Rowman & Littlefield Publishers
Trim: 7¼ x 10½
978-1-4758-1811-6 • Hardback • May 2016 • $78.00 • (£60.00)
978-1-4758-1812-3 • Paperback • May 2016 • $40.00 • (£31.00)
978-1-4758-1813-0 • eBook • May 2016 • $36.00 • (£28.00)
Wayne Journell is an associate professor of secondary social studies education and secondary teacher education program coordinator at the University of North Carolina at Greensboro. His research interests include the teaching of politics and political processes in secondary education.
Table of Contents
Margaret Smith Crocco
Michael J. Berson and Ilene R. Berson
Introduction: September 11, 2001: The Day that Changed the World . . . But Not the Curriculum
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
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
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
About the Contributors
Featuring some of the most important leaders in social studies education, Reassessing the Social Studies Curriculum brings into focus the state of civic education and the construction of citizenship and national identity in post-9/11 United States. At different points historical, empirical, and critical, this book is an important and poignant read for anyone teaching social studies amidst the seemingly endless U.S. War in the Middle East.
— Wayne Au, University of Washington Bothell
Why hasn’t social studies education evolved since the events of September 11, 2011? What principles, philosophies, and instructional approaches could guide educators grappling with teaching about 9/11 in critical, culturally responsive, and daring ways? This remarkable book, with contributions with a range of outstanding social studies scholars, answers these questions and more, providing a much needed resource to those who are hopeful about the possibilities for social studies education in a post 9/11 world.
— Anne-Lise Halvorsen, Associate Professor, Michigan State University
The diverse chapters in Reassessing the Social Studies Curriculum: Preparing Students for a Post-9/11 World explore compelling and important topics that generate necessary—and fascinating—conversations, considerations and questions about the status, place, and potential of social studies in the post-9/11 world. Borrowing a quote from Keith Barton’s chapter, the work in this book moves “beyond discrete and obvious reactions to a critical event and examine[s] its deeper, more gradual, and ultimately more profound effects.” The authors offer theoretical as well as practical considerations for those interested in social studies education and thoughtfully analyze the curricular implications of such a significant and tragic event in history. Journell’s book is an important contribution to the field.
— Stephanie van Hover, Associate Professor and Chair of the Department of Curriculum, Instruction, and Special Education, University of Virginia
Teaching basic historical events is now much more complicated than it was in the past; there is a sense of constant change both at home and abroad. Reassessing the Social Studies Curriculum helps teachers understand the need to illuminate the gray realities of our previously black and white view of history. It offers teachers strategies to help post-9/11 students have deeper understandings so that they can make conceptual connections.
— Kim O’Neil, President of the National Council for the Social Studies