxxxxxxxxxxxxxx>
- To: K12Newsletters <k12newsletters@xxxxxxxxxxxxx>
- Date: Sun, 2 Mar 2003 22:43:04 -0600
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From: "AskERIC Update" <update@xxxxxxxxxxxxxx>
To: <ASKERIC_UPDATE@xxxxxxxxxxxxxxxx>
Sent: Fri, 28 Feb 2003 16:09:18 -0500
Subject: AskERIC Update, March 2003
AskERIC Update
March 2003
Volume 3, Issue 3
Available Online at:
http://askeric.org/NewNote/Updates/2003/AEUpdate_Mar2003.shtml
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1. Database Tip
2. Website Additions
* Lesson Plans
* Resource Collection
* Question Archive
3. Question of the Month
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Database Tip:
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I've used items I found in ERIC in a paper. Do I need to cite them in a
certain way?
For information on how to cite ERIC materials, we consulted the
ERIC-related entry in the Publication Manual of the American Psychological
Association, 5th edition: p. 257 (Washington, D.C.: American Psychological
Association, 2001). Basically, the APA entry gives guidelines on how to
append the document's database number to facilitate a reader's access to
it through the ERIC system. (You use the Accession Number at the top of
the record, ED******, rather than the Clearinghouse number.) Not much else
distinguishes it from any other citation.
For example:
#43 Report available from the Educational Resources Information Center
(ERIC)
Mead, J. V. (1992). Looking at old photographs: Investigating the teacher
tales that novice teachers bring with them (Report No. NCRTL-RR-92-4).
East Lansing, MI: National Center for Research on Teacher Learning. (ERIC
Document Reproduction Service No. ED346082)
This style is based on the MLA Format:
Cantor, Jeffery A. Experiential Learning in Higher Education: Linking
Classroom and Community. ASHE-ERIC Higher Education Report No. 7.
Washington DC: ERIC Clearinghouse on Higher Education, 1995. ERIC,
ED404949.
Journal articles should be cited according to accepted citation
styles--there is no need to mention that the citation is found in the ERIC
Database.
For more information on citation styles, including how to cite journal
articles, see AskERIC's Resource Collection at:
http://ericir.syr.edu/Resources/Reference/Citation_Styles.html
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Website Additions:
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LESSON PLANS:
We added 9 new lesson plans in the following subject areas (grade levels
are listed next to each title):
Arts:
Primary Artists (K-2)
Health:
Do You Hear What I Hear? (2-3)
Language Arts:
The Witch of Blackbird Pond (6-8)
Mathematics:
Graphing with Gingerbread Men (2)
Science:
Discovery of the Earth's Biomes (4-6)
Measuring Volume with Water (6-8)
Understanding the Primary Colors and Their Misconceptions! (4-6)
Social Studies:
The Boston Tea Party (4)
Community Ties (3-4)
To view these lesson plans, please visit our Latest Lesson Plans page at:
http://askeric.org/Virtual/Lessons/new2.shtml
Looking for a way to share your lesson plans with other educators, online?
Why not submit your lesson plan to AskERIC! We are always looking for
innovative lessons to add to our Lesson Plan collection.
http://askeric.org/Virtual/Lessons/lpform.shtml
RESOURCE COLLECTION:
In February we added 20 new resources to our collection. Highlights from
our newest additions include "From the Capital to the Classroom", a report
from the Center on Education Policy, which provides an "analysis of the
first year of the implementation of the No Child Left Behind Act." For a
complete list of the latest Internet sites, organizations, and ERIC
Resources added, please visit the following URLs:
February 15, 2003
Highlights resources added in the first half of February.
http://askeric.org/Resource_Updates/2003/Resources_021503.shtml
February 28, 2003
Highlights resources added in the second half of February.
http://askeric.org/Resource_Updates/2003/Resources_022803.shtml
QUESTION ARCHIVE:
This month we've added three new responses to our Question Archives.
* Do you have any information about Title IX that I could use?
http://www.askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Educational_Management/Gender-Sexuality/title9.html
* Where can I find information about Affirmative Action?
http://www.askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Specific_Populations/Minority_Groups/action.html
* Do you have any information about the teacher shortage?
http://www.askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Teaching/shortage.html
For a complete list of all the latest responses added to our Question
Archive, including links to the responses highlighted above, please go to
this URL: http://askeric.org/Virtual/Qa/archives/latest.shtml
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Question of the Month:
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Q. Where can I find information to help my students understand war?
A. In response to this request, we have included Internet resources which
provide suggestions for helping students understand war. We have also
conducted a search of the ERIC database using the descriptors 'war' and
'teaching methods', or 'war' and 'class activities'. We found many
resources that may be helpful; they are listed below.
INTERNET RESOURCES:
* Schools helping students handle war fears (2/18/2003)
This story from CNN.com focuses on concerns of teachers, students, and
schools dealing with issues of war.
http://www.cnn.com/2003/EDUCATION/02/18/schools.war.ap/index.html
* War clouds' shadow hits area kids (2/17/2003)
The story from the Seattle Times focuses on how some schools are handling
children with military parents.
http://seattletimes.nwsource.com/html/education/134635839_schoolwar17m0.html
* Teaching With Documents Lesson Plan: Photographs and Pamphlet About
Nuclear Fallout
This lesson from the U.S. National Archives uses materials produced in the
U.S. during the height of the Cold War. There is a link to Teaching
Activities at the bottom of the page.
http://www.archives.gov/digital_classroom/lessons/nuclear_fallout_documents/nuclear_fallout.html
* Talking to Kids About Terrorism or Acts of War
This page was designed for parents after September 11th, but may still be
helpful for teachers when confronting these issues in a classroom.
http://www.aboutourkids.org/articles/war.html
* Coping in Unsettling Times
The National Association of School Psychologists offers this set of
resources for parents and teachers as they help children cope with tragic
events and fear of war or terrorism.
http://www.nasponline.org/NEAT/unsettlingtimes.html
* ERIC Digest: Teaching Students to Discuss Controversial Political Issues
(2001)
Drawing on recent research, this Digest examines the meaning of CPI
(Controversial Political Issues) discussions and recommends how teachers
can structure their curricula and teaching methods to improve their
students' ability to discuss controversial issues.
http://www.ericfacility.net/ericdigests/ed457106.html
* ERIC Digest: Peace and Nuclear War (1985)
This ERIC Digest examines the nature of peace and nuclear war education,
rationales for its inclusion in public school programs, and ways to deal
with the controversial nature of the topics.
http://www.ericfacility.net/ericdigests/ed264163.html
ONLINE COMMUNITY:
* Social Studies/Geography/History Chatboard at Teachers.net
This forum is dedicated to discussions of issues related to social
studies, geography, history, civics, and world events.
http://teachers.net/mentors/social_studies/
ERIC CITATIONS:
For information on how to obtain the full text of ERIC documents and
journal articles please go to the following URL:
http://askeric.org/Eric/Help/obtain.shtml
Search Strategy:
war (Descriptor) AND teaching methods (Descriptor)
or
war (Descriptor) AND class activities (Descriptor)
Record 1 of 11 - The ERIC Database
ERIC Number: ED463236
Author(s): Blackadar,-Andy
Title: Shifting Sands: Balancing U.S. Interests in the Middle East.
Teacher's Resource Book [and Student Text]. Public Policy Debate in the
Classroom. Choices for the 21st Century.
Publication Year: 2002
ISBN: 1891306456
Available from Choices Education Program: Watson Institute for
International Studies, P.O. Box 1948, Brown University, Providence, RI
02912 ($15 per teacher/student set). Web site: http://www.choices.edu.
Also available from EDRS: http://www.edrs.com/members/sp.cfm?AN=ED463236
Pages: 98
Abstract: This teacher's resource book and student text are part of a
continuing series on current and historical international issues, placing
special emphasis on the importance of educating students in their
participatory role as citizens. For the U.S. population, the oil resources
of the Persian Gulf, attachment to Israel, and fears about terrorism and
the proliferation of weapons of mass destruction have made the Middle East
an increasingly critical area of U.S. involvement. This curriculum unit
analyzes the mix of interests and values that have drawn the U.S. into the
Middle East. Students are asked to consider the principles and assumptions
driving the U.S.'s presence there. At the core of the unit is a framework
of four distinct options for U.S. policy toward the Middle East. The
background reading prepares students to consider the complexities of the
U.S.'s relationship with the Middle East. Part one surveys the history of
the nation's involvement in the Middle East up to the Persian Gulf War.
Part two examines the rise of political Islam and the critical issues that
surfaced after the Persian Gulf War. The teacher's resource book contains
a day-by-day lesson plan and student activities. It includes a study of
U.S. policy during the final weeks of the Shah's rule over Iran; calls on
students to assume the roles of key Middle Eastern leaders in evaluating
U.S. impact on the Middle East; engages students in a simulation where
they act as advocates for the four options; and has students apply their
own recommendations for U.S. policy to three hypothetical regional crises.
An alternative three-day lesson plan is also included. The student unit is
divided into two parts: (1) "America's Role in the Middle East"; and (2)
"Weighing U.S. Priorities in the Middle East." Four options are offered
for students to explore in the unit: (1) "Police a Rough Neighborhood";
(2) "Keep Our Eye on the Prize"; (3) "Promote Western Values"; and (4)
"Break Free of Entanglements." A supplementary reading and a list of nine
other readings are attached. (BT)
Record 2 of 11 - The ERIC Database
ERIC Number: ED429896
Author(s): Haas,-Mary-E.
Title: Teaching about War To Help Create a More Humane World. A Ten Day
Unit for Elementary Social Studies, Incorporating the Social Studies
Standards of: Time, Continuity, and Change; Civic Ideas and Practices;
People, Places, and Environments; Global Connections; Science, Technology
and Society; [and] Culture.
Publication Year: 1998
Note: Paper presented at the Annual Meeting of the National Council for
the Social Studies (78th, Anaheim, CA, November 20-22, 1998).
Available from EDRS: http://www.edrs.com/members/sp.cfm?AN=ED429896
Pages: 11
Abstract: During the past five years there has been new research into the
teaching of history to children. Many educators are advocating once again
the teaching of history through concepts. This elementary school unit uses
the concept approach to teaching history. The lesson examines the concept
of war and wars' impact on the lives of a variety of people. The lesson's
approach contrasts with and provides a balance to the fears and triumphs
of leaders of nations who seek to preserve or extend their own economic
and political power. The lesson provides identification with the impact of
war rather than an attempt to create a set of heroes. It identifies eight
knowledge objectives (such as defining war, explaining war's destruction,
and making conclusions about the impact of war), four skills objectives,
(including gathering and analyzing data), and four attitudinal objectives.
A list of materials needed for the unit and trade books to be read is
given. The lesson then presents a day-by-day description of classroom
procedures and activities. It concludes with a list of formative and
formal assessments. (BT)
Record 3 of 11 - The ERIC Database
ERIC Number: EJ556660
Author(s): Bartel,-Roland; Grandberry,-Diana
Title: The Power of Brevity in War Poetry.
Publication Year: 1997
Journal: English-Journal; v86 n5 p72-75 Sep 1997
ISSN: 0013-8274
Abstract: Argues that the poetry of war is often compressed and powerful
and that students of writing and literature can learn from these poets
that restraint creates resonance. Discusses war poems with emphatic
conclusions; war poems that are short and direct; and teaching the
dynamics of brevity through a variety of activities using war poems and
war quotations. (SR)
Record 4 of 11 - The ERIC Database
ERIC Number: EJ545841
Author(s): Myers,-Tim
Title: Language and War: A Unit Plan for English Class.
Publication Year: 1997
Journal: Teachers-and-Writers; v28 n5 p1-4 May-Jun 1997
ISSN: 0739-0084
Abstract: Ponders whether adolescents can be guided by teachers to some
understanding about the relationship between war and language. Describes a
three-week unit consisting of two parts: students first read a variety of
materials about war, then each student assumes a character--soldier,
doctor, or soldier's spouse--and writes about that character's experience
in a mock war held in class. (PA)
Record 5 of 11 - The ERIC Database
ERIC Number: EJ536763
Author(s): Soley,-Mary-E.
Title: Teaching about International Conflict and Peace.
Publication Year: 1996
Journal: Social-Education; v60 n7 p432-38 Nov-Dec 1996
ISSN: 0037-7724
Abstract: Considers ways to make the complex subjects of conflict and
conflict resolution meaningful and manageable in the classroom. Recommends
rigorous planning, clear definitions, and classifications of the different
kinds of conflict. Includes a problem-solving lesson, list of lesson
ideas, and teaching approaches. (MJP)
Record 6 of 11 - The ERIC Database
ERIC Number: EJ523509
Author(s): Rohrer,-Jane-C.
Title: "We Interrupt This Program to Show You a Bombing": Children and
Schools Respond to Televised War.
Publication Year: 1996
Journal: Childhood-Education; v72 n4 p201-05 Sum 1996
ISSN: 0009-4056
Abstract: Examines the impact of televised war on children who have just
begun to be socialized in the values of their community and nation.
Describes children's responses toward televised war. Claims that schools
should prepare a plan to address children's reaction to televised war
because the destruction effect can affect young children's thought and
feeling. (MOK)
Record 7 of 11 - The ERIC Database
ERIC Number: ED393552
Author(s): Macksoud,-Mona
Title: Helping Children Cope with the Stresses of War: A Manual for
Parents and Teachers.
Publication Year: 1993
ISBN: 9280620878
Available from UNICEF: 3 UN Plaza, DH-49B, New York, NY 10017 ($14.95).
Also available from EDRS: http://www.edrs.com/members/sp.cfm?AN=ED393552
Pages: 140
Abstract: The disruptive problem behaviors with which children often
respond to wartime stresses can leave parents and teachers feeling
helpless and discouraged. This manual is intended to provide simple,
practical advice for parents and teachers in communities where children
are daily subjected to the extreme stress of war and other forms of
systematic violence. Part 1 describes wartime experiences and provides
keys to understanding the distinction between "normal" and "severe"
reactions. Part 2 proposes general guidelines--one set for teachers,
another for parents--for dealing constructively with reactions to stress.
The chapters are: (1) "Nine Wartime Experiences that Cause Stress in
Children," including death of loved ones, refugee status, and exposure to
violence as witness and as victim; (2) "Understanding Children's Reactions
to Wartime Stresses"; (3) "Children's Normal Reactions to Wartime
Stresses," divided by preschool, young child, and adolescent age groups;
(4) "Home and School Support for Children and Adolescents"; (5) "Ten
Specific Problems--Advice for Parents and Teachers," including clinging,
depression, and risk-taking; and (6) "When a Child-Care Specialist is
Needed." Additional sources for information on helping children cope with
wartime trauma are included. (HTH)
Record 8 of 11 - The ERIC Database
ERIC Number: EJ487708
Author(s): Bat-Ami,-Miriam
Title: War and Peace in the Early Elementary Classroom.
Publication Year: 1994
Journal: Children's-Literature-in-Education; v25 n2 p83-99 Jun 1994
ISSN: 0045-6713
Abstract: Describes how issues of war and peace might be taught in the
elementary language arts classroom. Explores ways of broaching the issues
and selecting proper texts. Considers the reasons for wanting to teach
such explosive issues to younger students. Provides two annotated
bibliographies (with suggested class activities) regarding these
materials. (HB)
Record 9 of 11 - The ERIC Database
ERIC Number: ED364495
Author(s): Walter,-Virginia-A.
Title: War and Peace Literature for Children and Young Adults: A Resource
Guide to Significant Issues.
Publication Year: 1993
ISBN: 0897747259
Available from ORYX Press: 4041 North Central at Indian School Road,
Phoenix, AZ 85012-3397.
Pages: 171
Abstract: This book suggests ways that children's books can create frames
of reference about the related topics of war and peace. It suggests ways
that books can be used to start a dialogue between adults and children, to
facilitate communication about a subject that causes much anxiety in
children. Rather than bibliotherapy, however, the object of this book is
to help adults help children understand the complex issues involved in war
and peace. Books are used to create a shared frame of reference and to
extend the child's experiences beyond the everyday world. They make
abstract or historical concepts more concrete and comprehensible. The book
is organized into four chapters. The first chapter presents a historical
perspective on the process of sharing books about war and peace with
children, as well as some of the developmental issues involved with giving
the right book to the right child at the right time. The second chapter
suggests specific techniques for sharing books about war and peace in the
library, classroom, and home. Chapter three presents an analytical
overview of the topics of war and peace in children's literature. The
longest part of the book is the classified bibliography that is divided
into sections on real and imaginary wars, learning about peace and
conflict resolution, timeless truths from folk and fairy tales, the vision
of poets, and resources for adults. Many of the 480 titles are out of
print but should be readily available in libraries. Each bibliography
entry is accompanied by an descriptive annotation. (DK)
Record 10 of 11 - The ERIC Database
ERIC Number: EJ460682
Title: Peace Works: Classroom Activities for Peacemaking.
Publication Year: 1993
Journal: Teaching-Tolerance; v2 n1 p50-52 Spr 1993
Abstract: Classroom activities for examining effects of war and
contemplating world peace are derived from the story of Sadako, a Japanese
girl who died as a result of atomic bomb radiation. Making paper cranes,
as Sadako did, and participating in schoolwide programs are suggested for
primary, middle, and upper grades. (SLD)
Record 11 of 11 - The ERIC Database
ERIC Number: EJ431712
Author(s): Wallinga,-Charlotte; and-others
Title: Children and War. Review of Research.
Publication Year: 1991
Journal: Dimensions-; v19 n4 p28-30,31 Sum 1991
ISSN: 0160-6425
Abstract: Discusses young children's conceptions of war, reviewing
literature on children's attitudes and feelings about war and studies of
parents' responses to children's feelings. Concludes that between ages
four and seven, children develop a sense of war and peace. Considers
implications for parents and teachers. (GLR)
If you would like to ask a question, please use the form at the following
URL: http://askeric.org/Qa/
- Compiled by AskERIC Staff
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