************************************************************** K12NewsLetters - From Educational CyberPlayGround http://www.edu-cyberpg.com/ ************************************************************** 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 --------------------------- 1. Database Tip 2. Website Additions * Lesson Plans * Resource Collection * Question Archive 3. Question of the Month ------------------------------------ Database Tip: ------------------------------------ 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 ------------------------------------ Website Additions: ------------------------------------ ************************************************************************** YOUR COMPANY OR PRODUCT BELONGS HERE If you are interested in advertising please contact Gleason Sackmann. He helps educators make the most efficient use of your resources and also gains attention for your products or services Send your Ad, Announcement, Newsletter now. <http://www.edu-cyberpg.com/Community/Subguidelines.html> ************************************************************************** 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 ------------------------------------ Question of the Month: ------------------------------------ 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 ************************************************************** K12Newsletters - From Educational CyberPlayGround http://www.edu-cyberpg.com/ ************************************************************** If you have any questions, concerns, suggestions, or would like to sponsor the NetHappenings service - <http://www.edu-cyberpg.com/Community/Subguidelines.html> Subscribe | Unsubscribe | Change Email Preferences - <http://www.edu-cyberpg.com/Community/K12Newsletters.html> **************************************************************