tag:blogger.com,1999:blog-71619930002667077022024-03-05T14:49:11.998-05:00Global and Social Studies EducationThe website/blog allows educators in the social studies to reflect upon key issues in the social studies. It also allows teachers the opportunity to access resources that help infuse multiple and global perspectives in their teaching.Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-7161993000266707702.post-57546899162642791742022-06-20T12:27:00.008-04:002022-06-20T12:33:59.002-04:00Remarks Delivered at Statewide Rally Against Ohio HB 616: Teaching Divisive Topics<p> </p><p align="center" class="MsoHeader" style="text-align: center;"><b>Prepared Remarks for "Honesty in Education" Rally at the Statehouse Against Proposed Ohio HB 616: Teaching Divisive Topics Bill<o:p></o:p></b></p>
<p align="center" class="MsoHeader" style="text-align: center;"><i>Delivered on June 16, 2022</i></p><p align="center" class="MsoHeader" style="text-align: center;"><i>Columbus, Ohio</i></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNIisfrD27CKrsii1BgraOvZOlJlMwqs9uZVSa0A5_1c9WobIOrQ2oj-dIjxiQfmKzshSdF-zE5UFMJaUYaKDaBBmLzjt5v-6NZ7bo7rAU1ZgeBdnGi898eUNsfka-EP7zlEDsO8Tm6yuy-71Wdd6KWPnCHApHT6yA44zIDYqpV8O8kfyZm-NdRZ90lw/s835/3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="477" data-original-width="835" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNIisfrD27CKrsii1BgraOvZOlJlMwqs9uZVSa0A5_1c9WobIOrQ2oj-dIjxiQfmKzshSdF-zE5UFMJaUYaKDaBBmLzjt5v-6NZ7bo7rAU1ZgeBdnGi898eUNsfka-EP7zlEDsO8Tm6yuy-71Wdd6KWPnCHApHT6yA44zIDYqpV8O8kfyZm-NdRZ90lw/w569-h288/3.png" width="569" /></a></div><br /><span style="font-size: 16pt;">Honesty and
truth over lies.</span><p></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">My name is Dr.
Brad Maguth, Professor, of Social Studies Education, & Immediate Past
President of the Ohio Council for the Social Studies. It truly is a pleasure to
have the privilege to talk to you, as we rally at the Statehouse today,
together, for Honesty and truth over lies.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Yes, Honesty
and truth over lies.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">I’ve had the
pleasure of teaching social studies for the past twenty years, at the high
school and post-secondary levels. As a Professor, I’m now truly blessed through
my research and teaching to be able to work with, be inspired by, and help
prepare social studies teachers from across the state to enter and thrive in
our profession.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Let me be
clear, if passed, Ohio House Bill 616, would be consequential and harmful in
the teaching and learning of History and Social Studies. The Ohio Council for
the Social Studies, the state’s largest professional organization dedicated to
the advancement of social studies, is on record, through its direct testimonies,
published position statements, and advocacy work, to report HB 616 and others
like it are deeply hostile to affording all Ohio youth a high-quality and
legitimate social studies education. Our position is clear, this bill is
dangerous. It runs counter to the mission of the social studies in preparing youth
for this nation’s highest office, that of Citizen in a multicultural democracy.
The primary purpose of social studies is to help young people make informed and
reasoned decisions for the public good as citizens of a culturally diverse,
democratic society, in an interdependent world. Educators and parents from
across the state understand a high-quality civic and social studies education doesn’t
run away from divisive issues. Instead it runs toward them, in order to sustain
our democracy in tough times, to ensure a government of the people, by the
people, for the people, shall not perish from this Earth. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">We stand
ready to push back against any legislative effort that poisons rather than liberates
young minds through the study of history. We refuse to allow this legislature
to provide safe-haven and sanctuary in our classrooms or communities to white
nationalism, racism, patriarchy, homophobia, transphobia, or any other form of
discrimination and injustice. Why? Because we value and will forever defend:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Honesty and
truth, over lies.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">The bill criminalizes
and outlaws districts from selecting textbooks, instructional materials, or
curricula that center and challenge systematic and institutionalized racism, to
learn from this nation’s failures to grow into a more perfect Union. This
provision would produce a “chilling effect” in the classroom, as students and
educators refrain from discussing racial (or anti-racial) matters in society or
history for fear of retribution. Let’s be clear, Critical Race Theory, a
graduate level theoretical framework that underpins research, is not found
anywhere in K12 state standards, all approved and adopted by the Ohio
Legislature. The sponsors and proponents of this bill have failed to address,
if passed, how districts will meet state and federal mandates related to diversity,
equity, and inclusion, and established guidelines by the College Board for
Advanced Placement credit. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Let’s be
clear, HB 616 would create a hostile and fearful classroom environment for the
inclusion of LGBTQ+ history, movements, and contributions. This includes
elementary youth learning about the rich diversity of Ohio’s families (some
have 2 moms, 2 grandmas, 2 aunts), and youth being exposed to queer role-models.
As Nina West, Columbus’ local drag superstar reminds us, it’s never been as
important to let queer youth know, you’re incredible, brilliant, and beautiful.
LGBTQ youth are already deeply vulnerable, with higher rates of homelessness
and suicide. This type of censorship only exacerbates disturbing messages and
lies sent to youth and adult educators that being queer means being broken or
less than. It’s paramount we lead with:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Honesty and
truth, over lies. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: black; font-size: 16pt; line-height: 107%;">We
are deeply troubled that 616 has <span style="mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">punitive measures in place for anyone reported in
violation of this bill. This means that if a disgruntled parent, student, or
fellow educator, </span>believes a teacher is not handling a race, gender identity,
or LGBTQ+ matter in an “age or developmentally appropriate manner” the professional
educator can have their license suspended or revoked by the State. It’s time the
Ohio Legislature start treating teachers like the professionals they are, and only
then can we start to move towards reversing the wave of recent inflicted educator
resignations and retirements. In fact, research indicates enrollment in our
Ohio colleges and universities in teacher preparation is down 40% over the past
ten years. We must do better to recruit and retain Ohio’s finest in one of our
most noble profession’s, teaching. It starts with:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Honesty and
truth, over lies. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Rest
assured, we at the Ohio Council for the Social Studies are steadfast partners
in working to stop this bill. We refuse to let Ohio lawmakers use our history
curriculum as a weapon, one that poison’s its youth from the truth. Instead, we
march in solidarity onward with each of you to ensure<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Honesty and
truth, over lies.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 16pt; line-height: 107%;">Thank you<o:p></o:p></span></p>Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-78780449205257663392021-05-20T15:55:00.011-04:002022-06-11T11:11:19.720-04:00 The Ohio K12 Social Studies Wars<p><span style="color: #0e101a;">Since the start of the 2021 Legislative session on January 4th, there have been a substantial number of bills introduced in the Ohio Statehouse concerning what students learn in K-12 social studies. These political “turf wars” are nothing new, as special interests and competing camps on both the right and left battle over what history and social studies content should be taught in classrooms (<a href="https://www.amazon.com/Social-Studies-Wars-Should-Children/dp/0807744190" target="_blank">Evans, 2004</a>). For instance, did you know that under the Ohio Revised Code it is illegal for Ohio students to learn World History before American History in school? While many of you may know Ohio students complete high school graduation exams in American History and Government, did you know it is illegal for the state to administer an exam in World History?</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVYvYYK3M2mg2dxxRmUqWWhrf4Ton_5mU4SJ36aC8Ulfvuc1TVU4zx8DFkNkVUC3z0MwaGzo4u0qeICGs8TXtnz6b_ByqMnN1xWjbcVCJbp_RDa9pj0XGpdB7jMR2ceoBhhbPs3daOiv5L/s1066/2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="1066" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVYvYYK3M2mg2dxxRmUqWWhrf4Ton_5mU4SJ36aC8Ulfvuc1TVU4zx8DFkNkVUC3z0MwaGzo4u0qeICGs8TXtnz6b_ByqMnN1xWjbcVCJbp_RDa9pj0XGpdB7jMR2ceoBhhbPs3daOiv5L/w482-h270/2.jpg" width="482" /></a></div><span style="color: #0e101a;"><p><span style="color: #0e101a;">Some of these proposed bills censor or push nationalistic propaganda or half truths, and appear as nothing more than cheap political talking points used by politicians to score points on the backs of kids, families, and professional educators, for re-election or to advance political office. As the popular saying goes, every senator sees a future president when looking into the mirror. </span>While the content prescribed within these bills differs, only one bill includes state funding for teacher social studies professional development of new instructional resources for compliance. All too often ill informed and politically charged mandates and requirements are saddled on K12 social studies teachers, with the disdain of extending little to no state funding included for its implementation. Thus, teachers are left having to pay out of their own pockets for their own professional development and classroom resources for compliance on these misguided bills. </p></span><div><div><span style="color: #0e101a;">Current bills specifying </span><span style="color: #0e101a;">what students learn in K-12 Ohio social studies classrooms include the following:</span></div><div><span style="color: #0e101a;"><br /></span></div><div><ul style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://www.legislature.ohio.gov/legislation/legislation-summary?id=GA134-HB-616" target="_blank">House Bill 616</a> criminalizes and outlaws the teaching of LGBTQ+ content and the teaching of divisive concepts. This is modeled after Florida's "Don't' Say Gay Bill", and outlaws conversations on divisive concepts such as race and gender. </span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://ohiohouse.gov/members/diane-v-grendell/news/grendell-fowler-arthur-introduce-bill-promoting-non-discrimination-in-ohio-schools-state-agencies-106533" target="_blank">House Bill 327</a> prohibits the state’s social studies educators from “teaching or advocating divisive concepts” on race, color, nationality, or sex in the classroom.</span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://ohiohouse.gov/legislation/134/hb322" target="_blank">House Bill 322</a> which outlaws and bans the use of Critical Race Theory in social studies, and makes illegal mandates for social studies teachers to discuss controversial issues or current events.</span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://www.legislature.ohio.gov/legislation/legislation-summary?id=GA134-HB-529" target="_blank">House Bill 529</a> mandates teachers publish their syllabi, all instructional materials and activities used, which includes textbooks, reading materials, videos, digital materials, websites, online applications (“apps”), and any other materials used for instruction a year ahead of time. While this Bill is applicable across all subjects, proponent testimony is mostly grounded in the teaching of history and social studies.</span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://www.legislature.ohio.gov/legislation/legislation-summary?id=GA134-SB-1" target="_blank">Senate Bill 1</a> which requires social studies teachers to have a newly created state endorsement, in addition to a state social studies license, to teach a financial literacy course required of high school students for graduation</span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://codes.ohio.gov/ohio-revised-code/section-3301.0721" target="_blank">Senate Bill 68</a> mandates the creation, adoption, and local use of a statewide model curriculum </span>in grades nine through twelve on "proper" interactions with peace officers during traffic stops and other in-person encounters with peace officers. Most districts are expected to embed this mandate in American Government, Street Law, or civic courses. </li></ul><ul style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://www.legislature.ohio.gov/legislation/legislation-summary?id=GA134-HB-73" target="_blank">House Bill 73</a>, which blends the teaching of American History and American Government to prepare learners for a combined American History and Government state high school graduation exam. Many in education believe this would result in a “Super American Studies” course.</span></li></ul><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><b><span style="font-size: large;">The bills above double-down on the state’s conservative political agenda where traditional American History, American Government, the Founding Documents, and Personal Finance account for up to 83% of the learner’s social studies instructional time. </span></b></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Other subjects like World History, Global Studies, Geography, Ethnic Studies, Black History, Sociology, Psychology wage battle for the remaining 17% of instructional time scraps for electives. The state’s social studies curriculum does little to prepare its youth to engage new perspectives and learn about the bulk of the world’s population, 96% lives outside of the U.S. Anyone else find irony in Ohio trying to create a world-class education system without actually teaching about the world and its people? It is disappointing that in the midst of a historic global pandemic, where one nation acting alone cannot tackle this or any other global issue, our state has built walls and barriers to true global learning. After all, social studies is the subject most at the center of preparing youth for citizenship education for an increasingly global and multicultural society.</span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS5EaPwUBkFRSW-N8nGJI03j7TPdt_gaPdjRGD_vYiZgtUraK2yfJFwAntEClf8msJdcK-JBsj-ibn6HmlvZM-m9quG0w1CS8QsTIzQi3g2ZBP-bpmVPBJbP5IxQlfkyWnAnQ_JMQqMAsX/s1800/1.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1800" data-original-width="1479" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS5EaPwUBkFRSW-N8nGJI03j7TPdt_gaPdjRGD_vYiZgtUraK2yfJFwAntEClf8msJdcK-JBsj-ibn6HmlvZM-m9quG0w1CS8QsTIzQi3g2ZBP-bpmVPBJbP5IxQlfkyWnAnQ_JMQqMAsX/w310-h320/1.jpg" width="310" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><i>Holocaust Memorial @ Ohio Statehouse. The Holocaust is taught in World History Learning Standards</i></td></tr></tbody></table><br /><p></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">In my graduate and undergraduate courses, in social studies education, we explore the different “camps”, philosophies, and movements that defined the teaching and learning of social studies in the nation’s schools. Obviously, the content we teach children, especially, in history and social studies, has and will be contested. Key debates include: Should social studies focus on the traditional disciplines of History, Geography, Government, and Economics? Or, should there be a more integrated approach, somewhat of a “social stew”, that blends these disciplines when exploring social issues and movements? What about using the social studies classroom to promote American exceptionalism and national allegiance or social justice and global/multicultural learning?</span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">The political tailwinds of a deeply contested 2020 election, and conservatives' rejection of using social studies to help prepare youth for an increasingly global and multicultural future, are stamped all over these four bills and the state’s curriculum. Republicans have dominated the Ohio Statehouse, and their respective Primary and Secondary Education subcommittees. With victory comes its toils as conservatives set out to write/rewrite what students learn in social studies classrooms. </span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: large; margin-bottom: 0pt; margin-top: 0pt;"><b>History has shown our nation’s social studies classrooms are a foothold in enacting a political agenda focused on what future citizens should know, think, and believe. Look no further than the State of Ohio as proof.</b></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Social studies teachers, don’t forget to get your copy of the Ohio Learning Standards in Social Studies, which include your very own “Make America Great Again” hat.</span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><i>-- Updated on 6-11-2022</i></span></p></div></div>Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comIndependence, OH 44131, USA41.3884635 -81.6582993999999913.078229663821155 -116.81454939999999 69.698697336178839 -46.50204939999999tag:blogger.com,1999:blog-7161993000266707702.post-33013173531783788762019-10-14T16:00:00.000-04:002019-10-14T16:00:08.549-04:00Our Social Studies Sputnik Moment: A Message from the OCSS President<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal" style="text-align: center;">
<span style="color: #222222;"><i><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Presidential Address by Dr. Brad Maguth</span></i></span></div>
<div class="MsoNormal" style="text-align: center;">
<span style="color: #222222;"><i><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></i></span></div>
<div class="MsoNormal" style="text-align: center;">
<span style="color: #222222;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">October 14th, 2019</span></span></div>
<div class="MsoNormal" style="text-align: center;">
<span style="color: #222222;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Embassy Suites, Dublin, Ohio</span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="color: #222222;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: #222222;">As President of the Ohio Council for the Social Studies it is my
pleasure to welcome each of you our 63<sup>rd</sup> Annual Conference. </span>The Ohio Council
for the Social Studies is the state’s premier voice for social studies teachers
in Ohio. This includes <b>fighting for a robust, rigorous, and inclusive social
studies learning experience in Ohio’s schools and communities.</b> Your
membership and attendance at this year’s conference supports our network’s
critical work.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">As
first reported in the <i style="mso-bidi-font-style: normal;">Atlantic</i> in
2016, I believe we are entering our nation’s social studies “sputnik” moment. <span style="color: black; mso-themecolor: text1;">On October 4th, 1957, the Soviet Union
officially became the first nation to launch an artificial satellite (named
Sputnik) into low Earth orbit. In the midst of a global Cold War, a period of
history that pitted two ideologically opposed nuclear-armed states against one
another, the Soviets had the technological, interstellar edge. Soviet scientific
superiority posed a direct threat to the democratic ideals and values the U.S.
stood for. Soon afterwards, mounting criticism over the U.S. education system
grew, and over 4 billion dollars of <i style="mso-bidi-font-style: normal;">National
Defense Education Act</i> [NDEA] funding poured into advancing math, science,
and engineering, in the nation’s schools. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="color: black; mso-themecolor: text1;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWqZKoWxESZNQxh3nr6HJP7EoByP_cOa9bICdNQ6G9_Qmy20CHEV15EM5GOcnV1TFfoT99Nny88L8HeAP3WjMvV3rHzGpUbsaIt0jeofS_-qVdBM_DTpdagaiBHFLUUg0OjvsR6kAhlFT_/s1600/220px-Sputnik-stamp-ussr.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><img border="0" data-original-height="319" data-original-width="221" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWqZKoWxESZNQxh3nr6HJP7EoByP_cOa9bICdNQ6G9_Qmy20CHEV15EM5GOcnV1TFfoT99Nny88L8HeAP3WjMvV3rHzGpUbsaIt0jeofS_-qVdBM_DTpdagaiBHFLUUg0OjvsR6kAhlFT_/s400/220px-Sputnik-stamp-ussr.jpg" width="275" /></span></a></div>
<div class="MsoNormal" style="text-align: left;">
<span style="color: black; mso-themecolor: text1;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: black;">While the Cold War waned after the collapse
of the Berlin Wall, a new threat has emerged working to undermine the health
and vibrancy of U.S. democracy. Since the signing of <i style="mso-bidi-font-style: normal;">No Child Left Behind</i> [NCLB] in 2002, research clearly demonstrates
deep national and state cuts in the teaching and learning of history, civics,
and social studies. The CCSSO reported that 44% of districts surveyed reduced
social studies instructional time since NCLB. Locally, OCSS’s higher education faculty
found in a 2015 white paper that nearly 40% of state principals interviewed felt
there was less </span>curricular
attention to social studies<span style="color: black; mso-themecolor: text1;"> since
the suspension of the 5<sup>th</sup> grade Social Studies Ohio Achievement
Assessment</span>. A 2017 report from the Education Commission of the States,
shows urban schools that serve mostly low-income, students of color are often afforded
fewer and lower quality social studies and civic education learning experiences
due to an increased curricular focus on tested subjects. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div style="margin: 0in 0in 0.2in; text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: black;">With the decay and marginalization of social studies in our
schools, research shows civic literacy levels are dismal. In a recent Annenberg
survey, more than two-thirds of Americans could not name all three branches of
the federal government. Only 26% of millennials say that free
elections where citizens choose their leaders are important features to a
democratic society (</span>Foa & Mounk, 2016). <span style="color: black;">When
asked in a 2011 World Values Survey whether a democratic government is a good
or bad way to run a country, about 17 percent said bad or very bad- about a
quarter of 16 to 24 said bad or very bad. T</span>oday’s hyper partisanship,
broken politics, poor civic discourse, and growing civic apathy have only been
fueled by significant cuts to the subject in U.S. schools most predicated on
advancing the nation’s civic readiness and interests, namely, the social
studies. <o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibO09eSaV8NrICnafl82mdfMFhxNxO-XncAcbHcpQSkCamrdJYYIh2nJ-Kh4A7NcclU_ENiJFsxPm2VIO2cunOvrN6NOaVCbVA0YvSZTadC7Cu5T9jzofMZKgJPwttuFDI9qAoz8HmFy2N/s1600/59faf645160000290074b1a2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><img border="0" data-original-height="321" data-original-width="485" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibO09eSaV8NrICnafl82mdfMFhxNxO-XncAcbHcpQSkCamrdJYYIh2nJ-Kh4A7NcclU_ENiJFsxPm2VIO2cunOvrN6NOaVCbVA0YvSZTadC7Cu5T9jzofMZKgJPwttuFDI9qAoz8HmFy2N/s320/59faf645160000290074b1a2.jpg" width="320" /></span></a><br />
<b style="font-family: arial, helvetica, sans-serif; font-size: x-large;">I believe we are entering a great civic
education awakening, or, our nation’s social studies sputnik moment, where
lawmakers and educators with clear eyes understand the value of jump starting
social studies teaching and learning in classrooms and communities</b><span style="font-family: arial, helvetica, sans-serif; font-size: large;">. Much
like the NDEA which supported STEM education in 1958, today’s times demand greater
state and national investments in social studies. A strong social studies
prepares young people to be reflective citizens that value liberty, democracy, free
and fair elections, the separation of powers, a free press, diversity, and to
understand the rights and obligations afforded to them under the U.S. and Ohio
constitutions.</span><br />
<div style="margin: 0in 0in 0.2in; text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: black;">In social studies, students gain experiences that help them
recognize the true genius of a representative democracy: One where people are
free to dissent, to criticize, to protest and publish, to join together and
assemble in common cause, to hold their elected officials accountable, all
features that exemplify democracy’s magnificent capacity for self-correction. Today’s
times necessitate the passage of legislation, policies, and programs that
curtail devastating cuts made to social studies education, and immediately
moves to invest critical resources in the teaching and learning of social
studies </span>to
better prepare young people to protect and strengthen this nation’s fragile democracy.
Our nation and state’s future depends on it. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="color: black;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Thank you for all that you do to bring social studies to life for
Ohio’s students, and always know you have a trusted partner in the Ohio Council
for the Social Studies. On behalf of the OCSS Executive Board, I am wishing you
a wonderful annual conference.</span><span style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<br /></div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comDublin, OH, USA40.0992294 -83.11407710000003140.002080899999996 -83.27543860000003 40.1963779 -82.952715600000033tag:blogger.com,1999:blog-7161993000266707702.post-39278196572638393302019-05-16T13:26:00.001-04:002019-05-16T13:28:20.903-04:00A Problem from Hell: Inside America’s Classrooms and the Teaching of the Holocaust<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: x-large;"><b>Remarks
provided to the Women's Club of Sandusky <o:p></o:p></b></span></span></div>
<span style="font-size: x-large;"><br /></span>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: x-large;"><b>Huron,
Ohio<o:p></o:p></b></span></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: x-large;"><b>April
23rd, 2019</b></span><span style="font-size: 14pt;"><o:p></o:p></span></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;"> </span></span><img alt="Image result for holocaust poland" height="200" src="https://s.newsweek.com/sites/www.newsweek.com/files/styles/feature/public/2018/04/25/fepoland04461706214.jpg" style="text-align: left;" width="400" /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Thank you for that kind
introduction, and it’s an honor tonight to speak to the College Women’s Club of
Sandusky. My first teaching job out of College was just south at Western-Reserve
Local Schools, and my first apartment was right down the road in Huron, Ohio.
Sandusky has always held a special place in heart, especially, since my partner
Joey’s family continues to reside here.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Special congratulations
to tonight’s high school scholarship award recipients, and to the College
Women’s Club for making these gifts possible.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">In 2017, I was selected
by the International March of the Living as one of its six inaugural faculty
fellows. Apparently, I had been nominated for this honor by a few of my peers
attesting to my work in community building with the LeBron James Family
Foundation.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">I still remember when I
received a phone call from the organization’s director, David Machlis. He
informed me that this yearlong commitment would allow to me conduct extensive
research on the Holocaust and in Holocaust Education, visiting with scholars in
Washington DC and throughout Poland.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Honestly, as a fifteen
year history and social studies teacher and researcher, and being a cheap date,
David had me at free trip to DC and Poland! The rest of the conversation
focused on what to wear, along with some discussion of my itinerary. After all,
who really knew what an inaugural faculty fellow was anyway?<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">In early spring of last
year, the six selected faculty fellows (including myself) from around the U.S.
came together for the first time at George Washington University in DC. We
stayed in D.C. for six weeks before our travel to Europe to reflect on
Holocaust readings, interview accomplished scholars, and meet with Survivors.
Most of our sessions took place at the United States’ Holocaust Memorial
Museum, a space dedicated to helping leaders and citizens of the world confront
hatred, prevent genocide, promote human dignity, and strengthen democracy.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">When you walk into the
Museum, in its large Hall of Witnesses, you are greeted with a large banner
that reads, “This museum is not an answer, it’s a question” a quote by Elie
Wisel. Today, friends I need to open with the same disclaimer, that my
presentation centers more on questions than answers. Questions that push us to
consider why antisemitic incidents surged 57% last year in the U.S.? What makes
the anti-human attacks in churches in Sri Lanka, at a Temple
in Pittsburgh, at a Mosque in New Zealand, and at a dance club in Orlando
possible?<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">After all, inquiry
begins with just one compelling question. In an age where 24/7 cable news
pundits spew all the answers, where people seek affirmation over information,
infotainment over substance, I would contest the health of our shared democracy
is only as strong as the vibrancy of the questions we ask. So with the few
minutes we have today, I would like to propose two questions: </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">
<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif;">Question 1: What do
students learn about the Holocaust in school?</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif;">Question
2: Why is teaching the Holocaust important?</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">As for the first
question, What do U.S. students today learn about the Holocaust in school?<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">I believe America’s
schools are its last, best hope in helping us advance civic responsibility and
engagement. By civic engagement, I mean defining and imparting what
the obligation of one stranger is to another. After all, there are powerful
lessons history can tell us in answering these civitas’ calls; especially, as
citizens of a democracy in an increasingly global and multi-cultural age.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: large;">Schools are a unique
space where all of the nation’s children come together across so many
differences- like race, ethnicity, class, religion, gender, and ability- in
order to gain enduring understandings that not only improve their quality of
life but mold and advance our communities.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">As I’m sure most people
in this room know, the Holocaust was a genocide during World War II in which
Nazi Germany, aided by local collaborators, systematically murdered 11 million
people- some six million European Jews and about 5 million “undesirables”- including
Communists, disabled Roma, Jehovah’s Witnesses, and homosexuals between 1941
and 1945. Not only did the Holocaust shock the conscience of humanity, but it
largely impacted the creation of the United Nations and a march globally to
better protect human rights. Survivor stories often live on through their
writings (Elie Weisel, Promo Levi, & Ann Frank) and as depicted in
Hollywood portrayals (Boy in Stripped Pajamas, Schindler’s List, & The
Pianist).<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Research tells us that
people inside and outside of the U.S. differ in their awareness of the
Holocaust.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif;">In the U.S.</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0.0001pt 0.5in; text-align: left; text-indent: -0.25in;">
</div>
<ul style="text-align: left;">
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"><span style="font-size: large;">In
2017, the Claims Conference and Yad Vashem randomly interviewed 1,350 adults.
Reported findings include:</span></span></li>
<ul>
<li><span style="font-size: large;"><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"> </span>93 % of all respondents
believed youth should learn about the Holocaust</span></li>
</ul>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"><span style="font-size: large;">However,</span></span></li>
<ul>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"><span style="font-size: large;">31% of Americans (and 41% of
millennials) believe that two million or fewer Jews were killed in the
Holocaust (actual number is around 6 million)</span></span></li>
<li><span style="font-size: large;">66% of Millenials can not say
what Auschwitz was</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"><span style="font-size: large;">52% of Americans believe
Hitler came to power through force</span></span></li>
</ul>
</ul>
<span style="font-size: large;"><i style="font-family: "Times New Roman", serif; text-indent: -0.25in;">Content
Standards:</i></span><br />
<ul style="text-align: left;">
<li><span style="font-size: large;"><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">In Ohio, only 1 reference to
the Holocaust (10</span><sup style="font-family: "Times New Roman", serif; text-indent: -0.25in;">th</sup><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"> grade, Modern World History elective)</span></span></li>
<ul>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"><span style="font-size: large;">“Oppression and discrimination
resulted in the Armenian Genocide during World War I and the Holocaust, the
state-sponsored mass murder of Jews and other groups, during World War II.”</span></span></li>
</ul>
</ul>
<i style="font-family: "Times New Roman", serif; text-indent: -0.25in;"><span style="font-size: large;">Textbooks:</span></i><br />
<div>
<ul style="text-align: left;">
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"><span style="font-size: large;">History textbooks have been
critiqued many times over the years (Michael Apple, James Loewen). During the
1950s, when the number of victims of the Holocaust had come to light, textbooks
were no longer including Holocaust content. The Cold War deemed it necessary
for U.S. schools to prop up Germany as a defender of freedom against the
advance of Communism, the spotlight on German persecution of its Jewish
population was dimmed. CHRISTOPHER WITSCHONKE research concludes, “it appears
that a purposeful 'Curtain of Ignorance' towards the Holocaust fell across U.S.
history textbooks during the Cold War.</span></span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif;">For a second, I would
like to compare the teaching of the Holocaust in the U.S. with its teaching in
Poland’s schools (the epicenter of the Holocaust's destruction). Even when the
Holocaust is taught, we see its politicization (Wounded by History)</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">The Polish
Anti-Defamation Law sponsored by its Law and Justice Party recently <span style="background: white;">enlists a jail term for anyone that accuses the
country of being complicit in Germany-Nazi crimes during World War II. <span style="letter-spacing: .4pt;">The legislation criminalizes any mention of Poles
as being responsible or complicit in the Nazi crimes committed by the Third
German Reich. </span></span>Jan Grabowski’s book, “Hunt for the Jews:
Betrayal and Murder in German-Occupied Poland” finds that the systematic murder
of 90% (or 3 million) of Poland’s Jews could only have been possible through
Polish neighbors being complicit in their murder. Steven Katz, Director of Elie
Wiesol Center, notes in his research that non-Jew Poles eagerly rounded-up and
even murdered local Jews in advance of Nazi German invaders- in hopes that it
would give them special favor and clout with incoming Nazis. Some even argued,
“By killing Jews I saved other Polish lives… Kill a few to save those important
to you.” This included the death of 1,600 Jewish residents in the summer of
1941 by their neighbors in Jedwabne. These same Poles also profited by looting
the homes and property of their Jewish neighbor.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-size: large;"><span style="font-family: "times new roman" , serif;">As Buguslav Milerski
notes in his research, all Polish students (for better and worse) are required
to learn about the Holocaust in their history classes. His research across 71
junior high schools (which is compulsory) indicates that:</span></span></div>
<ul style="text-align: left;">
<li><span style="font-size: large;"><span style="font-family: "times new roman" , serif;">Only 30% of students reported
visiting a school sponsored Holocaust memorial site.</span></span></li>
<li><span style="font-size: large;"><span style="font-family: "times new roman" , serif;">32 % reported that Jews were
somewhat at fault for the Holocaust (“they were like sheep” North Korea and
Diary of Anne Frank)</span></span></li>
<li><span style="font-size: large;"><span style="font-family: "times new roman" , serif;">1/3 of respondents noted that Poles
did Not engage in acts of hostility towards Jews during WWII. </span></span></li>
</ul>
<span style="font-size: large;"><span style="font-family: "times new roman" , serif;">Maddalena Gross research notes, current political conditions have resulted in
Polish classroom teachers providing a “misguided” view of history, one where
German Nazis targeted all Poles equally. This only kindles the current flames
of anti-semitism and neo-Nazi propaganda in Poland.</span></span><br />
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;"><br />
Survey: Who suffered more during WWII under Germany occupation, Poles or Jews?
The major responded Poles. Polish history textbooks tell the story of heroic
Poles that by and large helped their Jewish neighbor during the war. This is
evident for anyone that has ever visited the Oscar Schindler factory in Krakow.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">However, this is not to
say that there weren’t <span style="background: white;">non-Jews in Poland
that risked their lives during the Holocaust to save Jews from extermination.
During my research, I met Jerry Rawicki (now living in St. Pertersburg, FL).
Jerry was a courier for the Polish Underground in the Warsaw Ghetto. In April,
1943, he participated in the Warsaw Ghetto uprising. At age 15, during the
uprising, Jerry was able to sneak out of the Ghetto through a tiny opening in
the wall- four removed bricks. Once out, he managed to befriend a 17 year-old
Polish boy at the beach. They exchanged boyhood stories (i.e. disdain for
school, their luck with girls, and wisecracks). Eventually, Jerry confided in
the 17 year-old boy that he was a Jew. The boy took Jerry home, and with his
mother’s permission (not dad), allowed him to stay in their family’s cellar at
night. After the war, Jerry found out that this boy and his family had been
hung/ murdered by the Nazis ([</span>Janusz Rybakiewicz would latter be
identified by Yad Vasham as a Righteous Amongst the Nations).<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif;">Question
2: Why is teaching the Holocaust important?</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">I believe teaching the
Holocaust can be a meaningful entry point for schools and communities to
promote global learning where youth audit their own perspectives, while
examining different perspective in order to confront prejudice, discrimination,
and oppression. For instance, Why did the United States not do more to save
Jewish lives during the Holocaust?<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">On the evening of Nov.
9, 1938, a wave of violence against Jews swept across Nazi Germany, one that
would result in hundreds of Jewish synagogues and businesses being destroyed
and tens of thousands of Jews being sent to concentration camps. Kristallnacht,
or “Night of Broken Glass,” had shocked the world and nations were encouraged
to immediately act to save lives.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Some of you may be
familiar with<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
</div>
<ul style="text-align: left;">
<li><span style="font-size: large;">The
St. Louis: In May 1939, the German liner St. Louis sailed from Hamburg,
Germany, to Havana, Cuba, carrying 937 Jewish refugee passengers. The United
States and Cuba were unwilling to admit the passengers. 254 of these passengers
were killed in the Holocaust.</span></li>
<li><span style="font-size: large;"><span style="font-family: "times new roman" , serif;">I</span>n
1939, before Adolf Hitler invaded Poland, New York City’s Madison Square Garden
hosted a rally to celebrate the rise of Nazism in Germany. Inside, more than
20,000 attendees raised Nazi salutes toward a 30-foot-tall portrait of George
Washington flanked by swastikas</span></li>
<li><span style="font-size: large;">In
1940 the Wagner-Rogers Bill, an effort to admit 20,000 endangered Jewish
refugee children, failed in the U.S. Senate. Despite the fact that about 1,400
Americans had written to Congress offering to adopt refugee children. Later in
the same year the U.S. admitted 5,000 children from war-torn Britain.</span></li>
<li><span style="font-size: large;">Hitler
was time magazine’s Person of the Year in 1938. Significant funding to his
campaign and the Nationalist Socialist German Workers Party came through U.S.
automobile tycoon Henry Ford. Funding for his eugenics research came through
the Carnegie Foundation and Rockefeller Corporation. In fact, U.S. conglomerate
IBM was fully aware and profited off of Nazis using their equipment to
“generate lists of Jews and other victims, and register and track inmates at
concentration camps”. As author Edwin Black notes, there was an IBM office
(Holleritch Abteilung) in every concentration camp. Jacques Pauwels indicts
other US companies complicit, such as Kodak, General Motors/Opel, and J.P.
Morgan Chase Bank.</span></li>
<li><span style="font-size: large;">In
1944 upon learning about the Killing Centers in Europe the U.S. decided not to
bomb these facilities. Despite heavy U.S. bombings of IG Farben’s synthetic
rubber and oil factories less than five miles away from Auschwitz- Birkenau. Thus,
the gas chambers and crematorium went untouched. U.S. leaders felt such an
attack would lend support to Hitler’s proclamations of this being an Allied war
to save the Jews, resulting in lessened support for the war back home. Allied
efforts were instead focused exclusively towards winning the War </span></li>
</ul>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Germany Nazis weaponized
science (pseudo science), weaponized the media via boisterous propaganda, even
its schools and universities to cultivate an Aryan Race, establish the Third
Reich, and institutionalized murder. You may ask who were these
murders? A Polish school principal, and Holocaust survivor, Chaim
Ginnott, described penned this in an open letter:<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">I am a survivor of a concentration camp. My eyes
saw what no person should witness: gas chambers built by learned engineers.
Children poisoned by educated physicians. Infants killed by trained nurses.
Women and babies shot by high school and college graduates. So, I am suspicious
of education. My request is: Help your children become human. Your efforts must
never produce learned monsters, skilled psychopaths or educated Eichmanns.
Reading, writing, and arithmetic are important only if they serve to make our
children more human.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">In fact, this experience
as a faculty fellow, has forced me to wrestle with this question “why is
teaching the Holocaust important?” both professionally and personally. Thus, I
constantly ask myself <b>“How can I draw from the lessons of the Holocaust
to improve civic life?” To be a better researcher, teacher, neighbor, even
stranger?</b><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif;">After all, as a child in
Krakow reminded me, “they still live”. </span></b><span style="font-family: "times new roman" , serif;">It is true that most of the Nazis and their Holocaust collaborators
have been buried deep underground, but they are not dead. Events like
Charlottesville, the assassination of Gdansk’s “tolerant mayor” in Poland, and
rising global extremism, remind us of the need to be vigilant and attentive
toward injustice and hate in our world.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Now What? My
plan in choosing to act includes leading 15 professional educators to Poland
and Germany in a few weeks to learn how science and economics were of the
Holocaust.This course aims to prepare teachers as civic leaders, to better
understand and confront hate in all its forms. The good news however is
you don’t have to leave the shores and islands of Northern Ohio to chose to
act. I invite each of you you to journey with me in asking, “Why is
teaching the Holocaust important?” There is no better time, especially, with
Yom HaShoa (Holocaust Remembrance Day) next week, May 2nd.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif;"><span style="font-size: large;">Thank you for you for
having me here today.</span><span style="font-size: 14pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "times new roman" , serif; font-size: 14pt;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;"><i>Please see the following for a Holocaust timeline:</i><b> </b></span><a href="https://nam03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fechoesandreflections.org%2Fwp-content%2Fuploads%2F2018%2F11%2FTOTH_Content_FINAL.pdf&data=02%7C01%7Cbmaguth%40uakron.edu%7Cd8b76d81fe764ac23ecc08d6da1a553d%7Ce8575dedd7f94ecea4aa0b32991aeedd%7C0%7C0%7C636936204548778342&sdata=u59%2BB%2F%2BszibbQvkQCpS7qVMGxWLD2fp4e25Bds3vFwE%3D&reserved=0">https://echoesandreflections.org/wp-content/uploads/2018/11/TOTH_Content_FINAL.pdf</a></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "times new roman" , serif; font-size: 14pt;">
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--></span></b><span style="font-family: "times new roman" , serif; font-size: 14pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "times new roman" , serif; font-size: 14pt;"><br /></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , serif; font-size: 14pt;">References</span></b><span style="font-family: "times new roman" , serif; font-size: 14pt;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Black, E. (2001). <span style="background: white;">IBM and the Holocaust: The Strategic Alliance between
Nazi Germany and America's Most Powerful Corporation. New York: Crown Books.</span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Pauwels, J.
(2017). Big Business and Hitler. Toronto, ON, Canada: <span style="background: white;">James Lorimer & Company Ltd., Publishers</span>.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Ellis, C., &
Rawicki, J. (2013). Collaborative Witnessing of Survival During the Holocaust:
An Exemplar of Relational Autoethnography. Qualitative Inquiry 19(5) 366–380.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Rawicki, J., &
Ellis, C. (2009, July 1). Oral history interview of Jerry Rawicki by Carolyn
Ellis. Retrieved at <a href="https://scholarcommons.usf.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1154&context=hgstud_oh"><span style="color: blue;">https://scholarcommons.usf.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1154&context=hgstud_oh</span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">July 2009 Jerry Rawicki
oral history interview by Carolyn Ellis, July 1, 2009 Jerry Rawicki
(Interviewee) Carolyn Ellis (Interviewer)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Grabowski, J.
(2013). Hunt for the Jews: Betrayal and Murder in German-Occupied PolandHardcover.
Bloomington, IN: Indiana University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Claims Conference.
(2018). New Survey by Claims Conference Finds Significant Lack of Holocaust
Knowledge in the United States. Retrieved at <a href="http://www.claimscon.org/study"><span style="color: blue;">http://www.claimscon.org/study</span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Witschonke, C.
(2013). A ‘Curtain of Ignorance’: An Analysis of Holocaust Portrayal
in Textbooks from 1943 through 1959. The Social Studies, 104(4), 146-154.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Boguslaw, M. (201).
Holocaust Education in Polish Public Schools: Between Remembrance and Civic
Education. Prospects: Quarterly Review of Comparative Education, 40(1),115-132.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , serif; font-size: 14pt;">Gross,
M.H. (2014) Struggling to deal with the difficult past: Polish
students confront the Holocaust, Journal of Curriculum
Studies, 46(4), 441-463.<o:p></o:p></span></div>
<br /></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-1809029741945150772017-10-19T15:42:00.001-04:002017-10-20T12:40:34.580-04:00Cleveland Versus the World: Reflections from a Global Educator<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
As a kid growing up and living in Cleveland, Ohio during the
1980s and 90s, I had a front row seat to a battered, downfallen, and
economically depressed city. The Cleveland Public School’s graduation rate was abysmal, at less than 40%, as jobs and
opportunities fled neighborhoods. I was a John Marshall High School graduate, and looking back on my senior year pictures I always realize many of my fellow classmates dropped out and never crossed that graduation stage. I remember the long lines at soup
kitchens and food banks as some of our closest friends’ families struggled to keep
a roof over their head and food in their stomach. In the minds of many
Clevelanders its families and economic mobility were under attack from invading
forces that violently and unabashedly derailed and destroyed its economy.
“Outsiders”, or, those not living in Cleveland, were viewed as the culprits.
The further away from living in Cleveland the more at fault you were in this hometown
civic imagination. Those with power,
especially, in Washington and Columbus, seemed unresponsive, cold, and distant
to the #Land’s plight. <a href="http://www.dailymail.co.uk/news/article-2641627/Clevelands-forgotten-landscape-Urban-explorer-photographed-1-000-abandoned-buildings-demolished.html" target="_blank">Shattered factories</a>, high unemployment, and urban decay
remained while the rich and greedy moved wealth and opportunities overseas. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<img alt="Image result for cleveland factories abandon" src="http://i.dailymail.co.uk/i/pix/2014/05/28/article-2641627-1E43C22E00000578-648_964x642.jpg" height="425" width="640" /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Neoliberal forces and free trade agreements were the
munitions of the rust belt’s decay, and it soon became “Cleveland Versus the
World” in the #Land’s civic imagination. Distrust only grew as locals raged that "foreigners stole our jobs” and crippled our city's economy. A mounting war on terror
and events like 9/11 only <a href="http://www.cleveland19.com/story/615211/man-gets-5-years-in-prison-for-ramming-mosque" target="_blank">reinforced hate</a>, intolerance, and apathy towards those overseas.
Anger flared amongst some locals as our nation ignored the dire needs of
Clevelanders and “…gave millions of dollars to foreigners in aid.” It was
Clevelanders versus the world, and only Clevelanders could be trusted.
Cleveland, a once economic stall worth of this nation’s growth, had been
counted out and forgotten by outsiders. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<a href="https://s-media-cache-ak0.pinimg.com/originals/38/89/59/388959bf66c85121bfb47b6e9fc69da7.jpg" imageanchor="1"><img alt="Image result for Cleveland vs world LeBron" border="0" height="263" src="https://s-media-cache-ak0.pinimg.com/originals/38/89/59/388959bf66c85121bfb47b6e9fc69da7.jpg" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As a global education instructor and researcher that just so
happens to be from Cleveland, Ohio, today I still can’t help but take notice of
the popular images, memes, and play of the phrase “Cleveland Versus the World”.
Northeast Ohio’s native son LeBron James has strutted Cleveland Versus the
World t-shirts, and in the 2016 MLBA playoffs made a guest appearance at
Progressive Field to remind the hometown crowd over the public address system,
“It’s Cleveland Versus the World”, with millions around the world watching. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/BhXcyGt1SHY/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/BhXcyGt1SHY?feature=player_embedded" width="320"></iframe></div>
<br />
In my teaching and research I’ve spent my professional
career trying to break down silos of “us versus them”, while shedding light on
the importance of students learning about, with, and for our world. Unlike any
other time our world needs informed citizens ready to serve as actors on the
global stage. Yet, in my own beloved hometown, division and distrust of
“outsiders” has blossomed and bloomed. In an increasingly technological and
global age what are the implication of this retreating and distrust of others? How do we create more equitable global systems and structures that make
local people value the important role a healthy Cleveland plays in our world,
and our world plays in Cleveland? More work in the area of global education is
urgently needed; especially, as this disdain and distrust of “the world” infects
other communities and evolves into slogans like “Make America Great Again.” Let's work together to education globally minded citizens that fight to for a brighter, must just, and prosperous tomorrow in Cleveland and around the world.</div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-78444259063975145342017-07-12T19:51:00.001-04:002017-07-12T19:52:26.891-04:00State’s Decision to Eliminate Exams Continues Marginalization of History and Civics Education<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">In order to sustain the health and vibrancy of our
democracy youth must learn about, and be ready to take part in, the U.S.
democratic and governance process. This is especially true in an increasingly
partisan and politically fractured country. At the heart of the social studies
is preparing all youth to emerge as informed and active citizens to undertake
our nation’s highest and most mightiest office, that of “Office of Citizen”.
Through a strong and meaningful social studies curriculum students learn about
our state, nation, and world’s rich diversity, its history, and the many
obligations and responsibilities that come with citizenship. Students analyze primary
sources in order to grapple with complexity, use evidence to substantiate
conclusions, and learn to take informed actions to improve our communities and
world. The social studies provides
students with experiences investigate, contextualizing, and thinking through information
sources of data, and these skills are paramount in an age of fake news, native
advertising, and mounting propaganda. At the forefront of the social studies is
empowering youth with curricular experiences that advance the art of
deliberation, conversation, and statesmanship when interacting with the views
of diverse citizens holding likeminded and dissimilar views. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.constructionlawnowblog.com/wp-content/uploads/sites/313/2014/07/Ohio.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.constructionlawnowblog.com/wp-content/uploads/sites/313/2014/07/Ohio.jpg" height="265" width="400" /></a></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Knowing that today’s increasingly partisan,
multicultural, and technological age demands engaged and informed citizens ready
and capable of sustaining our nation’s democracy, I was most disappointed that
the state legislature and our governor decided in the recently passed budget
bill to eliminate all required state elementary and middle school social
studies exams. After all, only 70% of Cuyahoga County voters cast ballots in
the 2016 president election (a letter grade of a D), while only 46% of 18-29
year olds showed up (F letter grade). Mandated state assessments in science,
math, and language arts went unscathed and unaffected in this bill. Research
indicates our current system of testing results in some subjects that “win” and
others that “lose”. Subjects not tested often suffer from decreased
instructional time, resources, priority, and staffing (Ravitch, 2010). Lawmakers
did include in the same budget bill a very weak provision for schools to teach
and assess social studies in grades four and six. However, there is no minimum
instruction time specified, nor is there a state mechanism in place to ensure
this is happening, as the law forbids schools from reporting any social studies
assessment data to the Ohio Department of Education. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Unfortunately, our state’s decision to exclude and
defund these elementary and middle grades social studies assessments are but
one more example of a national trend of states disinvesting in history and civic
education. Claus von Zastrow and
Helen Janc, in a 2004 study, interviewed 956 elementary principals from four
different states and found that almost half of all principals disclosed time
devoted to social studies had moderately or greatly decreased due to it not
being a tested subject, while the time spent on tested subjects had increased. In
Ohio, local researchers found that time spent teaching social studies increased
when state-mandated testing were re-introduced introduced (Doppen,
Misco, & Patterson, 2008). <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.usnews.com/dims4/USNEWS/a98ae8f/2147483647/thumbnail/970x647/quality/85/?url=%2Fcmsmedia%2Fea%2F1a%2F48eb43bf4e708c1e55d6de41dfc1%2F141212-computer-submitted.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Image result for student exam ohio online" border="0" height="266" src="https://www.usnews.com/dims4/USNEWS/a98ae8f/2147483647/thumbnail/970x647/quality/85/?url=%2Fcmsmedia%2Fea%2F1a%2F48eb43bf4e708c1e55d6de41dfc1%2F141212-computer-submitted.jpg" width="400" /></a></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">The frustration I share with hundreds of Ohio
teachers is that social studies, again, has been disproportionally affected and
marginalized when compared with other core subjects in the state. Like many families
I believe Pk-12 students and educators are over tested in Ohio, which is a
product of misguided school district, state, and federal policy. Reforms are
needed at all levels to ensure students receive strong and robust learning
experiences in <i>all </i>content areas. Instead
of wasting millions of tax payer dollars on shoddy state tests in a few cherry
picked subjects, meaningful investments should be made that yield greater
results for student leaning; such as recruiting, preparing, and supporting high
quality teachers, breaking down barriers that lay in their way, and restoring
our trust in educators so they have the freedom and flexibility to plan and
deliver high quality instruction to meet the needs of diverse learners. Instead
of state lawmakers selecting winners and losers, and throwing band aids on a
broken assessment system, Ohio should be at the forefront leading our nation to
construct homegrown competency and performance-based assessments that model a
meaningful and holistic assessment system that prepares all students for
college, career, and <i>civic</i> life.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">References<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Doppen, F., Misco, T., & Patterson, N. (2008). The
state of k-12 social studies instruction in Ohio. Social Studies Research and
Practice, 3(3), 1-25.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Ravitch, D. (2010). The death and life of the great
American school system: How testing and choice are undermining education. New
York, NY: Basic Books.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<br />
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">von Zastrow, C. and Janc, H. (2004). Academic
atrophy: The condition of the liberal arts in America’s Public Schools. Council
for Basic Education. Retrieved from <a href="http://static.ncss.org/files/legislative/AcademicAtrophy.pdf">http://static.ncss.org/files/legislative/AcademicAtrophy.pdf</a><o:p></o:p></span></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-83710533622040191442016-11-11T12:28:00.004-05:002016-11-11T13:09:56.547-05:00Social Studies Teachers as Front-Line Responders in Times of Civic Divisiveness and Distress<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
“Daddy, do we have to
leave the country?”</div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: x-small;">-3rd grade
Muslim student (Chicago, IL)</span></div>
<div class="MsoNormal">
<br />
<br /></div>
<div class="MsoNormal">
When the world seems to stop, people tend to turn to social studies
teachers. I remember being in a classroom after 9/11 and my students looking forward
to coming to our history class in order to make sense of the unfolding events. Who is Al-Qaeda and the Taliban, and why do they hate us?
What should our nation’s response be? In our
nation’s social studies classrooms, students found refuge and a
safe-haven to discuss these events, our individual and national responses, and coping
mechanisms and insights to better understand what was happening. I remember teachers
and administrators also seeking out the support and counsel of social studies
teachers. Administrators and teachers also felt the need to discuss this significant
current event with someone who understood our nation’s politics, history, and
economics. In fact, many administrators invited (as they still do) social
studies teachers to organize school-wide assemblies and programming on civic
responsibility and pride following the events of 9/11.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After a significant current event, divisive election,
massive protest, or devastating man-made and/or natural disaster, the social
studies classroom has served as, and will serve as, a form of “group therapy” and as information
hubs for students, teachers, and administrators grappling with the events as
they unfold. <i>Social studies teachers become
the “go to” front-line responders in schools as people try to understand, reflect
upon, and make meaning of current events and issues.</i><o:p></o:p></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
Knowing a social studies teacher’s unique positionality in
times of national civic struggle, it makes me wonder how social studies teachers are
responding to the aftermath of the hotly contested 2016 election resulting in a
President-Elect Donald Trump? The rhetoric and divisiveness surrounding this
election was nothing short of intense, in particular the views and comments
expressed by President-Elect Trump. While Mr. Trumps words may have been “political
smoke” to win conservative votes, the truth is many people in the U.S. and
around the world are fearful and scared. On November 9<sup>th</sup> (the day
after the election), millions of Americans and their families woke-up and
wondered what their place in this new America would be. Undocumented Mexican workers
and their families are scared about the possibility of imminent deportation,
Muslim Americans fear increased governmental surveillance and bigotry, African
Americans are less convinced that Black Lives Matter, women continue to worry
about their status and are fearful of heightened crude and abusive male attitudes
and acts, and LGBT Americans and their families fear their rightfully awarded
marriages and recognized family units will be dissolved. Below I report three examples shared with me the day after Election Day that will tug at most
heart-strings and showcase examples of the real fear that exists in America following this election:<o:p></o:p></div>
<ul style="text-align: left;">
<li><span style="text-indent: -0.25in;">3am</span><span style="text-indent: -0.25in;">
</span><span style="text-indent: -0.25in;">(shortly after election results are posted): A gay friend announced on
Facebook that he and his partner of a year will be getting</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">married in the next few weeks; fearful that a
President Trump will support Supreme Court Justices committed to dismantling and
dissolving the recognized marriages of LGBT Americans. They are fearful the LGBT
historic progress and protections made under President Obama will be undone.</span></li>
<li><span style="text-indent: -0.25in;">6am: A 3rd grade, native born Muslim student
woke-up in Chicago and asks his dad who won the election. After his dad informs
the youngster that Donald Trump won the election, the 3</span><sup style="text-indent: -0.25in;">rd</sup><span style="text-indent: -0.25in;"> grader
asks if the family is going to be deported out of the U.S. and lose his friends.</span></li>
<li><span style="text-indent: -0.25in;">3pm: A white female University student serving
as an adult mentor to a black 6</span><sup style="text-indent: -0.25in;">th</sup><span style="text-indent: -0.25in;"> grader in the Akron Public
Schools informs me (her professor) that her 6</span><sup style="text-indent: -0.25in;">th</sup><span style="text-indent: -0.25in;"> grader is crying and
will not talk to her. The 6</span><sup style="text-indent: -0.25in;">th</sup><span style="text-indent: -0.25in;"> grader had asked her mentor who she
voted for yesterday, and the mentor reported Donald Trump. The black student
felt she could no longer trust her mentor anymore, as a white adult. </span><span style="text-indent: -0.25in;">For more</span> stories of youth fear after the 2016 election <a href="http://hechingerreport.org/schoolchildren-lot-questions-lot-fear-aftermath-trump-victory/" style="text-indent: -0.25in;">click here.</a></li>
</ul>
After a divisive national Presidential election filled with hate-speech and
anger, students and educators in our nation’s classrooms and communities need
attentive and engaged social studies teachers, of whom are trained in the totem
to civic education, the social studies. Their words, deeds, actions and
in-actions matter, as people and families look for guidance and support. Characteristics
of this support includes social studies teachers serving as culturally and
content competent responders to help people understand, reflect upon, and make
meaning of these events. Moreover, social studies teachers have an obligation
to create a safe classroom space where diverse views, standpoints, and perspectives
can be shared and discussed. Social studies teachers must model constructive
and appropriate discourse, demonstrate a strong understanding of history/social
studies content, provide students with the opportunity to delve into historical/social science
documents and perspectives to learn for themselves the lessons of the past, and to have students take informed action in
their communities to create a more inclusive and sustainable world. For example, Jim Cullen, a high school history teacher in New York, described in the <a href="http://xn--alleviate%20despair%2C%20anxiety%20or%20indignation-2l75awc/" target="_blank">Hechinger Report</a> (11-9-2016) how he was able to use his history class in helping to alleviate some despair and anxiety amongst youth following the 2016 election. Social Studies teachers must take great pride in
the responsibility of serving as front-line responders in schools during difficult
times of civic divisiveness and distress, and moreover, understand the significant obligations
and necessity of being well-trained and prepared for this important task.<br />
<div class="MsoNormal">
<o:p></o:p></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-79261927585204130902016-07-04T05:48:00.000-04:002016-07-04T05:48:25.419-04:00Global Education in the Age of Donald Trump, Brexit, and Rising Nationalism<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
Was I wrong? In <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&cad=rja&uact=8&ved=0ahUKEwil8_qWwNnNAhWFG5QKHTjoDp4QFghQMAk&url=https%3A%2F%2Fetd.ohiolink.edu%2Frws_etd%2Fdocument%2Fget%2Fosu1248880262%2Finline&usg=AFQjCNFHLqL8SthkElp7kl_nfLV1FTzZ5A&sig2=oHPTQGIqtifXHXZJHxbIIA&bvm=bv.126130881,d.dGo" target="_blank">2009</a>, I wrote in my dissertation that
nations and their people are increasingly connected to a complex global system
which there was and is no retreating. However, recent events like the Brexit,
the rise of Donald Trump, and increasing nationalism around the world (i.e.
China, Saudi Arabia, France, Brazil, Germany, etc.), could make one reconsider
such a statement. Maybe, as <a href="http://www.nytimes.com/2016/07/03/opinion/sunday/the-myth-of-cosmopolitanism.html?smid=fb-share&_r=0">Ross
Douthat</a> in the New York Times puts it, “From now on the great political
battles will be fought between nationalists and internationalists, nativists
and globalists.” Judging from today’s political climate one could easily argue
the nationalists/nativists have the upper hand.<o:p></o:p><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic53ZIx5ZOBz8ImBQVpBaBmCpllTFtnEHKV7T2SySxNB3LMmiSF2YVx6rswOXuSxrnTyOnRiZndkd19cKr6a3V3clopClZ6sdiHp4wI7s3uICdXXtTV3bOUMyLDLN1JJYgqRkMxqZaevFh/s1600/Untitled2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic53ZIx5ZOBz8ImBQVpBaBmCpllTFtnEHKV7T2SySxNB3LMmiSF2YVx6rswOXuSxrnTyOnRiZndkd19cKr6a3V3clopClZ6sdiHp4wI7s3uICdXXtTV3bOUMyLDLN1JJYgqRkMxqZaevFh/s400/Untitled2.jpg" width="400" /></a></div>
<br /></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
As I was flying into China to begin my stay as a visiting
faculty member at Henan University, mind you to help faculty promote global
perspectives in their teaching, I came across two NY Times editorials on
Globalism, one from the far left and the other from the middle right. <a href="http://www.nytimes.com/2016/06/29/opinion/you-break-it-you-own-it.html?_r=0" target="_blank">ThomasFriedman (6-29-2016)</a>, a long time defender of globalism and free markets, tried
to make sense of the Brexit and the rise of Trump. Friedman notes that “The
pace of change in technology, globalization, and climate [has] started to
outrun the ability of our political systems to build the social, educational,
community, workplace, and political innovations to keep-up.” As a result of
governmental failures to ensure these institutions keep pace, many citizens
have been displaced, dislocated, and frustrated by these global forces.” Instead of politicians focusing on the
problem of offering meaningful solutions on how systems can be better reformed
and adequately funded to ensure successful integration politicians focus on
easier, weaker pray; namely, immigrants and globalism. Friedman correctly argues, globalism and
multiculturalism have built the world’s most prosperous and powerful states in
the 21<sup>st</sup> Century. They attract the best talent, investment, and are
the most stable. Instead of allowing these global and multicultural forces to
destroy us and pull us part, key reforms should be made to use these forces
(Globalism and multiculturalism) to promote global growth, stability, and
peace. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
In the same NY Times Edition, <a href="http://www.nytimes.com/2016/06/29/opinion/campaign-stops/bernie-sanders-democrats-need-to-wake-up.html" target="_blank">Senator Bernie Sanders (6-29-2016)</a> explains why workers and the middle-class have turned their backs on Globalism
and the EU by voting to Brexit. Sanders blames voters’ decision on their
observing the richest in the country accruing great wealth, while experiencing a declining standard of living. Because of misguided policies and a
lack of governmental regulation, Sanders notes Globalism has left the middle
and lower class and their families further behind. Instead of making Globalism
work for everyone, Sanders states, “the world’s economic elites (top 1%) now
owns more wealth than the whole of the bottom 99%.” Vast income inequalities
have resulted in frustration and rejection of an unfair global economy that
seems rigged to only protect the wealthy and corporate interests. While Sanders
doesn’t acknowledge the great gains that have been made through Globalism in
alleviating global poverty in the developing world, he is quick to point out
how workers in many developed countries have been displaced and affected
through unfair trade policies. Senator Sanders argues, much like Friedman, for
not throwing the “baby out with the bathwater” but better reforming the
international system to protect all workers and their families, the
environment, and to slash global gains in military spending.<br />
<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<div style="text-align: center;">
<b><span style="font-size: large;">"Reforming the international system to protect all workers and their families, the environment, and to slash global gains in military spending"</span></b></div>
<br /></div>
<div class="MsoNormal">
Was I wrong in my 2009 assertion, like many others that
claimed nations and their people are and forever will be increasingly connected
to a complex global system which there was and is no retreating? Instead of
viewing Bexit, the rise of Donald Trump, and increasing global nationalism as a
rejection of Globalism I agree with Friedman and Sanders in that it’s time we
do Globalism better; namely, we reform our institutions to better reflect the
increasingly global and multicultural world we live in. This means undertaking important governmental and grassroots reforms to ensure youth receive a high quality global education so
multicultural citizenries in all nations are better prepared to protect workers
and their families, our environment, and to promote peace and sustainability. This is the message stakeholders must take away from Brexit, the rise of Donald Trump, and rising nationalism. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcSwaSPFthWjGNZ2HV-wbVaveJdpL_KjLDoLkEPSPW3Ca4_1pWo1UG0xqiJjrzcitkB3FTTqWQsz2xYkv3vv3tcJ8NvOT6E8GldvbGY31ETLJgLMlE3q2jAcRrjXtpetYGHF17ccWUA4Y8/s1600/Publication1-640x628.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcSwaSPFthWjGNZ2HV-wbVaveJdpL_KjLDoLkEPSPW3Ca4_1pWo1UG0xqiJjrzcitkB3FTTqWQsz2xYkv3vv3tcJ8NvOT6E8GldvbGY31ETLJgLMlE3q2jAcRrjXtpetYGHF17ccWUA4Y8/s320/Publication1-640x628.jpg" width="320" /></a></div>
<br /></div>
<div class="MsoNormal">
Unlike any other time in the course of human history our
world needs educators that are prepared to teach with, about, and for a more
just world (Maguth & Hilburn, 2015). Global educators understand how people, places, businesses, and
governments are connected across the world. When politicians present easy
answers like “keep all the Muslims out”, “build higher walls”, or “withdrawing
from the global community” youth that have been grounded in a global education
by their teacher ask the tough, hard-hitting questions in order to push back. These youth understand that building walls
and spewing divisive rhetoric against the most vulnerable in our society are never
the answer, and instead opt to build bridges of understanding and engage in
constructive diplomacy. Our world faces many serious challenges (i.e.
alleviating global poverty, ensuring access to clean water, combating global
extremism, ensuring gender equality, etc.) and instead of retreating or hiding,
shouting hateful names, and pointing fingers, youth grounded in a global
education see strength in our diversity and work endlessly for a more peaceful,
prosperous, and sustainable world for everyone. Now more than ever, the times
demand global educators.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<o:p> </o:p> </div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<i>Note: This post was
written while serving as Visiting Scholar at <a href="http://en.henu.edu.cn/" target="_blank">Henan University</a> in Kaifeng, Henan
Province, People’s Republic of China. <o:p></o:p></i></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-41788714502476664652016-05-10T12:55:00.000-04:002016-05-18T16:10:14.861-04:00House Bill 544: Ohio’s Strong Civics Standards and Performance-Based Assessments in Jeopardy?<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrBVRLWL_k1Y1V-1fi_SE5kNBG3GDkZrz92AezhgwTa0hGpee4pvLkRggoy7u78cftSE8N7_yQ4IqgnEUNLSIWgcZRL4n5CtoPiNSBzQjfcSVbvm6OvoXg1qO6A9Un9DoqociFrdlx7qgs/s1600/Untitled2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrBVRLWL_k1Y1V-1fi_SE5kNBG3GDkZrz92AezhgwTa0hGpee4pvLkRggoy7u78cftSE8N7_yQ4IqgnEUNLSIWgcZRL4n5CtoPiNSBzQjfcSVbvm6OvoXg1qO6A9Un9DoqociFrdlx7qgs/s200/Untitled2.jpg" width="181" /></a></div>
<div class="MsoNormal">
Ohioans have made great progress in the past two years
pushing back against an exhaustive amount of state testing mandated by the
federal government; in particular due to the passage of No Child Left Behind
(2002). Research clearly demonstrates that increasing time spent on testing
forces teachers and students to sacrifice precious instructional time and dramatically
narrows the curriculum (Wright, 2002; Ysseldyke, Nelson, Christenson, Johnson, Dennis,
Triezenberg, & Hawes, 2004). Among the gains made in Ohio
includes the homegrown development of rigorous new learning standards that
promote college and career readiness. Educators, parents, professors, and stake
holders from across the state have worked hard to create strong local standards
for Ohio’s youth. These local standards, adopted by our State Board of
Education, serve as a blueprint for new high quality performance assessments that
are administered at different intervals in schools. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ohio’ civics standards and its accompanying assessments,
through the hard work of local educators and the broader state community, are
amongst the best in the nation. While this hasn’t always been the case,
numerous standard and assessment revisions and updates have significantly enhanced
our state’s ability to prepare the next wave of informed and active citizens. All of Ohio's youth are required to complete 1/2 unit of coursework in American Government. Our
new state standards in American Government and its aligned performance-based
assessments should be a source of local pride and distinction (much like our
local NBA superstar LeBron James). Previous versions of our state’s American
Government standards and its aligned assessments were poorly designed, limited
in scope, lacked rigor, and fostered low-level/ superficial thinking. While
these previous standards were initially drafted and adopted with great hope and
anticipation, they never really got the job done or panned out (much like my
beloved Cleveland Brown’s experience with their late quarterback Johnny
Manziel). </div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIz9EvbpLlOxqS7pBWcgVEcXlfGo_L10V4V7kvdulejgf3Fi7ZqQN7ruBO2mIcKyCKPZyZdjFprLb2-Q-3gPxuznnJf9gYX2IYWyR3c9wQcqFRyJxQfT3thZKioO_1ADBN16oQVjWeGY5B/s1600/Untitled.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIz9EvbpLlOxqS7pBWcgVEcXlfGo_L10V4V7kvdulejgf3Fi7ZqQN7ruBO2mIcKyCKPZyZdjFprLb2-Q-3gPxuznnJf9gYX2IYWyR3c9wQcqFRyJxQfT3thZKioO_1ADBN16oQVjWeGY5B/s400/Untitled.jpg" width="400" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I draw this comparison between LeBron and Johnny because
recent events in Columbus could possible force our state to exchange its
rigorous, relevant, college and career ready civic standards and accompanying
assessments (i.e. LeBron James) for a low-level, superficial national
assessment that is not aligned to Ohio’s local civic standards (i.e. Johnny
Manziel). Recently, co-sponsors Representative Kyle Koehler (R-79) and Representative
Al Landis (R-98) introduced House Bill 544 which would replace Ohio’s American
Government End of Course and Performance-Based Exam with a low level 100
multiple-choice U.S. Immigration and Naturalization Test. The Civics Education Initiative, supported by
the right leaning, Arizona based Joe Foss Institute has been peddling the
adoption of the U.S. Immigration and Naturalization Test, the same test
required for immigrants applying for U.S. citizenship, for high school
graduation to eighteen other states, with mixed results. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Additional tests, especially, those that promote
low-level/superficial knowledge, steal quality instructional time away from teachers
implementing Ohio’s strong civic standards which promote real-world civic
engagement and community service. Ohio’s Learning Standards in American
Government are centered on helping students understand how the American people
govern themselves at the national, state, and local levels of government. Outside of understanding basic principles of
U.S. Government and other founding documents, these standards call Ohio’s youth
into action in order to engage in societal problems and participate in local
government. Furthermore, students learn how the Ohio Constitution (1851)
complements and interacts with the federal structure of government. Ohio’s youth
learn how to engage in and make their voices heard in state government and in
their communities. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The US Citizenship Test is by far the low bar, as it fails
to be aligned with Ohio’s civic learning standards. I believe our youth, its
schools, and our beloved Ohio deserve better. Our students deserve high quality,
rigorous, and locally developed performance-based assessments (like those that have
been piloted and tested for validity which are in-place). Ohio’s civic
assessments and standards expose students to local and state government,
instill local civic participation, and promote successful readiness for college,
career, and civic life. Let’s hold onto and take pride in our LeBron James
rookie card, a local hero and smart investment, and distance ourselves from those pitching us the Johnny Manziel
card. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
I encourage everyone to see this for themselves by comparing
the two tests below. Which one is best aligned to Ohio’s American Government
Standards? Which one demands critical thinking and the analysis of primary
sources and founding documents?</div>
<ul style="text-align: left;">
<li><span style="text-indent: -0.25in;">US Immigration & Naturalization Exam:
<a href="http://civicseducationinitiative.org/take-the-test/">http://civicseducationinitiative.org/take-the-test/</a></span></li>
<li><span style="text-indent: -0.25in;">Ohio’s American Govt. Exam </span></li>
<li><span style="text-indent: -0.25in;"> <a href="http://oh.portal.airast.org/ocba/wp-content/uploads/2014/12/AmGov-EOY-Paper-PracticeTest.pdf" target="_blank">EOC Section</a></span></li>
<li><span style="text-indent: -0.25in;"> <a href="http://oh.portal.airast.org/ocba/wp-content/uploads/2014/12/AmGov-PBA-Paper-PracticeTest.pdf" target="_blank">PBA Section</a></span><span style="text-indent: -0.25in;"></span></li>
</ul>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<o:p><span style="font-size: x-small;">References</span></o:p></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<div class="MsoNormal">
<span style="font-size: x-small;">Wright, W. E. (2002, June 5). The effects of high stakes
testing in an inner-city elementary school: The curriculum, the teachers, and
the English language learners. Current Issues in Education, 5(5). </span></div>
<br />
<div class="MsoNormal">
<span style="font-size: x-small;">Ysseldyke, J., Nelson, J., Christenson, S., Johnson, D.,
Dennis, A., Triezenberg, H., Hawes, M. (2004). What We Know and Need to Know
About the Consequences of High-Stakes Testing for Students With Disabilities.
Council for Exceptional Children, 71(1), 75-94. Retrieved at </span><a href="http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1622" style="font-size: small;">http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1622</a></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-4518909806715919412015-12-19T21:30:00.002-05:002015-12-19T21:37:22.852-05:00NCLB Rewrite Throws University Teacher Preparation Under the Bus<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="margin-left: 1em; margin-right: 1em;">
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
<img alt="What is meant by 'thrown under the bus'?" src="http://cdn2-b.examiner.com/sites/default/files/styles/image_content_width/hash/8a/89/8a89330e5d0dd9c1a8edcccb4dad703b.jpg?itok=5AX27TVd" height="208" width="320" /></div>
</div>
<br />
<div class="MsoNormal">
Recently, President Obama signed into law the bipartisan legislation
entitled <i>Every Student Succeeds Act</i>
(ESSA). This legislation allows for more local control for states in the areas
of goal setting, determine ratings, and deciding remedial measures. Overall this legislation significantly scales
back federal interventions in schools and prioritizes local control. Rightly so, educators and parents are greatly
relieved this legislation curtails an over-reliance on standardized testing and
the use of these results to evaluate teachers and schools, which was narrowly prescribed
in NCLB. Local educators and stakeholders,
or, those closest to students, are given the flexibility and authority to meet
the needs of diverse learners.<br />
<o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQildyRwaGKrYlTPWFvFmy9KD-M0QmWZtIoO8ieoaCYe19dkm1g1t6zO4SLUJXC6XTCcTR9N6Kg-4ZYq0_hgDLg_ZNO1azpzAf9BeXXhPT8wbjRI2dO88zDCvg44XWC2teyZ6pfoyMmy_4/s1600/POTUSessa1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQildyRwaGKrYlTPWFvFmy9KD-M0QmWZtIoO8ieoaCYe19dkm1g1t6zO4SLUJXC6XTCcTR9N6Kg-4ZYq0_hgDLg_ZNO1azpzAf9BeXXhPT8wbjRI2dO88zDCvg44XWC2teyZ6pfoyMmy_4/s320/POTUSessa1.jpg" width="320" /></a></div>
<div class="MsoNormal">
However,
not as well publicized, is the deeply disturbing teacher preparation provisions
that appear in ESSA. These issues have been highlighted by Valier Straus in the
Washington Post (<a href="https://www.washingtonpost.com/news/answer-sheet/wp/2015/12/05/the-disturbing-provisions-about-teacher-preparation-in-no-child-left-behind-rewrite/" target="_blank">December 5<sup>th</sup></a>), and by <a href="http://dianeravitch.net/2015/12/05/kenneth-zeichner-essa-is-a-disaster-for-teacher-education/" target="_blank">Dr. Kenneth Zeichner</a> at the
University of Washington at Seattle. Faculty in university teacher preparation are
left to wonder if the largest Pk-12 teacher unions, namely the National Education
Association and the American Federation of Teachers, threw university teacher
educators and their programs under the bus in order to get U.S. law makers to loosen
restrictions on Pk-12 schools.</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOgGp802_-0Tr5irF5FPXzdOyi1uoCK8bZpNMUBqK2FtUSZV8iZZjpfWiv0TMSc0JjCN1aqTuJr9C2qiZ-yadvk0tQ_n5RhA-54t7bhIEDlngVpNW7kbYAGDLexwSYS2jM1u77Cnmqf5bP/s1600/2014.10.23-infographic.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOgGp802_-0Tr5irF5FPXzdOyi1uoCK8bZpNMUBqK2FtUSZV8iZZjpfWiv0TMSc0JjCN1aqTuJr9C2qiZ-yadvk0tQ_n5RhA-54t7bhIEDlngVpNW7kbYAGDLexwSYS2jM1u77Cnmqf5bP/s320/2014.10.23-infographic.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Retrieved from<a href="http://knowyourcharter.com/" target="_blank"> http://knowyourcharter.com</a></td></tr>
</tbody></table>
<div class="MsoNormal">
Provisions
in ESSA permit states to allow a portion of their Title II funds to support
venture capitalists in establishing teacher preparation academies. These “charter”
teacher preparation academies would compete directly with university teacher preparation
programs, all while exempting these same academies from national and state accreditation
rules that regulate the quality and rigor of university teacher preparation. Unlicensed academy teacher candidates would be
fast-tracked into classrooms and serve as “teachers of record” without parent
approval or their even being notified. Faculty
that prepare academy teacher candidates are not be required to have advanced
degrees, or, to engage in academic research on instructional best-practices (p. 114).
Furthermore, teacher candidates that complete a program run by a non-university
charter academy may be awarded a Certificate of Completion that may be
recognized by states as “at least the equivalent of a Master’s Degree in
education for the purposes of hiring, retention, compensation, and promotion in
the state (p. 115).”</div>
<div class="MsoNormal">
<o:p></o:p></div>
<br />
<div class="MsoNormal">
The
federal government would never support medical preparation academies where non-credentialed
and unlicensed doctors are thrown into operating rooms working with our nation’s
most vulnerable patients. As thoroughly reported in the news,
Ohio’s Pk-12 charter school oversight and overall performance have been a
<a href="http://www.dispatch.com/content/stories/local/2015/10/21/charter-study.html" target="_blank">embarrassment</a>. In light of
ESSA, it looks like we can soon add “charter” teacher preparation academies to
this cringe-worthy list.</div>
<div class="MsoNormal">
<o:p></o:p></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-79736382667704358872015-11-12T15:10:00.003-05:002015-11-12T15:38:11.498-05:00Moving Away from Silver Bullets and Towards Continuums in Global Education<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><span style="font-size: x-small;"><br /></span>
</span><br />
<div align="center" style="margin: 0in 0in 10pt; text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large; line-height: 115%;">11-11-2015,
@ Annual Conference of CUFA</span></div>
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><span style="font-size: x-small;"><br /></span>
</span><br />
<div align="center" style="margin: 0in 0in 10pt; text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large; line-height: 115%;">New
Orleans, LA</span></div>
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><span style="font-size: small;"><br /></span>
</span><br />
<div style="margin: 0in 0in 10pt;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7v24aZSBjJByFDsdL4Nr6ZTMf7ZUnxc9_Ah27WTEwQ3-Sx1IGpUiwEqtczOhtm28xMwf9XCGzRQ6JgXGHZ0MhQAT8KPYYrcHIdS6my1V6MFGpbv2wQ_8vwVUsmWstx04PSHcFVQRdkynb/s1600/new+orl.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7v24aZSBjJByFDsdL4Nr6ZTMf7ZUnxc9_Ah27WTEwQ3-Sx1IGpUiwEqtczOhtm28xMwf9XCGzRQ6JgXGHZ0MhQAT8KPYYrcHIdS6my1V6MFGpbv2wQ_8vwVUsmWstx04PSHcFVQRdkynb/s200/new+orl.jpg" width="200" /></span></a></div>
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large; line-height: 115%;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">As I begin these
comments, I’d like you to keep two images in your mind: 1.) a silver bullet and
2.) a scenic, continuous path. These images hopefully make sense to you as I
move through my comments.<o:p></o:p></span><br />
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.blogger.com/blogger.g?blogID=7161993000266707702" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDytU1-BvECqjWMSTtbyG0jz4z_YCImStah4B6lnF7AoQe88jruSlB-WZ_X5-WYVSkRbdiuhyRf2c1PxQcgwfNeex80z-Kkw_jwvoVlJckQbA6OHLORaNcGyKCgg4o49IR7bV27gY79h7f/s1600/bullet+and+path.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="114" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDytU1-BvECqjWMSTtbyG0jz4z_YCImStah4B6lnF7AoQe88jruSlB-WZ_X5-WYVSkRbdiuhyRf2c1PxQcgwfNeex80z-Kkw_jwvoVlJckQbA6OHLORaNcGyKCgg4o49IR7bV27gY79h7f/s400/bullet+and+path.jpg" width="400" /></a></div>
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">These papers I’ve been
asked to discuss, document greatly needed research effort to advance global
learning. <span class="apple-converted-space"> </span>Although they
each address different dimensions of the programs and practices associated with
global education and teacher education, taken together, these papers address
programs and practices as a continuum of the development of global educators.
This continuum spans university course-taking, pre-service social studies
instruction, K-12 social studies education, and onward into teacher
professional development. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><br /></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<b><span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Global learning must not be confined to one course, one teacher,
or course of study.<span class="apple-converted-space"> </span></span></b><span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Instead,
it must be continuously cultivated. Doing so provides what Hillary Parkhouse
described as “the amalgamation of disorienting experiences and pathways into
global education at all levels.”<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">The collection of
papers for this symposium, and the recently released book it’s based upon (<a href="https://www.routledge.com/products/9780415721677" target="_blank">The State of Global Education:Learning
with the World and its People</a>), come at a critical point in time for the
future of schools and in particular for global educators.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<b style="font-family: Georgia, 'Times New Roman', serif; font-size: x-large; line-height: 115%;"><span style="font-family: "baskerville old face" , serif; font-size: 16pt;">The
field we love faces serious challenges.</span></b><span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Educators and policy
makers are wrestling with what the future of our schools should look like. Joel
Westhimer, in his latest book, “<a href="http://whatkindofcitizen.org/">What
Kind of Citizen</a>”, puts this question front and center. “What kind of
schools are best suited in educating our children for the common good?” Let’s
be clear, wars are being wagged and battles are being fought worldwide over the
future landscape of schooling- let alone, schooling in an increasingly global
and multicultural age. <span class="apple-converted-space"> </span><b>As
these battles and conversations occur, it’s imperative there’s a coalition of
global educators, committed to the field’s founding principles and advocating
for the importance of students learning about the world, its people, and
issues.</b><o:p></o:p></span></div>
<div align="center" class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg35ExvZgeb06l9vMjz50rSGRcQivwcdyU7sKAGQzqAKdJbKQROZ6Ah8XCiPNvLv0siJ6w5qRlsKgaEubyJMIFvv5XYA6NqA-CtSyH_w_bnyPRMYDeUBA0KFOSolBzUm7PUx4FkP5Te58WX/s1600/the+world.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: "baskerville old face" , "serif"; font-size: 16.0pt; mso-no-proof: yes; text-decoration: none; text-underline: none;"><!--[if gte vml 1]><v:shape id="Picture_x0020_1" o:spid="_x0000_i1025"
type="#_x0000_t75" alt="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg35ExvZgeb06l9vMjz50rSGRcQivwcdyU7sKAGQzqAKdJbKQROZ6Ah8XCiPNvLv0siJ6w5qRlsKgaEubyJMIFvv5XYA6NqA-CtSyH_w_bnyPRMYDeUBA0KFOSolBzUm7PUx4FkP5Te58WX/s1600/the+world.jpg"
href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg35ExvZgeb06l9vMjz50rSGRcQivwcdyU7sKAGQzqAKdJbKQROZ6Ah8XCiPNvLv0siJ6w5qRlsKgaEubyJMIFvv5XYA6NqA-CtSyH_w_bnyPRMYDeUBA0KFOSolBzUm7PUx4FkP5Te58WX/s1600/the+world.jpg"
style='width:225pt;height:209.4pt;visibility:visible;mso-wrap-style:square'
o:button="t">
<v:imagedata src="file:///C:\Users\bmaguth\AppData\Local\Temp\msohtmlclip1\01\clip_image003.jpg"
o:title="the%2Bworld"/>
</v:shape><![endif]--><!--[if !vml]--><img alt="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg35ExvZgeb06l9vMjz50rSGRcQivwcdyU7sKAGQzqAKdJbKQROZ6Ah8XCiPNvLv0siJ6w5qRlsKgaEubyJMIFvv5XYA6NqA-CtSyH_w_bnyPRMYDeUBA0KFOSolBzUm7PUx4FkP5Te58WX/s1600/the+world.jpg" border="0" height="349" src="file:///C:\Users\bmaguth\AppData\Local\Temp\msohtmlclip1\01\clip_image004.jpg" v:shapes="Picture_x0020_1" width="375" /><!--[endif]--></span></a><span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Research is desperately
needed to inform our work as we seek out answers to perennial questions on the
type of global education best suited to meet the challenges of today.<span class="apple-converted-space"> </span> Fourteen years removed from the
horrors of 9/11, nations are increasingly reverting back to “nation building”
and more isolationist domestic policies. <span class="apple-converted-space"> </span>Comments such as “we need to stop
spending all that money on other countries”, “that’s their problem”, and “keep
those foreigners out” have become common place in classrooms and in the media.
In fact, Ron Leiber (<a href="http://www.nytimes.com/2015/06/20/your-money/giving-more-globally-and-less-locally.html?_r=0">2015</a>)
in the NYTimes reports overall U.S. charitable giving is surpassing
pre-recession peaks, yet, giving to international causes and organization
continues to decline, and makes up less than 4% of all yearly donations.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">While technologies
provide new opportunities in both reach and impact for immediate global
communication and collaboration, tensions continue to mount across several
nations and regions as they work to close their borders and cut themselves off
from the world.<span class="apple-converted-space"> </span> As one 10<sup>th</sup><span class="apple-converted-space"> </span>grader recently told me when
discussing the flow of undocumented workers to the U.S., “we need to build
higher and stronger walls” … and no, this tenth grader was not Republican
presidential candidate Donald Trump.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<b><span style="font-family: "baskerville old face" , serif; font-size: 16pt;">My fear is that we’re
entering a “retreatist” age in global education, one centered on building walls
versus bridges.</span></b><span class="apple-converted-space"><span style="font-family: "baskerville old face" , serif; font-size: 16pt;"> </span></span><span style="font-family: "baskerville old face" , serif; font-size: 16pt;">These
walls prioritize national allegiances at the cost of global affiliations and
obligations. Nationalists must be reminded that there is no retreating from those
issues, threats, forces, and values that bind humanity. No nation working alone
can fight the threat of man-made climate change, avoid the reach of radical
extremism and terrorism, or benefit from the development and innovation that
occurs through global collaboration and scientific exploration.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">It must be noted that
work done in the name of promoting global education can actually work against
some of the commitments described by our authors today. <span class="apple-converted-space"> </span>A new wave of global education, coined<span class="apple-converted-space"> </span><a href="http://eric.ed.gov/?id=ED530484">Global Education Inc.</a><span class="apple-converted-space"> </span>by Stephen Ball (2012), is infecting
curriculum and instruction in schools around the world. Global education
incorporated is tightly packaged as school reform on a global scale, and
advances neoliberal policies and scripted best practices. Its curricular
tenants center on the need to learn about the world and its people in order to
dominate global markets, control access to capital and resources, and to spread
the gospel of free market capitalism.<span class="apple-converted-space"> </span><b>These
pre-packaged policies and resources are bundled, exported, and sold as market
based solutions in the name of “advancing global learning”.<span class="apple-converted-space"> </span></b>Under this framework global
education has become a commodity entrenched in corporate profits and worldwide
markets, for sale to the highest bidder.<span class="apple-converted-space"> </span> Global
learning is branded, mechanized, benchmarked, and connected to corporate
education reform that values high-stakes exams over authentic student global
experiential learning opportunities. These 10 step plans are scripted, hot off
the assembly line, and often for-sale at your local Walmart.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">As these ideological
battles occur, it’s imperative there’s a coalition of global educators
advocating for the importance of students and their teachers learning about the
world, its people, and issues in a meaningful way. This makes me genuinely
appreciate even more the papers included for review and discussion in this
symposium, which we will now discuss:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Hillary, Ariel, Jessie,
and Jocelyn’s paper, “You Don’t Have to Travel the World”: Accumulating
Experiences Toward Globally Competent Teaching” provides greatly needed
research on the significance of multiple pathways into being a global educator.
Their finding is simple yet profound: The future of global education is a journey
and path, not some pre-conceived destination. In this paper, the authors,
identified the various means by which teachers develop their own pathways to
global competence.<span class="apple-converted-space"> </span><b>Participants
noted it wasn’t one international travel experience, one book, or even one
professional development that accounted for their self-identification as global
educators. Instead, participants felt it was an accumulation of life
experiences, or<span class="apple-converted-space"> </span>disorienting
experiences and their reflection on them,<span class="apple-converted-space"> </span>that
prompted them to incorporate global perspectives.<span class="apple-converted-space"> </span></b>My advice to the authors would be
to better unpack what constitutes a “disorienting experience”, and how this
disequilibrium can be integrated and leveraged to advance global learning in
teacher preparation and teacher professional development.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Sarah Matthews and
Hillary Landorf paper, “Discussions within Online Learning Formats: Are
Meaningful Encounters With Difference Possible?” pushes us to consider the
opportunities and challenges associated with using online learning tools (namely
MOOCs) in order to <span class="apple-converted-space"> </span>promote
global learning. The core of their argument encompasses that “meaningful
encounters with difference” matter, and the need to determine if online
learning tools (in all their hype and popularity) allowed for meaningful affordances
in global learning.<span class="apple-converted-space"> </span><b>Their
reviews of using MOOCs to advance global learning are mixed</b>: Students gain
through their access to multiple perspectives (cognitive domain) and the
opportunity to reflect on their own identity formation (intrapersonal domain).
However, transactional distance creates a barrier that prevents meaningful
social interaction or social responsibility- which proves to be a barrier to
global learning. Interestingly enough, at the end of the paper, the authors
note that due to outside pressures, they created and aligned a fully online
global learning course into their Master’s program. This course was built with
these newly found learnings in mind in order to protect the integrity of global
learning. I encourage the authors to disclose this “research into practice”
method earlier in their paper, and work to empirically validate the disclosed
online instructional design for global learning courses.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Timothy Patterson’s paper, “On the Modern Silk Road: A Case Study
of the Limits and Promise of International In-service Teacher Professional
Development,” considers the challenges and affordances of in-service teacher
professional development through international experiential learning (global
study tours).<span class="apple-converted-space"> </span><b>The author
debunks the notion that international experiences are inherently transformative
for teachers.</b><o:p></o:p></span><br />
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><b><br /></b></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Like the first two
papers, Tim refuses to “buy into the silver bullet” associated with global study
tours and global learning. Here he challenges the dominant discourse on this
topic and calls for investment and preparation time for reflection (before,
during, and after the tour) and the importance of genuine and quality
cross-cultural interactions. He suggests this is one area where the potential
to develop truly global educators may be blunted if international experiential
learning opportunities are not properly planned and executed.<span class="apple-converted-space"> </span> While these findings evolved out
of an externally sponsored global study tour, it would be interesting and
insightful if Tim drew from the experience of Sarah and Hillary (to put this
research into practice) via leading his own study tour. In particular, the
field could greatly benefit from insights into computer mediated (before,
during, and after) reflection that advance global learning.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Bill Russell and Cynthia Poole’s paper, “Globalization of
Elementary Teacher Preparation in The United States: A National Snapshot,”
presents findings from a nationwide study on the extent to which global
education university coursework and cross-cultural/co-curricular activities
have been incorporated into American elementary teacher preparation programs
before and after the year 2000 and the effects of this incorporation on the
global perspectives of current elementary school teachers. Like Sarah and Hillary,
Bill and Cynthia employed the Global Perspectives Inventory (GPI) to assess
participants global perspectives. Their findings indicate that while
universities and teacher education programs have promoted global education (the
rhetoric), and global education courses have increased in elementary teacher
preparation in recent years, there has been no significant increase in the
global perspectives of the teachers graduating from those programs (reality).
Again, we see an example of a “silver bullet” (number of global content
courses) falling short of expectations.<span class="apple-converted-space"> </span><b>In
fact, this study concludes that today’s teacher candidates are worse-off in
regards to their global learning than their predecessors- despite having
completed more global content courses.</b><span class="apple-converted-space"> </span>I’m
reminded of Hillary Parkhouse’s claim a strong global education is a
professional journey and not a final destination. Bill and Cynthia suggest
global content courses offered by American schools of education may not be
meeting global education goals. I can’t help but wonder for my own selfish
curiosity if global education courses, housed in a College or Department of
Education, would do a better job?<br />
<br />
Guichun Zong’s paper, “Globalization and Teacher Education: Teaching about
Globalization through Community-Based Inquiry,” notes how globalization remains
an underexplored yet significant topic for teacher education scholars. Her
paper provides a thorough account of how globalization in teacher education is
often framed as an uncritical acceptance of the taken-for-granted context. This
is quite fitting, based upon the four papers previously reviewed. Despite their
hype and popularity there exists no silver bullet that can save us (i.e. global
content courses, MOOCs, global study tours, etc.). Guichun explores approaches
to integrating the concept of globalization into teacher education curricula.
Using “Atlanta in the World” as a case study, she presents how local
communities can be used as resources by teacher educators to help university
students demystify globalization and develop rich historical understandings of
global and local connections.<span class="apple-converted-space"> </span><b>This
approach joins the others presented, on how educators need not physically leave
the country in order to learn about the world, its people, or issues.</b><span class="apple-converted-space"> </span>Guichun has established a significant
scholarly footprint in the area of global education, and I would encourage my
accomplished colleague to continue her greatly needed exploration of
interdisciplinary, community-based, experiential, global learning opportunities
in teacher education and challenge her to take up this idea of “paths and a
continuum” in her own work. That is how does this fantastic course fit into the
continuum of coursework, readings, and field experiences that her students are
experiencing.<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">I’m proud of the
contributions of this coalition of global educators (in the papers and as
published in our book), and<span class="apple-converted-space"> </span><b>instead
of seeking out the “silver bullet” in global education, let us encourage
scholars to seek out and investigate the continuum and pathways into global
learning.</b><o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "baskerville old face" , serif; font-size: 16pt;">Thank you.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<br />
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: "baskerville old face" , serif; font-size: 11pt;">*Note: Dr. Maguth was asked to review papers included for
presentation in the 2015 CUFA conference titled, “<b>Global ed in teacher ed:
Programs and practices”.<span class="apple-converted-space"> </span></b>Discussant:
Brad Maguth, University of Akron<span class="apple-converted-space"> </span><i><a href="http://www.socialstudies.org/cufa2015/modules/request.php?module=oc_program&action=summary.php&id=453" title="view info">Global Ed In Teacher Ed: Programs And
Practices</a></i>Jeremy Hilburn, UNC-Wilmington; Sarah Mathews, Florida
International University; Hilary Landorf, Florida International University;
Hillary Parkhouse, UNC Chapel Hill; Timothy Patterson, Temple University;
Cynthia Poole, University of Central Florida; William Russell, University of
Central Florida; Guichun Zong, Kennesaw State University<o:p></o:p></span></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comNew Orleans, LA, USA29.951065799999991 -90.071532329.511123299999991 -90.7169793 30.391008299999992 -89.4260853tag:blogger.com,1999:blog-7161993000266707702.post-28679399020084318412015-05-12T14:15:00.004-04:002015-05-12T14:16:34.406-04:002014 NAEP Scores in U.S. History, Civics, and Geography and Global Learning?<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 115%;">In the past few weeks, the National Center for Educational
Statistics released its 2014 NAEP U.S. History, Geography, and Civics scores.
According to its own website, the NAEP <span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">is the largest nationally representative and continuing assessment of
what America's students know and can do in various subject areas</span>. The
NAEP tests were administered between January and March 2014 to a nationally
representative sample of 29,000 8th graders at more than 1,300</span> schools.
The results of the assessments have been coined “The Nation’s Report Card”. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOhzLvzKKvs0Yn5XSje__vnmYOPtcv9yupHxkMMG8u6p3UgYrzuUk3H4SnFqiBSg9okqwU0Ar3OIsJykRUuOzts-JkVpJgf8EY0Se-IDRlLkg9UUA65tNmYpXFVDOVWdIjsT4Tss2lhR_L/s1600/NAEP-1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOhzLvzKKvs0Yn5XSje__vnmYOPtcv9yupHxkMMG8u6p3UgYrzuUk3H4SnFqiBSg9okqwU0Ar3OIsJykRUuOzts-JkVpJgf8EY0Se-IDRlLkg9UUA65tNmYpXFVDOVWdIjsT4Tss2lhR_L/s200/NAEP-1.png" width="195" /></span></a></div>
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; font-family: Times, 'Times New Roman', serif; line-height: 115%;">Much in-line with the
scholarship on the marginalization of the social studies post-NCLB, student
test scores in History, Geography, and Civics could best be described as a <a href="http://www.nationsreportcard.gov/hgc_2014/" target="_blank">disappointment</a>. Less than
one-third of students scored proficient or better on any of the tests, and only
3 percent or fewer scored at the advanced level in any of the three subjects.</span><span style="font-family: Times, 'Times New Roman', serif;">
While reviewing the released test items I found it especially troubling at the
difficulty students experienced on those items dealing with the history,
geography, or government outside of the U.S. While there is not a World History
designated NAEP Exam, it’s interesting to evaluate how well students performed
on those few test items pertaining to issues, cultures, histories, and topics outside
of the U.S. homeland. Especially, since very few nationally representative data sources exist for researchers trying to better understand what today's youth know about the rest of the world, its people, and issues.</span></div>
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; line-height: 115%;"><span style="font-family: Times, Times New Roman, serif;">Below, I will review
three of these questions I came across on the NAEP Civics Exam. Unfortunately,
globally oriented items were not as common on the Geography or U.S. History
exams. To review additional released test questions <a href="http://nces.ed.gov/nationsreportcard/nqt" target="_blank">click here</a>.</span></span></div>
<div class="MsoNormal">
<br /></div>
<br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; text-align: center;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 270.9pt;" valign="top" width="452"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="background: white;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Question<o:p></o:p></span></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 207.9pt;" valign="top" width="347"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="background: white;"><span style="font-family: Times, Times New Roman, serif;"><span style="font-size: large;"> Student Performance</span><o:p></o:p></span></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 270.9pt;" valign="top" width="452"><div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;"><span style="background: yellow; color: #141823; mso-highlight: yellow;">2014 Civics Exam (sample item </span></span><span style="background-color: yellow; color: #141823; font-family: Times, 'Times New Roman', serif; line-height: 14.5pt;">dealing
with World Affairs)</span></div>
<div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in 4.5pt 0.5in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Times, Times New Roman, serif;"><span style="color: #141823;">·<span style="font-stretch: normal; line-height: normal;"> </span></span><span style="color: #141823;">Explain how at
least two of the following three global interactions benefit countries<o:p></o:p></span></span></div>
<div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in 4.5pt 1in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Times, Times New Roman, serif;"><span style="color: #141823;">o<span style="font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="color: #141823;">Trade<o:p></o:p></span></span></div>
<div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in 4.5pt 1in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Times, Times New Roman, serif;"><span style="color: #141823;">o<span style="font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="color: #141823;">Treaties and agreements <o:p></o:p></span></span></div>
<div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in 4.5pt 1in; text-align: left; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Times, Times New Roman, serif;"><span style="color: #141823;">o<span style="font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span class="textexposedshow"><span style="color: #141823;">Humanitarian aid</span></span><span style="color: #141823;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 207.9pt;" valign="top" width="347"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">Only
<span style="color: #141823;">62% of 8th graders successfully answered this
question</span><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 270.9pt;" valign="top" width="452"><div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;"><span style="background: yellow; color: #141823; mso-highlight: yellow;">2014 Civics Exam (sample item </span></span><span style="background-color: yellow; color: #141823; font-family: Times, 'Times New Roman', serif; line-height: 14.5pt;">dealing
with World Affairs)</span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">What do the current
governments of Canada, France, and Australia have in common? <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 0.0001pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">A. They are controlled by the military.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 0.0001pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">*B. They have constitutions that limit their
power.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 0.0001pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">C. They have leaders with absolute power.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 7.5pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">D. They discourage participation by citizens in public affairs.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 207.9pt;" valign="top" width="347"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">Only 64% of 8<sup>th</sup>
graders successfully answered this question<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 270.9pt;" valign="top" width="452"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
<div style="background: white; line-height: 14.5pt; margin: 4.5pt 0in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;"><span style="background: yellow; color: #141823; mso-highlight: yellow;">2014 Civics Exam (sample item </span></span><span style="background-color: yellow; color: #141823; font-family: Times, 'Times New Roman', serif; line-height: 14.5pt;">dealing
with World Affairs)</span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">The cartoon below
appeared in 2007. What point was the cartoonist making? <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt; margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 0.0001pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">*A. Pakistan is not truly democratic because
one person holds too much power.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 0.0001pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">B. Pakistan is a democracy because it has
different branches of government.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 0.0001pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">C. Democracy is not as important in countries
where most people are of the same background.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin: 0in 0in 7.5pt 0.5in; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">D. Pakistan would be more democratic if it had a congress
instead of a parliament.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; margin-bottom: 7.5pt; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: Times, Times New Roman, serif;"><!--[if gte vml 1]><v:shapetype id="_x0000_t75"
coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe"
filled="f" stroked="f">
<v:stroke joinstyle="miter"/>
<v:formulas>
<v:f eqn="if lineDrawn pixelLineWidth 0"/>
<v:f eqn="sum @0 1 0"/>
<v:f eqn="sum 0 0 @1"/>
<v:f eqn="prod @2 1 2"/>
<v:f eqn="prod @3 21600 pixelWidth"/>
<v:f eqn="prod @3 21600 pixelHeight"/>
<v:f eqn="sum @0 0 1"/>
<v:f eqn="prod @6 1 2"/>
<v:f eqn="prod @7 21600 pixelWidth"/>
<v:f eqn="sum @8 21600 0"/>
<v:f eqn="prod @7 21600 pixelHeight"/>
<v:f eqn="sum @10 21600 0"/>
</v:formulas>
<v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/>
<o:lock v:ext="edit" aspectratio="t"/>
</v:shapetype><v:shape id="Picture_x0020_1" o:spid="_x0000_i1025" type="#_x0000_t75"
alt="Image of a political cartoon with the title 'Democracy in Pakistan.' The same man is shown sitting behind desks labeled 'presidency,' 'military,' 'parliament,' 'courts,' 'media,' and 'etc.'"
style='width:255pt;height:185.4pt;visibility:visible;mso-wrap-style:square'>
<v:imagedata src="file:///C:\Users\bmaguth\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"
o:title="Image of a political cartoon with the title 'Democracy in Pakistan.' The same man is shown sitting behind desks labeled 'presidency,' 'military,' 'parliament,' 'courts,' 'media,' and 'etc"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--><o:p></o:p></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpxh-dlZUnrbqP2YOSWAgszErufohCRqa3h4_CNr3vaewQXddoSPBQQ537RZWJpqmgZvT2OlHy8KPU8SvSnZBbwYdpqfUzShMeLfp7fvvf8wGl6fLDXmIpizcCsjoUCeNNisj0bZ6rIVOT/s1600/22.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpxh-dlZUnrbqP2YOSWAgszErufohCRqa3h4_CNr3vaewQXddoSPBQQ537RZWJpqmgZvT2OlHy8KPU8SvSnZBbwYdpqfUzShMeLfp7fvvf8wGl6fLDXmIpizcCsjoUCeNNisj0bZ6rIVOT/s320/22.png" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; line-height: 18px; text-align: start;"><span style="font-family: Times, Times New Roman, serif; font-size: small;">Nick Anderson Editorial Cartoon used with permission of Nick Anderson, the Washington Post Writers Group and the Cartoonist Group. All Rights Reserved</span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="background: white; line-height: 13.5pt; margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 207.9pt;" valign="top" width="347"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">83% of 8<sup>th</sup>
graders successfully answered this question<span style="background: white;"><o:p></o:p></span></span></div>
</td>
</tr>
</tbody></table>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-52331613696495606512015-04-08T12:00:00.003-04:002015-04-24T12:27:29.349-04:00The Violent Social Studies Curriculum<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Youth today are surrounded by violent video games, movies,
and entertainment, and it appears the social studies curriculum and classroom
is no different. Students studying U.S. history often move from one conflict or
violent struggle to the next; rarely having the opportunity to use what they
learned in class to take action and/or to take agency to promote peace and
understanding in their community, country, or world. U.S. History, and the history depicted in
textbooks, is riddled with conflict, human disaster, tragedy, competition, and
loss. Research indicates that history
education can serve as a weapon that exacerbate conflicts, divisions, and
violence in societies (Saltarrelli, 2000; Hilker, 2011). Violent conflicts depicted in history
textbooks often impose singular dominant narratives that rely on
sensationalism, misinformation, and propaganda to advancing political goals-
often in the name of nationalism. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As students move from one heart-wrenching episode to
another, they soon become overwhelmed, disempowered, and desensitized to the human
condition and suffering. Youth are often
repeatedly exposed to this death, destruction, loss, and violence in the study
of history- which in itself turns many youth off to the study of U.S. History. This constant barrage of negatively and not
having a productive academic outlet to being the change they wish to see in the
world, only breeds youth apathy and inaction. Students become overwhelmed with
a sense that the world is a very dangerous place, as indicated in a recent study that found 60% of Americans considered a third world war likely.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-_EqpwDc0oxq2IgyG4mR3DHGioxVajPDRAdra6P_xm5WmjwZEDl3s-2hyphenhyphent_CNf1XLd5tlkDg0Cp47IXQ0I_0RlpRZ7yBrgI16ZoeKrMltqhHwNU4kygdNHDoRc4gt9tPeR_QY1y2vSVa4/s1600/AP_publicity-9_Vietnam-Real-WarSM.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-_EqpwDc0oxq2IgyG4mR3DHGioxVajPDRAdra6P_xm5WmjwZEDl3s-2hyphenhyphent_CNf1XLd5tlkDg0Cp47IXQ0I_0RlpRZ7yBrgI16ZoeKrMltqhHwNU4kygdNHDoRc4gt9tPeR_QY1y2vSVa4/s1600/AP_publicity-9_Vietnam-Real-WarSM.jpg" height="235" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This movement from one significant historical conflict,
crisis, and unpleasant episode to another only serves to wound students’
perceptions towards their own industry, resulting in civic despair and apathy. While
worldwide deaths caused by war and conflict have steadily decreased, textbook
publishers often exclusively focus on use of violence and war to solve domestic and
global challenges. Instead of focusing on the gains made through non-violence
and diplomacy, textbooks often glorify and highlight how the use of violence
and confrontation is foundational to beating back “evil”. Students in U.S. History classrooms are left
with the impression that violence is the answer,
and fail to learn and apply the essential skills of non-violent conflict
resolution. Pulling from what’s been taught in their history classes, some
youth all too quickly turn towards the use of violence. This being a serious
challenge, as homicide is the second leading cause of death for youth ages <a href="http://www.cdc.gov/violenceprevention/pdf/YV-DataSheet-a.pdf">15-24</a>
(CDC, 2012). Other youth are left simply overwhelmed, desensitized, and turned-off
to a violent history curriculum that rarely provides them with the opportunity to learn peaceful conflict resolution skills and understandings that can truly make
a difference in their lives and communities. In social psychology this phenomenon is called
learned helplessness. By enduring
continued adverse and unpleasant stimuli, youth become unable or unwilling to see
how their actions can make a difference around them. In the complete antithesis
to the mission of the social studies, youth become turned off by the study of
history and yes even emerge as disempowered. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirzvOlcraiBki5j7UV3FsoVqB0EW40f8v3DRmpWl4G3ZhBlxxl4i11U0-aRjpbpb14bMzLw35ko0AMYHestdFdgCBauhsRKQ6KABL25JeqtR4u0C_1K7WG2bLKxrFr-xK_5XOwJbsDGJOE/s1600/bored-student.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirzvOlcraiBki5j7UV3FsoVqB0EW40f8v3DRmpWl4G3ZhBlxxl4i11U0-aRjpbpb14bMzLw35ko0AMYHestdFdgCBauhsRKQ6KABL25JeqtR4u0C_1K7WG2bLKxrFr-xK_5XOwJbsDGJOE/s1600/bored-student.jpg" height="213" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The acquisition of apathy and learned helplessness is all
too common in U.S. History classes. An
analysis of most U.S. History textbooks will showcase significant content on
issues of war, violence, destruction, and conflict. For instance, in class, students learn about
the death and destruction brought on by rising nationalism and militarism
during World War I. After learning about the horrible toll of this Great War,
including its over 37 million casualties, students transition into the next unit-
or the next great tragedy. This usually includes students learning about
the struggle and suffering of workers and families facing great hardships
during the Great Depression. Black Tuesday and dwindling consumer confidence
create panic and financial ruin for communities and households. Despite New Deal Reforms, families learn to
live without, and many people fight to sustain themselves through soup kitchens
and breadlines. 13% unemployment rates and mounting federal debt eventually
gives way to the next big, horrific event in U.S. History- WWII and its
Aftermath. In this unit, students
encounter more conflict, genocide, extremism, nuclear warfare, and Fascism. Over
the course of the semester this trend continues as students stare down such
topics as the Cold War, the Civil Rights Movement, Vietnam, and the War on
Terrorism. In most cases, the heroes turned towards the use of guns and tanks to achieve victory.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUdsKbw-K3ajowXXznxjPoiVmu0qZ6ZRPJa8NQ7C75lE11Btp1lJ9JDRRWdd4aOioh5DmqdcSFaWo_lAgTEBvY0uDubWWx9mhDZxMZpVsRLZgz_2ZUTpQ5z1rhUJaTziwVNVLhXjQVNPqt/s1600/cd5d51bf.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUdsKbw-K3ajowXXznxjPoiVmu0qZ6ZRPJa8NQ7C75lE11Btp1lJ9JDRRWdd4aOioh5DmqdcSFaWo_lAgTEBvY0uDubWWx9mhDZxMZpVsRLZgz_2ZUTpQ5z1rhUJaTziwVNVLhXjQVNPqt/s1600/cd5d51bf.jpg" height="240" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Today’s standardized and high-stakes tested classrooms often
impede teachers from having the opportunity, curricular flexibility, and
resources to help students learn valuable strategies and tools to promote peace
and to improve themselves and their communities (US Institute of Peace, 2014). This includes learning about the thousands non-violence
acts of courage, bravery, and civic protest by ordinary Americans that have led
to a more prosperous and inclusive nation. Students are rarely given the
opportunity to use these stories of perseverance, grit, determination, and non-violent
protest to build connections with their lives or the times in which they live
today- all in an attempt to improve the quality of their community and
circumstance. Instead of passively listening to one bleak, depressing, and
harmful encounter with disaster and conflict, which can breed learned
helplessness, the study of history should inspire and prepare students for the
challenges they face and will face. Such an approach to teaching social studies
yields relevance and authenticity. Maybe, instead of focusing on a conflict
ridden past, social studies teachers can put at its curricular and
instructional center a more peaceful, prosperous, and sustainable tomorrow? Instead of a social studies curriculum and pedagogy that privileges and prioritizes the narrative of successfully using violence to achieve our goals we inform and showcase to students the profound role conflict resolution, active diplomacy, statesmanship, and non-violent activism can play in creating a better tomorrow?<o:p></o:p></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-342764438047917242014-08-23T16:53:00.001-04:002014-10-21T18:50:09.647-04:00Crisis in Civic Education: Ohio's Lackluster High School Graduation Requirements<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="MsoNormal">
Having an informed and active citizenry is at the heart of a functional democracy- after all, this is supposed to be a government of the people, for the people, and the by the people. It was Abraham Lincoln that brought us these words in his Gettysburg Address (1863). In this memorable speech, he noted it was up to the People to ensure the Union would last and that if we fought hard enough a democratic form of government would not perish from this Earth. While the Union was victorious in this epic civic war, one could still argue that we’re still entrenched in a significant battle to preserve democratic governance in the U.S.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpjPHmtuPeurmenQysokyymy3IYSuO0l3RYz9jHJo7XZl3ZpUxAFTSflD1IjATs4cBHEeKFvIuxzDzYkAirf3yt7VeTgjzkpBACP2DgzUDFrQThs-J8GHFD7luTUr3HZY28wAdYu_Xwxl0/s1600/quote-government-of-the-people-by-the-people-for-the-people-shall-not-perish-from-the-earth-abraham-lincoln-112638.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpjPHmtuPeurmenQysokyymy3IYSuO0l3RYz9jHJo7XZl3ZpUxAFTSflD1IjATs4cBHEeKFvIuxzDzYkAirf3yt7VeTgjzkpBACP2DgzUDFrQThs-J8GHFD7luTUr3HZY28wAdYu_Xwxl0/s1600/quote-government-of-the-people-by-the-people-for-the-people-shall-not-perish-from-the-earth-abraham-lincoln-112638.jpg" height="150" width="320" /></a></div>
<div style="text-align: center;">
<br /></div>
In the State of Ohio and around the U.S. there’s a crisis in civic participation, engagement, and trust. The facts and statistics reveal unequivocally that voters are as politically apathetic and discouraged at the quality of our government and its leaders than at any time before. In the May, 2014 primary, less than 17% of all registered Ohio voters went to the polls to vote. Even when voters did turn out to vote, a significant number of candidates ran unopposed. 56% (9/16) of all U.S. House of Representative races in Ohio had Republican candidates that ran unopposed in their districts during the 2014 midterm election (around 31% of Democratic contests). Thus, not only are citizens not going to the polls to vote but the very electoral campaigns meant to ensure the health and vibrancy of American democracy are in significant distress. Citizens’ mistrust of government only grows, as the approval rating for our U.S. Congress has reached historic lows. A recent Rasmussen Poll (August, 2014) indicates only 6% of U.S. citizens think Congress is doing a “Good” or “Excellent Job”.<br />
<br />
Issues such as gerrymandering, corrupt election finance, and growing partisanship only inflicts more sickness on a frail U.S. democracy. Our nation and the State of Ohio are at a tipping point. A decision must be made, “Will we work to advance a citizenry willing and ready to strengthen and sustain the health of our democracy? Or, will we continue to the trend of disinvesting in citizenship education and in the curriculum most predicated on fostering informed democratic citizens- the social studies?”<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOpxgRcgWoH1evVZP4VTzPMyPTpGVtRkkORk3A4KixCciBpVQ7LvHw3zchDHw3CKL0UIMvW980vdzRBapeI_7VubBFohYDQHZvQhpo4Jlw81mdra2Dn_dmFeH0HWNY2uHz0yyI9qfYQVfG/s1600/americans-pass-civics-test.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOpxgRcgWoH1evVZP4VTzPMyPTpGVtRkkORk3A4KixCciBpVQ7LvHw3zchDHw3CKL0UIMvW980vdzRBapeI_7VubBFohYDQHZvQhpo4Jlw81mdra2Dn_dmFeH0HWNY2uHz0yyI9qfYQVfG/s1600/americans-pass-civics-test.jpg" height="227" width="320" /></a></div>
<div style="text-align: center;">
<br /></div>
Ohio lawmakers over the summer opted to continue its trend of <b>disinvestin</b>g in civic education and the social studies. Recently, I <a href="http://www.change.org/p/save-world-history-in-ohio-s-schools">reported</a> that Ohio lawmakers decided to NOT require World History for high school graduation. Instead, they opted to only require American History and American Government. While I am extremely saddened that today’s high school graduates will not receive instruction on the bulk of the world’s people and institutions, I was somewhat comforted in that at least students would be required to complete American History and American Government coursework. Furthermore, word spread in spring 2014 that all high school students would be required to “pass” two end-of -course exams in social studies: One in American Government and the other in American History. Knowing that we live in an age of what is tested is taught, Ohio’s social studies teachers appreciated our state prioritizing the instruction of history and government. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7zYXDTXGnrSpgr19fZ1NkyRxNsLAova682Ob1KUJZ_QyFI7Y5IpZatF6CLiJEtWQF7kHXCBU_64tIdtfAXLL2pa1oXQIzWZy5zVXI-W9KEqX_6KEUPurDMSdTCt_jRbCJWwkvBSnY1FM-/s1600/ohio-statehouse.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7zYXDTXGnrSpgr19fZ1NkyRxNsLAova682Ob1KUJZ_QyFI7Y5IpZatF6CLiJEtWQF7kHXCBU_64tIdtfAXLL2pa1oXQIzWZy5zVXI-W9KEqX_6KEUPurDMSdTCt_jRbCJWwkvBSnY1FM-/s1600/ohio-statehouse.jpg" /></a></div>
<div style="text-align: center;">
<br /></div>
However, it looks like we spoke too soon. Over the summer we learned that while students would be required to take the <b>American History </b>and<b> American Government end-of-course exams</b>, they could in fact graduate from high school <b>without passing either!</b> The State Board of Education Graduation Requirements Committee has proposed that Ohio’s students must earn a total of 18 quality points across seven end-of-course exams in order to graduate. The seven content areas that will have exams are: <br />
<ul style="text-align: left;">
<li>English I and II </li>
<li>Algebra I </li>
<li>Geometry </li>
<li>Integrated math I and II </li>
<li>Physical science </li>
<li>American history </li>
<li>American government </li>
</ul>
Based upon students’ performance, they will earn 1-5 quality points per exam. The scoring breakdown is:<br />
<br />
5 – Advanced<br />
4 – Accelerated<br />
3 – Proficient<br />
2 – Basic<br />
1 – Limited<br />
<br />
The issue comes in that while all students are required to earn 18 quality points, students can easily earn this <b>minimum score by FAILING the American History and American Government exams</b>. The State Board of Education does note that students must earn a minimum of:<br />
<ul style="text-align: left;">
<li>four total points across the English end-of-course exams,</li>
<li>four total points across the math exams,</li>
<li>and, six total points across the science <b><u>and</u></b> social studies exams.</li>
</ul>
Thus, if a student scored 4s on both English Exams, 3 on the math exam, 3 on the science exam, and TWOs on the American History and American Government they would still earn 18. Students would have accumulated enough exam quality points to graduate. <b><u>This means student that demonstrate a below proficient understanding of institutions, principles, and histories of American government and history will freely join the ranks of an already disengaged, apathetic, and broken democratic system</u></b>. The civic mission of schools is being decimated by Ohio high school graduation requirements that fail to prepare the informed and active citizens our nation, state, and communities so desperately need.<br />
<br />
<div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; mso-background-themecolor: background1;">
<br /></div>
<div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; mso-background-themecolor: background1;">
<br /></div>
<div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; mso-background-themecolor: background1;">
</div>
<div class="MsoNormal" style="background: white; mso-background-themecolor: background1;">
<br /></div>
<div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; mso-background-themecolor: background1;">
<br /></div>
<br />
<div class="MsoNormal" style="background: white; mso-background-themecolor: background1;">
<br /></div>
</div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-90497187722542212112014-01-26T14:45:00.004-05:002014-01-26T14:45:32.100-05:00Thank You: 2014 State Social Studies Leader<div dir="ltr" style="text-align: left;" trbidi="on">
Just want to say Thank You to OCSS for this amazing award... Truly, an organization fighting to ensure a strong history, civics, and social studies curriculum in Ohio's schools.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpftpSIGrCKn6ufqfYMPtZbxOejFvOjfZcxSZDBp8oSI5i17RMwOvCrxrYKwcQFPWSJrtwKbUXXnrhyphenhyphenyeZtKtjJ298FXfCmI-Y1I984HQn9j9CMsU1JBKTM3TQMYw0Pc52hK_xyc0vBK92/s1600/Maguth+OCSS+Leader+Award.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpftpSIGrCKn6ufqfYMPtZbxOejFvOjfZcxSZDBp8oSI5i17RMwOvCrxrYKwcQFPWSJrtwKbUXXnrhyphenhyphenyeZtKtjJ298FXfCmI-Y1I984HQn9j9CMsU1JBKTM3TQMYw0Pc52hK_xyc0vBK92/s1600/Maguth+OCSS+Leader+Award.jpg" height="301" width="400" /></a></div>
<br /></div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-77304955901073626642014-01-15T11:24:00.000-05:002014-12-19T23:08:33.669-05:00Update: The Campaign to Save World History in Ohio's Schools<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">UPDATE (12-19-2014): VICTORY!</span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri; font-size: large;">A special thank you for your support as we fought to ensure all of Ohio's students learn about the world, its people, and issues. Because of your efforts and tireless pursuit to ensure we build a truly world class educations system for Ohio's students, Governor Kasich just signed into law a provision that requires students complete 1/2 unit of instruction in world history before graduating high school. Again, our campaign to Save World History in Ohio's Schools could not have been successful without your support!</span><br />
<span style="font-family: Calibri; font-size: large;"><br /></span>
<span style="font-family: Calibri;"><span style="font-size: large;"></span></span><br />
<span style="font-family: Calibri; font-size: large;">For more information on this legislative victory, see http://www.lsc.state.oh.us/synopsis130/h0367-130.pdf</span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Calibri;"><span style="font-size: large;">As we continue to rally for Senate Bill 96 to come to the
floor of the Ohio Senate for an up or down vote, there are still a few Senators
expressing concerns about all of Ohio’s high school students being required to
complete a unit of World History for their graduation. With recent changes in
graduation requirements, World History has been downgraded to an elective
course. There have even been published accounts of school districts already
making the decision to downgrade world history to elective status. For more information on this issue,</span><a href="http://www.change.org/petitions/save-world-history-in-ohio-s-schools" target="_blank"><span style="font-size: large;"> click here</span></a><span style="font-size: large;">.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Unlike any other generation our world needs U.S. citizens
that know about the rest of the world, its issues, and people. Our nation and
its people continue to face a host of opportunities and challenges as it
relates to the rapidly accelerating pace of globalization.<span style="mso-spacerun: yes;"> </span>Instruction in world history is critical to
the promotion of global mindedness and a better understanding towards the
interaction (for better and worse) between cultures and countries. <o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Two influential Senators in particular have expressed concern
towards Senate Bill 96- which is a significant reason for it not receiving an up or down vote to-date in the Senate. We need you to contact these two Senators and tell them:<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Our state’s future depends upon its citizens
knowing about the rest of the world, its people, and issues. Thus, World
History must be a course requirement for high school graduation.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Senate Bill 96 would require students to
complete a unit of world history, is budget neutral, and is flexible enough for
local school districts to continue to offer other global course substitutes (ex. study abroad courses, AP world/global history courses, etc.). <o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Finally, the reason Senate Bill 96 is necessary,
is to correct a recent policy decision to downgrade world history to elective
status. <o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The two Senators are:<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="color: black; font-family: Symbol; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="font-size: large;">Senator Randy Gardner (R.,
Dist. 2)<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="font-size: large;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span>-Services Geauga, Lake, and Portage
County<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="font-size: large;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span>(614) 466-8060 <o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="color: black; font-family: Symbol; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;">Senator John Eklund (R.,
Dist.<span style="mso-spacerun: yes;"> </span>18)<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="font-size: large;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span>-Services parts of Erie, Wood,
Lucas, Fulton County.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="font-size: large;"><span style="mso-tab-count: 1;"> </span><span style="mso-tab-count: 1;"> </span>(614) 644-7718<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Perpetua","serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;"><span style="font-size: large;">The best way to contact them is by calling their
offices. While everyone is encouraged to call, we really need those
constituents in the serviced counties to make contact.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Perpetua","serif"; font-size: small; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 12.0pt; mso-text-raise: .5pt; mso-themecolor: text1; position: relative; top: -0.5pt;">We’ll keep everyone posted as the campaign moves forward.</span><o:p></o:p></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-31408785522086261122013-09-03T08:03:00.001-04:002013-09-03T12:14:23.379-04:00A Story of Inches and Opportunity in Teaching and Learning<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
As a teacher educator, I consistently find myself pulling
from my experiences as a kid growing-up in inner-city Cleveland. For instance, I tell my students (many of
whom come from suburban/middle-class households) how obscure and abstract
getting a college education was for me in high school. Sure, I heard people on television and
teachers talking about the importance of going to college but they might as
well have been talking about the importance of buying a BMW. No one on my street or in my house had ever
gone to college, in fact, most people never even graduated from high school. I knew no one outside of school with a college
degree, and almost everyone I hung out with couldn't dream of punishing themselves
with two yet along four more years of school after high school. Yet, these same people (without the B.S., M.A., Ed., PhD, etc.) were some of the brightest and most passionate people I've known. You learn by what’s closest to you, and a
college education was right next to winning the lottery for me and for far too many U.S.
youth. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjreuW8uDwfZ46FLSHPxRpXFgYKU_oDtUiG5x-4NDX_ET27t-cDQovIioTXRm1oo6Ru6um0m0bnnRl5ALBD3QJl9cpF1XePt7XG_Q4J2Tlpaxkwg7vXixur8QbBqb5-FdXgkLoJwnirQPJU/s1600/lottery01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjreuW8uDwfZ46FLSHPxRpXFgYKU_oDtUiG5x-4NDX_ET27t-cDQovIioTXRm1oo6Ru6um0m0bnnRl5ALBD3QJl9cpF1XePt7XG_Q4J2Tlpaxkwg7vXixur8QbBqb5-FdXgkLoJwnirQPJU/s200/lottery01.jpg" width="200" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Interestingly enough, I did graduate with a college
education and I have spent most of my career advocating for the importance of
education. However, in retrospect, I was<strong> inches</strong> away on many different
occasions from falling prey to dropping out of high school- like so many
friends and family members. I frequently tell my
students a story of one of those instances when I was saved by an unlikely hero-
a local university student doing his student teaching at our urban high school. I tell my university students (who are all
preparing to become teachers) this story before they head out in local schools
to work with middle and high school students.
My goal in telling my university students this story is for them to
understand that what they do and don’t do when placed in area schools matters. I want my students to actively seek out
opportunities, however small, to make a difference in the lives of children.
Since my university students are themselves still in school, and most are in
their early twenties, there’s a unique opportunity for them to build a rapport and
relationship with their students. It should be noted that my university students
bring with them a fresh set of eyes, helpful hands, and naive optimism that may
give middle/high school students the extra-opportunities, supports, and inches they need to be successful. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>My Story: An Inch
Away<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b>I was a naive freshman experiencing the first week of
classes at a brand new high school. In
many regards, I was not an ideal student.
As I entered high school, I was one of those middle school students that
just managed to get by in my classes. I
learned quickly in the first week of class how important it was to make
friends and “fit-in”- after all, high school is one big popularity
contest. After my second period class, a
few students I went to middle school with came over and asked if I wanted to
skip school with them. Not having too
many friends and knowing how important it was to fit-in, I agreed. We plotted our escape past the school’s
security guards, and low and behold the next thing I knew I’m running out of the
school’s backdoor and towards the parking lot.
Once outside of the school, we agreed to walk one street over to go hide
behind a small convenient store. Ironically enough, once we got back there, and
all breathed a sigh of relief, a gang of teens immediately walked over and pulled
a knife on us, demanding we hand over our wallets. Fight or flight kicked-in and I immediately
dashed away from the thugs and back towards my high school. <br />
<br />
I remember I ran to the back entrance of the school that we
initially dashed out of in hopes that I could sneak back-in during the shuffle
between class periods. However, this wasn't possible, as a school security
officer was standing right in the door way! I was done for and started to think
of other places I could go (i.e. the park, hide in the basement, hang out by
the football field, etc.). I wish I had
never agreed to skip class, and I truly wanted to go back inside of school, but
I didn't want to get caught by the school’s security guard- which would have certainly
led to a suspension and getting yelled at by my parents. Knowing that I couldn't get back into the
school, I walked a few inches away from the school’s backdoor, and then it happened.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQcPyOcguY9UeB_uOKcMdKS-YN-modi-YcDKKnJ9SYT05dL6fahLyUBcP-5CVYoZffLb1FfFynW7QYKMMbeXFmwOtE_AVS8RpXVzzAk8uXx-6mg6wq9PQp2jJ_RbO5amEqdhxn5Vf6jKBc/s1600/3662398495_a2369f200a_z.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQcPyOcguY9UeB_uOKcMdKS-YN-modi-YcDKKnJ9SYT05dL6fahLyUBcP-5CVYoZffLb1FfFynW7QYKMMbeXFmwOtE_AVS8RpXVzzAk8uXx-6mg6wq9PQp2jJ_RbO5amEqdhxn5Vf6jKBc/s320/3662398495_a2369f200a_z.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Actual Backdoor of My Old High School</td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A student teacher from a local university was entering through
the back entrance of the school to complete hours for his student teaching
experience. As I walked away, this young
man yelled over, “hey, kid, where are you going?” Since he seemed cool and close to my age, I
told him the predicament that I was in… that I really wanted to go back to
class and that this whole thing was a mistake… I told him that I messed-up but that
it was too late and now I have nowhere to go. In a single act of courage, and in words that
I’ll never forget, the young college student said, “follow me.” He grabbed my arm, walked me passed the
attentive security guard, and finally into my fifth period class. As soon as we walked in, this name-less college
student yelled over to my fifth period teacher, “he was with me.” I ran to my seat with a whole new outlook on
school. This university student- who
wanted to become a teacher- gave me a second a chance. <br />
<br />
In the end, all of these inches add-up to yards, miles, diplomas, Phds, books, and blogs. For all those teachers and student teachers fighting to give our youth those extra-inches and opportunities, Thank You.</div>
<div class="MsoNormal">
<o:p></o:p><br /></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-21805494894932039062013-06-20T11:11:00.003-04:002013-06-20T11:13:50.559-04:00Breaking News: Ohio Senate Education Committee Unannimously Supports SB 96<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="color: black;">Today, the “Campaign to Save World
History in Ohio’s School” moved one step closer to its goal of keeping world
history as a graduation requirement for Ohio’s high school students. Yesterday,
the Ohio Senate Education Standing Committee voted <b style="mso-bidi-font-weight: normal;">unanimously</b> to support Senator LaRose’s sponsored legislation (Senate
Bill 96) that requires Ohio’s students to successfully complete before
graduating from high school:<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: black; font-family: "Arial","sans-serif"; font-size: 11pt;"><em>…at least one
unit of instruction in the study of world history and cultures from around the world other than that of the
United States.</em></span><span style="color: black;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: black;"><o:p> </o:p></span><span style="color: black;">The bill now moves to the floor of
the entire Ohio Senate for deliberation and a vote.<span style="mso-spacerun: yes;">
</span>Having the whole weight of the Senate Education Standing Committee gives
us great hopes in advancing this bill out of the Senate before their recess.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: black;"><o:p> </o:p></span><span style="color: black;"><strong>The Campaign needs your help now
more than ever!</strong> Please, continue to contact your elected <a href="http://www.ohiohouse.gov/" target="_blank">House of Representative Members</a>- especially, those in the <a href="http://www.ohiohouse.gov/committee/education" target="_blank">House Education StandingCommittee</a>. Feel free to use the <a href="https://docs.google.com/document/d/1ErjLH5E9zSp6Mx0Jx8n9iovlGjPVFxJtrMYl3OkKlbs/edit?usp=sharing" target="_blank">letter template</a> provided by the Ohio Council
for the Social Studies. Also, be sure to sign and share our <a href="http://www.change.org/petitions/chairs-of-the-senate-house-education-standing-committees-require-at-least-1-2-unit-of-world-history-for-high-school-graduation" target="_blank">petition</a> (on Facebook and
Twitter, and over discussions) with friends, family, and vested groups and
networks.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: black;">In a few weeks, Corbin Moore
(President of the Ohio Council for the Social Studies) and I will testify to
the Ohio State School Board on why they should support Senate Bill 96. It’s
important that we gain their support in advancing this legislation through the
House and onward to the Governor’s desk.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: black;">Please, know that while we still
have a way to go, today was a huge step forward for the Campaign. Your previous
efforts and all of your contributions have led us to where we are today.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="color: black;">Onward,<o:p></o:p></span></div>
<br />
Brad</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-25427283035967016722013-06-05T22:25:00.004-04:002013-06-06T13:01:53.719-04:00UPDATE: THE CAMPAIGN TO SAVE WORLD HISTORY IN OHIO’S SCHOOLS<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="text-align: left;">
Today, Corbin Moore (the President of the Ohio Council for
the Social Studies) and I provided a proponent testimony to Senate Bill
96. As we all know, the <b><span style="font-size: 12pt;">Ohio Legislature
recently downgraded World History to an elective course</span></b><span style="font-size: 12pt;">. </span>In
order to graduate from high school, Ohio’s students will only need to complete
required coursework in American History and American Government.</div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtDud1Hei3nzRpXIpw96olri4iK2nCPBj9gLZsqTU_PDJu1j-cMxv8tyjmUKFlKLeTqw9l_HqCf0Bkuab8WbTTLkxkIhdsCWWzNtUf-BbXh9R5gg8uCqtjIqJNNcxC29_sAck3gvPUUSG5/s1600/Maguth+at+Ohio+Statehouse+Save+World+History.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtDud1Hei3nzRpXIpw96olri4iK2nCPBj9gLZsqTU_PDJu1j-cMxv8tyjmUKFlKLeTqw9l_HqCf0Bkuab8WbTTLkxkIhdsCWWzNtUf-BbXh9R5gg8uCqtjIqJNNcxC29_sAck3gvPUUSG5/s320/Maguth+at+Ohio+Statehouse+Save+World+History.jpg" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We believe that today’s global age demands all of Ohio’s
students receive instruction in world history before graduating from high
school. Unlike any other generation,
today’s students will be actors on a global stage. Due to improvements in technology,
communications, and transportation events in a once distant part of the world
have immediate impact on our nation and state.
Significant global issues such as nuclear proliferation, international
trade and investment, conflict/terrorism, and environmental degradation can
only be remedied through a commitment to global understanding, communication,
collaboration, and action. <b><span style="font-size: 12pt;">Today’s schools are on the frontlines in preparing
citizens with requisite knowledge and skills in world history, culture,
economics, and geography</span>.</b> By
not requiring instruction in world history, our attempt to build a world-class
education system is anything but worldly.
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-4VpTJx30tgLP5rzZhuocywNuHG1ABZBfWxRmuhgPeR3N9J3H5YPBpTgLwBNZRGiKN4RQzgUMhYL3A6MaXL5GAWRTq7gKFa-mrIi5l3TKZrQGfNVOMFX1h6cPjo1W-RqEHHrFMbg_gTi0/s1600/Brad+and+Corbin+Testimony+Ohio+Senate+Save+World+History+in+Ohio.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-4VpTJx30tgLP5rzZhuocywNuHG1ABZBfWxRmuhgPeR3N9J3H5YPBpTgLwBNZRGiKN4RQzgUMhYL3A6MaXL5GAWRTq7gKFa-mrIi5l3TKZrQGfNVOMFX1h6cPjo1W-RqEHHrFMbg_gTi0/s400/Brad+and+Corbin+Testimony+Ohio+Senate+Save+World+History+in+Ohio.jpg" width="400" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br />
<div class="MsoNormal">
<b><span style="font-size: 12pt;">Senate Bill 96 sponsored by Senator LaRose and
co-sponsored by Senators Lehner, Hite, and Cafaro is essential in putting the
global back into our efforts to build a world-class education system</span>.</b> After testimony today, both Corbin and I are
confident that with this legislation will continue to move through the Senate’s
Education Committee and pass the Senate.
However, we have some significant challenges ahead if this greatly
needed bill is to become law.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaVYT-v6CbwgmragYwsvJYFQsSIZJLi6Rh4tj6wS1byDVLCT7rvaOtpQ-Yv8bJ0IM3HlIuRNcIaZixtsHL-1PpLSInHqv58124Kl5YHvIp0eK9VxnflssXHgvYzKCYXV6BrDPQZ_DvStMk/s1600/Senator+LaRose+Save+World+History.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaVYT-v6CbwgmragYwsvJYFQsSIZJLi6Rh4tj6wS1byDVLCT7rvaOtpQ-Yv8bJ0IM3HlIuRNcIaZixtsHL-1PpLSInHqv58124Kl5YHvIp0eK9VxnflssXHgvYzKCYXV6BrDPQZ_DvStMk/s400/Senator+LaRose+Save+World+History.jpg" width="400" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-size: 12pt;">Some members of the Ohio House of Representatives and
some members of the State Board of Education oppose this legislation</span></b><span style="font-size: 12pt;">.</span> Their
rationale varies from one Representative noting “…it’ll be a cold day in hell
before he spends one dollar of Ohio taxpayer revenue to teach about other
countries, as students need to learn about U.S. values and how this country is
a light on top of a hill.” Other reservations include the possibility of the legislation/Ohio
Legislature overstepping its boundaries and micromanaging the curriculum of
local school districts. Such rationale
fails to account for the fact that some fiscally strapped Ohio local school
districts have already cut and downgraded world history to an elective course and
many more will continue to do so at a time where our state and its economy can
ill afford a globally ignorant and apathetic citizenry. This
argument against also fails to account for the historical precedent set by the
Ohio Legislature in the past in identifying particular courses and content that
must be taught (see <a href="http://codes.ohio.gov/orc/3313.603">SB 165</a> which was signed into law),
and the Ohio legislature’s constitutional right to ensure a high quality
learning experience for all of its students</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This campaign needs your help (as we’ve come so far) and we’re
asking that you contact the following two parties and ask each support Senate Bill
96:</div>
<div class="MsoNormal">
<br /></div>
<ul style="text-align: left;">
<li><div class="MsoListParagraphCxSpFirst" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
Your elected Ohio State Board of Education Member: <a href="http://education.ohio.gov/State-Board/State-Board-Members">http://education.ohio.gov/State-Board/State-Board-Members</a></div>
</li>
</ul>
<ul style="text-align: left;">
<li><div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
Your assigned Ohio House of Representative Member: <a href="http://www.ohiohouse.gov/index">http://www.ohiohouse.gov/index</a> </div>
</li>
</ul>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal">
Please, feel free to use the provided letter template in
your correspondences: <a href="http://tinyurl.com/lhrnaq4">http://tinyurl.com/lhrnaq4</a>.</div>
<div class="MsoNormal">
<div>
<b><span style="font-size: 12pt;"></span></b> </div>
<div>
<b><span style="font-size: 12pt;">The time to act is now</span></b>, and your contacts
will make all the difference in our Campaign to Save World History in Ohio’s
Schools.</div>
</div>
<div class="MsoNormal">
<br /></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-72333486612571234652012-08-25T20:02:00.000-04:002012-08-25T20:17:17.349-04:00Teachers Matter: From a Forever Grateful Student<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">I want to start this post by saying something teachers
don’t hear enough of, that teachers<span style="mso-spacerun: yes;">
</span>matter.<span style="mso-spacerun: yes;"> </span>This message of hope is
clouded in the realities of standardization, high stakes assessments, program
disinvestment and teacher accountability.<span style="mso-spacerun: yes;">
</span>How do I know that teachers matter? I know because they showed me
so.<span style="mso-spacerun: yes;"> </span></span></span><br />
</div>
<span style="font-family: Calibri;"><span style="font-size: large;">Growing up my dad, mother, and three siblings lived in the
upstairs of my grandma’s house on West 117<sup>th</sup> and Lorain in Cleveland.
My mom was unable to work, and my dad fought everyday to keep what
we had.<span style="mso-spacerun: yes;"> </span>For middle school, I attended
Cleveland’s Carl F. Shuler and later Wilbur Wright Middle School.<span style="mso-spacerun: yes;"> </span>At both schools, I was frequently absent
and really didn't "like" school.<span style="mso-spacerun: yes;"> </span>Of course, this reflected poorly and
I didn’t do well academically.<span style="mso-spacerun: yes;"> </span>No one in
my family ever graduated from college, and both my older brother and
younger sister would latter drop out of school all together (even though I couldn't be prouder of them and both would latter go back for their GED).<span style="mso-spacerun: yes;"> </span>Where I lived, I knew no one
with a college degree as very few people even graduated from high school. <span style="mso-spacerun: yes;"> </span></span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large; mso-spacerun: yes;"></span></span><br />
<span style="font-size: large;"></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho-MkTm74yOl_CIGIwC50ZCM9RTDo5UKNrPEA-rKUW9n0pONxpxMKKtWNMaZ-pPEOdPqnCfamhZcx8Omn-NQj51U0MUbMoIqbjEHlEG3Fx7i7UEw7T0UvWVF2DWyh-xTBlzWCV04TOMFcc/s1600/cleveland_06.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho-MkTm74yOl_CIGIwC50ZCM9RTDo5UKNrPEA-rKUW9n0pONxpxMKKtWNMaZ-pPEOdPqnCfamhZcx8Omn-NQj51U0MUbMoIqbjEHlEG3Fx7i7UEw7T0UvWVF2DWyh-xTBlzWCV04TOMFcc/s320/cleveland_06.jpg" width="320" /></span></a></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"></span><span style="font-size: large;"> </span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">With the odds stacked against millions of youth in low-income households,
again, I want to reiterate teachers matter. As a high school student at
John Marshall High School, I was put on the “let’s hope and pray this kid
graduates track”, as I still struggled with attendance.<span style="mso-spacerun: yes;"> </span>Marshall required students to take at least
one year of foreign language. <span style="mso-spacerun: yes;"> </span>I
remembered my older brother saying something about a “cool” tattooed French teacher
he had, and I decided to take French over the alternative Spanish course.<span style="mso-spacerun: yes;"> </span>On the first day of French class, I walked
in and behold it wasn’t the “cool” teacher my brother had described.<span style="mso-spacerun: yes;"> </span>This teacher had no tattoos and was very
organized.<span style="mso-spacerun: yes;"> </span>Mrs. Rae (the instructor) had
placed name tags on the desk for every student. Mind you, there were over thirty
kids in this one class. In fact, throughout the entire first day of class she
actually called us by our first name.<span style="mso-spacerun: yes;">
</span>This was quite an accomplishment as most of my classes were large (think
kids sitting on tables and heating fixtures large), and you could tell that
most teachers were just trying to survive on the first day.<span style="mso-spacerun: yes;"> </span>But Mrs. Rae seemed uncannily calm,
collected, and reassuring.<span style="mso-spacerun: yes;"> </span>While it was
clear the course was going to be tough, she kept reiterating how she was going
to be there with us every step of the way.<span style="mso-spacerun: yes;">
</span></span></span><br />
<span style="font-family: Calibri; font-size: large;"></span> </div>
<span style="font-family: Calibri; font-size: large;">In all honestly, I wasn’t a spectacular student in her
class. She sat me in the front near her desk, and I frequently found myself
dazing out. It was almost as if she was speaking a foreign language at
times.<span style="mso-spacerun: yes;"> </span>I remember her calling on me
during one class, and trying so hard not to mess up the pronunciation of
“Comment tally vous”.<span style="mso-spacerun: yes;"> </span>But of course, I
butchered the phrase and everyone laughed.<span style="mso-spacerun: yes;">
</span>Later that night, I received one of the most surprising yet important
phone calls of my life.<span style="mso-spacerun: yes;"> </span>I remember the
phone ringing and my mom saying, “Ohh really. Wow, thank you for telling me and
this is good news.<span style="mso-spacerun: yes;"> </span>Do you want to talk
to Brad?”<span style="mso-spacerun: yes;"> </span>My mom passed me the phone,
and as to my surprise it was Mrs. Rae.<span style="mso-spacerun: yes;">
</span>“Brad, I just wanted to call to let you and your mom know that you’re
doing a wonderful job in class. I’ll see you tomorrow.”<span style="mso-spacerun: yes;"> </span>My breath had been taken away and I was
stunned. Why didn’t she talk about my frequent absences, her having to move my
seat next to her desk, or my poor performance in class?</span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid5q_5pQgO7eXLCq6m9buPDudrN3ovkkM_IxIYdW75XzVPSaKP9YCIt5xQ8CabMoNc8H6eUTC7onB2jwqbtBHwBiGlv98VM-BGAumHAe4IixoAJ9UMgHoimho0Im6c7U7UHyfwJPGh49CM/s1600/telephone.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid5q_5pQgO7eXLCq6m9buPDudrN3ovkkM_IxIYdW75XzVPSaKP9YCIt5xQ8CabMoNc8H6eUTC7onB2jwqbtBHwBiGlv98VM-BGAumHAe4IixoAJ9UMgHoimho0Im6c7U7UHyfwJPGh49CM/s1600/telephone.jpg" /></span></a></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"></span><span style="font-size: large;"> </span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Later on in life, I would learn it was because Mrs. Rae knew
I had been told my whole life what I wouldn’t or couldn’t do but she wanted to
let me and my family to know what I could do.<span style="mso-spacerun: yes;">
</span>To her, that phone call was an investment.<span style="mso-spacerun: yes;"> </span>It was an opportunity for her to say, “hey
Brad, you matter and can do anything you put your mind to”.<span style="mso-spacerun: yes;"> </span>After that phone call I tried- I tried like
hell to do better in her class. But, the subject just didn’t come easy for me
and I was definitely outshined by others in the class. My attendance was a
little bit better, and I found myself going the extra-mile to meet with Mrs.
Rae before and after class to get help on assignments.<span style="mso-spacerun: yes;"> </span>She knew I was struggling in class, and
throughout our conversations she learned more about me, my family, and the
challenges we faced.<span style="mso-spacerun: yes;"> </span></span></span><br />
</div>
<span style="font-family: Calibri; font-size: large;"> I know that teachers matter and they can open
the world to their students.<span style="mso-spacerun: yes;"> </span>On May 19th,
1998, during the homeroom announcements, the school’s principal announced the
names of school-wide award recipients.<span style="mso-spacerun: yes;">
</span>These awards were given to the really smart kids for highest GPA, most
likely to succeed, student of the year, and in other areas.<span style="mso-spacerun: yes;"> </span>Needless to say, during this announcement I
zoned out and paid little attention.<span style="mso-spacerun: yes;">
</span>However, I’ll never forget when the school’s principal read “French
student of the year, Brad Maguth”. What? No Way?<span style="mso-spacerun: yes;"> </span>I was shocked, my friends were shocked, and yes,
so was my homeroom teacher. I knew that this had to be a mistake or some sort
of cruel prank.<span style="mso-spacerun: yes;"> </span>After homeroom, I went to
Mrs. Rae’s class to see what was going on.</span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">Mrs. Rae congratulated me, and said that I was most
deserving of the award. She said that I had demonstrated the most progress
throughout the year, and that she was so proud of me. She also wanted me to
know that the award came with a $100 reward.<span style="mso-spacerun: yes;">
</span>She handed me a check for $100 dollars.<span style="mso-spacerun: yes;">
</span>This check had her name, personal address, and signature on it.<span style="mso-spacerun: yes;"> </span>I would later use this check for my university
housing deposit.</span><br />
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTa7VXk1v7V9eKZ0MeU9TVtEfJB27g9BpXCy8C5AYHiBuHTkzKtQnYg7JqUGPi2XHW7yciizMyjg_omweOPCmndIPpa1E0jRERCHWpVgORvNi-9dS6VF3_DK4-0VRu7nZF1e2PQLXQH80A/s1600/ABA_routing_2.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTa7VXk1v7V9eKZ0MeU9TVtEfJB27g9BpXCy8C5AYHiBuHTkzKtQnYg7JqUGPi2XHW7yciizMyjg_omweOPCmndIPpa1E0jRERCHWpVgORvNi-9dS6VF3_DK4-0VRu7nZF1e2PQLXQH80A/s320/ABA_routing_2.gif" width="320" /></span></a></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: large;"> </span></div>
<span style="font-family: Calibri;"><span style="font-size: large;">I never asked Mrs. Rae why me, as I didn’t want her to say
it was out of sympathy for me or my family’s struggle.<span style="mso-spacerun: yes;"> </span>I’ve thought about this question “why me?”
for a while now and it’s traveled with me throughout my entire professional
career (to NYC, London, and Beijing).<span style="mso-spacerun: yes;"> </span>I’m still unclear as to the
answer, but I do know that Mrs. Rae changed my life.<span style="mso-spacerun: yes;"> </span>Even though I wasn’t the most academically
qualified or talented, she believed in me. While there were students with
better grades and who performed better in class, she knew this little award
could be my big break.<span style="mso-spacerun: yes;"> </span>Thank you, Mrs.
Rae for investing in me- at a time when no one, not even I, saw potential.<span style="mso-spacerun: yes;"> </span></span></span><br />
<span style="font-size: large;"></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Despite my poor academic track record and my inconsistent
classroom performance, this teacher invested her time, per patience, her
money, and her sense of promise within me.<span style="mso-spacerun: yes;">
</span>This teacher mattered, and I’ve carried and will carry that
investment with me forever.<span style="mso-spacerun: yes;"> </span></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="mso-spacerun: yes;"><span style="font-family: Calibri;"> </span></span></div>
</div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-20799272308829601632011-12-05T10:43:00.003-05:002013-06-06T13:02:14.217-04:00Save World History in Ohio: Sign the Petition!<div dir="ltr" style="text-align: left;" trbidi="on">
We've recently started an online petition to ensure World History is a required course for high school graduation in Ohio. For more context on this story, read the previous blog entry. <br />
<br />
The names of supporters will be sent to the Ohio General Assembly to document our shared support of ensuring all students are prepared to understand the world and its people. It just takes a second to complete!<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/EgvjxDRDDP0" width="420"></iframe><br />
<br />
<br />
<div id="change_BottomBar">
<span id="change_Powered"><a href="http://www.change.org/" target="_blank">Change.org</a></span><a href="http://www.blogger.com/"><br />
<br />
</a><span id="change_Start">Start an <a href="http://www.change.org/petition" target="_blank">Online Petition</a> »</span></div>
<script src="http://e.change.org:80/flash_petitions_widget.js?width=300&petition_id=158390&color=1A3563" type="text/javascript">
</script><br /></div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-6282521045748373922011-10-25T12:52:00.002-04:002013-06-06T13:02:28.326-04:00Save World History in Ohio<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUAM2wo30Upjezk2CwBj8Y8iiJQs0muwOCpKI0t75TEuDuOokqsr_f9EtfIJZwhQ5JqSdkYoFfvBiSNg5q67Slieuurp29FOsr4UeoRc99yckMedJZL0rKAcNI6OqtSiSelQxacfmolA4j/s1600/Save_Ohio_World_History.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="77" ida="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUAM2wo30Upjezk2CwBj8Y8iiJQs0muwOCpKI0t75TEuDuOokqsr_f9EtfIJZwhQ5JqSdkYoFfvBiSNg5q67Slieuurp29FOsr4UeoRc99yckMedJZL0rKAcNI6OqtSiSelQxacfmolA4j/s320/Save_Ohio_World_History.jpg" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
As a teacher educator, an avid voter, and a citizen deeply concerned about the future of the State of Ohio, I’m asking for your help in curtailing the devastating cuts made to the social studies curriculum by the Ohio State House. In its most recent decision, the Ohio State Legislature and the Ohio Department of Education decided not to include World History as a required course for high school graduation. The state representatives have also failed to include world history on its list of courses to be assessed. In the past 10 years, the education community has come to learn that if a course is not mandated or assessed, it’s usually not taught; especially, in such difficult economic times for schools. This unprecedented move by the Ohio Department of Education and the Ohio Legislature will have devastating consequences for our students, families, communities, and industry in an increasingly globally interconnected age. <br />
<div style="text-align: left;">
</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The decision to not include world history as a required course could not have come at a worse time with our nation and veterans engaged in two on-going international military conflicts, citizens facing a global economic recession, and our world facing important global issues. The fact is that our State needs citizens, consumers, workers, and businesses that are knowledgeable about the rest of the world and its people. More so than any other generation, today’s students will be actors on a global stage (Merryfield & Wilson, 2005). Their lives will be shaped by events, movements, and issues from all corners of our planet. Their economic, political, and environmental decisions will have a significant impact on our world. World History is one of the most important courses in the entire social studies curriculum geared towards preparing students to work with a diverse citizenry committed to a deeper level of understanding in order to confront both local and global challenges. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
We need your support in mandate that World History is a required course for graduation in the State of Ohio. There are three steps readers can take to meet our goal of ensuring World History stays a vibrant course offering in Ohio: </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
1. Discuss this issue with family, friends, and community leaders. Be sure to emphasis how the decision to not include World History as a graduation requirement or to mandate the state-wide assessment of World History in the State of Ohio will be devastating for our State’s mission of cultivating globally attuned and active citizens. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
2. Contact your elected leaders and voice your concern about the failure to include World History as a required course for high school graduation. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
For more information on this topic, please, feel free to review the advocacy efforts of the Ohio Council for the Social Studies: <a href="http://ocss.wordpress.com/advocacy/legislative-updates-and-contacts">http://ocss.wordpress.com/advocacy/legislative-updates-and-contacts</a>. I have also blogged about this crisis at <a href="http://globalandsocialstudieseducation.blogspot.com/2010/09/state-of-social-studies-educatin-in.html">http://globalandsocialstudieseducation.blogspot.com/2010/09/state-of-social-studies-educatin-in.html</a> .</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I look forward to your support in helping to educate the youth of Ohio in a globally interconnected age.</div>
<div style="text-align: left;">
<br />
<div style="text-align: center;">
<strong><u>A Recent Article Published in TSSP</u></strong> </div>
</div>
</div>
<a href="http://www.scribd.com/doc/78802941/Saving-World-History-in-Ohio-s-Schools" style="-x-system-font: none; display: block; font-size-adjust: none; font-stretch: normal; font: 14px/normal Helvetica, Arial, Sans-serif; margin: 12px auto 6px; text-decoration: underline;" title="View Saving World History in Ohio's Schools on Scribd">Saving World History in Ohio's Schools</a><iframe class="scribd_iframe_embed" data-aspect-ratio="0.772727272727273" data-auto-height="true" frameborder="0" height="600" id="doc_52745" scrolling="no" src="http://www.scribd.com/embeds/78802941/content?start_page=1&view_mode=list&access_key=key-eugtmjul7eg3yzdmfxz" width="100%"></iframe><script type="text/javascript">
(function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "http://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })();
</script></div>
Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-35574509550072964822011-04-22T16:57:00.001-04:002011-04-22T17:06:57.150-04:00Mobile Technology as a Disruptive Force (for Better and Worse) in the Social Studies Classroom<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><i>---Part II: Harnessing the Educative Potential of Cell Phones in the Social Studies Classroom </i></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><i><br />
</i>Adults and teens are increasingly turning to their ‘smart’ cell phones to communicate and access information. In fact, over 85% of adults and 75% of teens have a cell phone (Pew Internet, 2009). While the number of cell phone users continues to grow, teens in particular have a special relationship with their cell phones. Besides a communications portal with friends and family, these smart wireless devises serve as MP3 players, web browsers, can stream videos/audio, and allow for interactive gaming. Cell phones have in many ways become a social utility knife for teens. In a recent report, over 47% of teens polled said their social life would end or be worsened without a cell phone, and 57% credit their cell phone for improving their life (CTIA & Harris Interactive, 2010). Recent research points to teens feeling comfortable and knowledgeable in using their cell phones to access information and communicate with friends and family (Lenhardt, 2009). For instance, teens frequently note their preference towards texting rather than talking on the phone (CTIA & Harris Interactive, 2010). Texting allows students to multi-task, enter into and exit conversations quickly, and have these conversations on their own terms. </div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq1aQ9dKSlt0EF2TOpDDAGDQwJ1LmDRn8AiNMCga0AibbOlkAH28a8u00GgXtdLQuOV4J2q5BziXYxBo-iWSr3xJA_br4ON5EWMnvONGaZlrPkgKHjGdpemFChE19Ff2Ta_Ili2n9ydOEn/s1600/Using-a-Smart-Phone.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="224" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq1aQ9dKSlt0EF2TOpDDAGDQwJ1LmDRn8AiNMCga0AibbOlkAH28a8u00GgXtdLQuOV4J2q5BziXYxBo-iWSr3xJA_br4ON5EWMnvONGaZlrPkgKHjGdpemFChE19Ff2Ta_Ili2n9ydOEn/s320/Using-a-Smart-Phone.jpg" width="320" /></a></div>Mobile technologies like smart phones, iPads, netbooks, and laptops are disrupting/changing our relationship with both time and space. People can now access information when they want it and where they need it. For instance, people can get directions, translations, the weather, and even local news on the go. Learning is no longer land or line locked. Mobile platforms are allowing individuals access to information that is practical, up-to-date, and in-demand in real time. In a recent Pew Internet and America Life Survey, 30% of all mobile using respondents stated they use their cell phones to follow local news and 42% use their phones for weather updates (Pew Internet, 2011). These devices are allowing on the go citizens the ability to access information and communicate.<br />
<br />
While there are still significant numbers of citizens without access to computers or the Internet, new statistics have emerged that teens in low-income households are more likely to access the Internet on their cell phones than on household computers (Pew Internet, 2009). Rates of cell phone adoption drastically outnumber the pace of low-income families adopting household computers (Pew Internet, 2009). In the United States, a disproportionate number of low-income African American and Latino households often struggle to have stable and meaningful access to computers and the Internet (U.S. Dept. of Commerce, 2010). Mobile technology access and use could hold the potential to be a major disruptive force in combating the digital divide (Kim, 2008). In fact, teen cell phone owners from low-income households are most likely to use their cell phones to go online. 41% of teens living in households with incomes under $30,000 used their cell phones to go online, while only 23% of teens living in households with incomes over $75,000 used their cell phones to go online (Pew Internet, 2009). <br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS44uXiJb1-KQAo-_kt4wiD2ZMxGJqMYBk9sCDXKfK9vKbu1HzN6mKn_3ycVn6CAVFLmOAdptJQXMY343zxL3He_lk8Yb3Cx30i6Z8hfHkj2_k01HJ9KhJvAq1H-pIqlfIJVZnl-llqfvO/s1600/stacks_teen_texting_ts.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="218" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS44uXiJb1-KQAo-_kt4wiD2ZMxGJqMYBk9sCDXKfK9vKbu1HzN6mKn_3ycVn6CAVFLmOAdptJQXMY343zxL3He_lk8Yb3Cx30i6Z8hfHkj2_k01HJ9KhJvAq1H-pIqlfIJVZnl-llqfvO/s320/stacks_teen_texting_ts.jpg" width="320" /></a></div>As already presented, mobile technologies can serve as a familiar and meaningful tool for teens to communicate and access information. However, many would argue that these same mobile technologies can be disruptive forces that impede student learning. Nationally, most schools ban students from using cell phones on school grounds (Scholastic, 2010). Many administrators and teachers see these digital devices as nuisances that distract students from learning. Such noted distractions include students sending text messages in class, browsing the Internet, and taking pictures/video in school. As a result, many schools and school districts have adopted a zero tolerance policy for students using/having cell phones in schools (Lenhart, 2009). Other mobile technologies like iPads and netbooks are still scarce in schools, and most students are discouraged from bringing their personal laptop computer/mobile device to school. In a recent conversation with a high school Principal just outside Cleveland, Ohio, he stated how the school goes to great lengths to inform both students and parents that personal laptops, cell phones, and other mobile devices are not allowed in school. Even though the school lacks enough working computers and has an overly sensitive/ highly unstable Internet connection, the fear of these devices being used inappropriately or damaged/stolen discourages their use and integration. Learning in the classroom is still very much land, textbook, and chalk board locked. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgcroBkIkYnKOjKpf-6iaHcZXgkXD__Y48MOrPWj8IHW8ETm8n3Hsel7Tc00CJVf2Om9CNiZCY4Kb2j4ioOOFW0o2cuoCZJ-s2HMGtgRwUk0hAl7b4F9ETBJzoVfcJHvXWAY2qdx5oEI7y/s1600/Social_Studies_3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgcroBkIkYnKOjKpf-6iaHcZXgkXD__Y48MOrPWj8IHW8ETm8n3Hsel7Tc00CJVf2Om9CNiZCY4Kb2j4ioOOFW0o2cuoCZJ-s2HMGtgRwUk0hAl7b4F9ETBJzoVfcJHvXWAY2qdx5oEI7y/s1600/Social_Studies_3.jpg" /></a></div><br />
In particular, the social studies has been notorious for its teachers being over-dependent on lecture, rote-learning, and textbooks (Loewen, 2010; Shaughnessy & Haladyana, 1985). As a result, students often cite the social studies as one of their least favorite subjects (Martorella, 1997). These instructional methods often leave students thinking at lower-levels, bored and questioning the importance of the social studies. Marc Prensky, in Digital Natives, Digital Immigrants (2001), comments that when teachers incorporate new technologies into their instruction they genuinely get students excited about learning and often tap into their culture and digital interests. In an age where technology has redefined commerce, communication, advocacy, the integration of these technologies in the social studies classroom can help students gain the skills and etiquette needed to use these technologies appropriately. Furthermore, this familiar technology (cell phones and mobile devices) can serve as an important platform in getting student excited about the social studies (Greenhut & Jones, 2010). Yet, there has been very little discussion/ research in regards to ways in which mobile technologies (like cell phones and iPads) can be used to promote student learning in the social studies.<br />
<br />
Below, I’m including my top 8 Applications for the iPhone, iPad, and iPod Touch for mobile learning in social studies education:<br />
<br />
1. <a href="http://itunes.apple.com/us/app/2011-world-factbook/id307337503?mt=8">The World Factbook 2011</a><br />
<div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNi_aCRcvK-kbH1aynYedkz4XNoCTs0gGik6DGKO6WfP6-Ay7QS3CN8liC4wjqf7u0v5nUZEn3FHeD5EybZfNmsjh3ORN8zOWEFh9W9p5Jlxov2cP6zBHyHVe1DaCvGBL9DlOdlCF5kfrq/s1600/the+world.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNi_aCRcvK-kbH1aynYedkz4XNoCTs0gGik6DGKO6WfP6-Ay7QS3CN8liC4wjqf7u0v5nUZEn3FHeD5EybZfNmsjh3ORN8zOWEFh9W9p5Jlxov2cP6zBHyHVe1DaCvGBL9DlOdlCF5kfrq/s1600/the+world.JPG" /></a></div><br />
• The World Factbook 2011 is an app that allows students to examine global demographic information, populations trends, navigate land masses and water ways, and better understand physical and cultural geography.<br />
<br />
<br />
<br />
2. <a href="http://itunes.apple.com/us/app/mycongress/id364897048?mt=8">My Congress</a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB_jjdqb-ChtkCw11VuSBB-zTLqIjJWQGB5Za7jZvSjGVPAGbbLVgZ_yIF3fIiUuMotK4GaqTL2S_Z_tHK4DvLnlRvuiR1VE66F2wyIDpuhzDbeIQak9My5wAsihLI0ebQF-R8dtK-ZePE/s1600/my+cong.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB_jjdqb-ChtkCw11VuSBB-zTLqIjJWQGB5Za7jZvSjGVPAGbbLVgZ_yIF3fIiUuMotK4GaqTL2S_Z_tHK4DvLnlRvuiR1VE66F2wyIDpuhzDbeIQak9My5wAsihLI0ebQF-R8dtK-ZePE/s1600/my+cong.JPG" /></a></div><br />
MyCongress is a portal that provides detailed information about your elected U.S. Congressional officials. Track their news, video and Twitter feeds. Look up their official Open Congress profile or contact them directly. MyCongress helps you get in touch with your government.<br />
<br />
<br />
<br />
3. <a href="http://itunes.apple.com/us/app/we-the-people/id306251488?mt=8">We The People</a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsm62GKvtQfUDI8gAZ2BQp8nBQo3-qA_KQwVoyrlGtzNaOg68NUIphnRmu5jFeCeZ5CADgD-p43KPHv-fn9pH9EoqwbxNSIaHQOX-l4VaSGgDdfs1bxe_kEma6auNpxMwufVT0bTMCleQN/s1600/we.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsm62GKvtQfUDI8gAZ2BQp8nBQo3-qA_KQwVoyrlGtzNaOg68NUIphnRmu5jFeCeZ5CADgD-p43KPHv-fn9pH9EoqwbxNSIaHQOX-l4VaSGgDdfs1bxe_kEma6auNpxMwufVT0bTMCleQN/s1600/we.JPG" /></a></div><br />
We The People is an app that allows students to review and explore the U.S. Constitution and Declaration of Independence. <br />
<br />
<br />
<br />
<br />
4. <a href="http://itunes.apple.com/us/app/stack-the-states-lite/id390058619?mt=8">Stake the States: Lite</a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfzB7b3upLuogW1uqD1k4upJEeCa72fEKqzdWFj4xrhhGYYbNErHWqT3arcEeZnVYBybhO791gSE9eCHmn_wQkFtI8u6GZ4_O7EWW6-FYc7SiVjMVjSotb7URpZ6GCV-U5TDpbEtTpY2T3/s1600/stake.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfzB7b3upLuogW1uqD1k4upJEeCa72fEKqzdWFj4xrhhGYYbNErHWqT3arcEeZnVYBybhO791gSE9eCHmn_wQkFtI8u6GZ4_O7EWW6-FYc7SiVjMVjSotb7URpZ6GCV-U5TDpbEtTpY2T3/s1600/stake.JPG" /></a></div><br />
Stack the States is an app geared towards elementary students that makes learning about the 50 states fun! Students will get to watch the states actually come to life when playing a colorful and dynamic game! Users get to learn state capitals, shapes, state locations, and can actually touch, move and drop the animated states anywhere on the screen. <br />
<br />
<br />
5. <a href="http://itunes.apple.com/us/app/world-wiki/id289322538?mt=8">World Wiki</a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNAQNbJFfwXx-CAfIVyeKmzXrk38UZa_1c6BFktTz8mma_fOLxm8M-WgD0l0VQ0389Gq_hMF0hyphenhyphenkvpfDUPU_isJIqH59NsnCHUWGbwiTF4cHwycZBNyH6tl9QEnQ_RXxDu8hJpH4JoElnZ/s1600/world+wiki.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNAQNbJFfwXx-CAfIVyeKmzXrk38UZa_1c6BFktTz8mma_fOLxm8M-WgD0l0VQ0389Gq_hMF0hyphenhyphenkvpfDUPU_isJIqH59NsnCHUWGbwiTF4cHwycZBNyH6tl9QEnQ_RXxDu8hJpH4JoElnZ/s1600/world+wiki.JPG" /></a></div>Get quick access to detailed demographic information of almost 250 countries around the world. Users can access information about the capital, government, population, area, GDP, currency and the flag of any country as displayed on the Wikipedia site. Best of all, the app is free. <br />
<br />
<br />
<br />
6. <a href="http://itunes.apple.com/us/app/the-civil-war-today/id428812156?mt=8">The Civil War</a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuE3INgGNuHIkd8c1haJnvmWxNtB4r6AS8-QObejBhLpEomANSNZ8ZU8y5oIpSO_Yw5ddVC_4QQgevHPNkISivvDLCe99zzeTCXHjLOxlCgb0GylhTtM61bxZN4WOCZDJdnsqu5gF0Pdis/s1600/civil+war.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuE3INgGNuHIkd8c1haJnvmWxNtB4r6AS8-QObejBhLpEomANSNZ8ZU8y5oIpSO_Yw5ddVC_4QQgevHPNkISivvDLCe99zzeTCXHjLOxlCgb0GylhTtM61bxZN4WOCZDJdnsqu5gF0Pdis/s1600/civil+war.JPG" /></a></div>150 years after the start of the American Civil War, HISTORY presents The Civil War Today, a ground-breaking app that allows users to experience the war as it unfolded, one day at a time, with daily updates that let you live the events in “real-time” over the course of four years. Users get to feel and explore thousands of original documents, photos, maps, diary entries, quotes, and newspaper broadsheets like never before.<br />
<br />
<br />
7. <a href="http://itunes.apple.com/us/app/id321336763?mt=8">iAmerica: The Pocket Guide to the US History and Presidency </a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIpEyHlC7l0rDcCYmy2w1dHPuHXUtu0ODEXR3JWezwoXJAEW5iQ2ZsJncXbCLbubM2xvy7SZ-mpUg7XTxOLUB1UlLvu9j1xlCwVpMPpL_9KXirWgC4O6V7FqLEWgWDpf4PiHgOGVyws_EV/s1600/Iamerica.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIpEyHlC7l0rDcCYmy2w1dHPuHXUtu0ODEXR3JWezwoXJAEW5iQ2ZsJncXbCLbubM2xvy7SZ-mpUg7XTxOLUB1UlLvu9j1xlCwVpMPpL_9KXirWgC4O6V7FqLEWgWDpf4PiHgOGVyws_EV/s1600/Iamerica.JPG" /></a></div>American History at your fingertips! The iAmerica app offers users a complete reference guide to the life and history of the Presidents of the United States. This includes presidential biographies, images, and videos. <br />
<br />
<br />
<br />
<br />
8. <a href="http://itunes.apple.com/us/app/the-oregon-trail/id307519882?mt=8">Oregon Trail</a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlFRzi76diZ3L9tEArEUgjl70ri3qOFDJ_aLIzm-hB-BySu4WrSZyHkwuajUlou3-GJ95VcjHFUQ4sEuEBiFzGMoOZ95BwN7F-rgueaOeDcoO1LW7WT96CNGpgMHmW3kgpQl_Dmxr15kM1/s1600/Oregon.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlFRzi76diZ3L9tEArEUgjl70ri3qOFDJ_aLIzm-hB-BySu4WrSZyHkwuajUlou3-GJ95VcjHFUQ4sEuEBiFzGMoOZ95BwN7F-rgueaOeDcoO1LW7WT96CNGpgMHmW3kgpQl_Dmxr15kM1/s1600/Oregon.JPG" /></a></div><br />
Westward, Ho! This app allows users to make critical decisions and solve problems as they encounter real historical characters and locations. These historical facts explain the perilous journey of the pioneers. </div>Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-85034602289750366622010-11-05T15:20:00.016-04:002010-11-05T16:05:47.333-04:00Harnessing the Educative Potential of Cell Phones in the Social Studies ClassroomNationally, most schools ban students from using cell phones on school grounds (Scholastic, 2010). In fact, many administrators and teachers see these digital devices as nuisances that distract students from learning. Such noted distractions include students sending text messages in class, browsing the Internet, and taking pictures/video in school. Chris Deibler, Principal at Pound Middle School near Lincoln Nebraska, recently expressed such an opinion when interviewed in the Lincoln Journal: “We never allow a student to have a phone turned on or use it in the building- ever (Anderson, 9-30-2009).” This zero tolerance policy for student cell phone use in schools is quite common (Lenhart, 2009). Even though districts, principals, and teachers have adopted strict standards against student use of cell phones more than 2/3 of teens admit using their cell phones in school when they shouldn’t (Lenhart, 2009).<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI5GpCxJB9CbCXq-Lsy2DBe1hwedBkelgHgCj5OG02F0_NZ-cW_uQaJ2OmKTnGyO6G_cqO7x4JITTMinh7V8BQaGLpfqDOJkfO2SuOl0HI7ETG0neNGspY9qF1XsItzBanfCrC5KTVWai8/s1600/Do-cell-phones-impede-student-progress.jpg"><img style="MARGIN: 0px 10px 10px 0px; WIDTH: 400px; FLOAT: left; HEIGHT: 275px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5536157392403305570" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI5GpCxJB9CbCXq-Lsy2DBe1hwedBkelgHgCj5OG02F0_NZ-cW_uQaJ2OmKTnGyO6G_cqO7x4JITTMinh7V8BQaGLpfqDOJkfO2SuOl0HI7ETG0neNGspY9qF1XsItzBanfCrC5KTVWai8/s400/Do-cell-phones-impede-student-progress.jpg" /></a><br />Distracters in the social studies classroom have always existed. From passing notes to doing math homework in social studies, students have always tested the boundaries. Especially, since students cite the social studies as one of their least favorite subjects (Martorella, 1997). The field has been especially plagued by its large dependence upon bias textbooks and teacher lectures (Loewen, 2010; Shaughnessy & Haladyana, 1985). These instructional methods often leave students thinking at lower-levels, bored and questioning the importance of the social studies. Marc Prensky, in Digital Natives, Digital Immigrants (2001), comments that when teachers incorporate new technologies into their instruction they genuinely get students excited about learning and often tap into their culture and digital interests. In an age where technology has redefined commerce, communication, advocacy, the integration of these technologies in the social studies classroom can help students gain the skills and etiquette needed to use these technologies appropriately. Furthermore, this technology (cell phones) can serve as an important platform in getting student excited about the social studies (Greenhut & Jones, 2010).<br /><br /><strong>Student Use of Cell Phones</strong><br /><br />Today’s cell phones hold unprecedented potential for both teachers and students in promoting learning. This holds special significance since according to a 2009 Pew Research Study, 71% of students aged 12-17 own a cell phone (Lenhardt, 2009). As teens get older, they are more likely to own a cell phone. For instance, 83% of teens aged 15-17 own a cell phone (Lenhardt, 2009). This number is growing rapidly, and students are more likely to own a cell phone than a laptop computer. From such basic functions as planners, clocks, and cameras to more smart functions like searching online encyclopedias and browsing the Internet, cell phones are evolving into sophisticated micro-computers. In fact, smart phones hold many of the same capabilities of computers. While smart phones are growing in popularity, this manuscript will learn towards the integration of basic cell phone functions in the classroom. These discussed applications include: Using text messaging to search and translate, sending out free notices to students and parents, making Power Point presentations interactive, and using cell phones to add commentary to a slide-show. These applications were selected for three reasons:<br /><br />1. All of these applications hold great educative potential in the social studies.<br />2. While basic cell phone data and minutes rate apply, these applications are free to teachers and students.<br />3. These resources are user-friendly, and offer educators resources and strategies on the integration of these technologies into their classroom.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgCCRFbyRtaRDaq-Hkjpi6Tvm4j2qSU1qnQXXcNq6r4AYsADvd9B7MnzPrWw9doTEXTqbN5l8ppzXHYqH03GIMuvmXFeQhc9TiPT9rf7ytpE6MEe1GMiySAbq_iGyiy8NPs8S2CbkC_n68/s1600/text-message-350a050107.jpg"><img style="MARGIN: 0px 0px 10px 10px; WIDTH: 350px; FLOAT: right; HEIGHT: 303px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5536158260015448882" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgCCRFbyRtaRDaq-Hkjpi6Tvm4j2qSU1qnQXXcNq6r4AYsADvd9B7MnzPrWw9doTEXTqbN5l8ppzXHYqH03GIMuvmXFeQhc9TiPT9rf7ytpE6MEe1GMiySAbq_iGyiy8NPs8S2CbkC_n68/s400/text-message-350a050107.jpg" /></a> <div><strong><strong>Student Use of Text Messaging : SMS (Short Message Service) </strong><br /><strong><br /></strong></strong>Teen use of text messaging has dramatically increased in the past few years. According to a new study, Teens and Mobile Phones Over the Past Five Years, from the Pew Research Center’s Internet and American life Project, over 75% of teens that have a cell phone have unlimited text messaging (Lenhart, 2009). Moreover, more than half of all teens that text message send over 50 text messages a day, and one in three send more than 100 messages a day (Lenhardt, 2010). The Pew Report goes on to cite texting as “… the form of communication that has grown the most for teens during the last four years (Lenhard, 2009).” Between 2006 and 2009, the percent of teens that use texting to contact friends outside of school on a daily basis has gone from 27 to 54 percent. Face-to-face contact, instant messaging, mobile voice and social network messaging have remained flat during the same period, while use of e-mail and the landline phone have decreased (Lenhardt, 2009). The widespread availability of unlimited text messaging plans has “…transformed communication patterns of American teens, many of whom now conduct substantial portions of their daily conversations with friends via texting (Lenhardt, 2009)).<br /><br /><strong>1. GOOGLE SMS</strong><br /><br />As students turn to text messaging at greater rates, Google Mobile has tapped into this technology to allow teachers and students to access a great deal of information. While Google is known as the Internet’s largest search engine provider, its platform of free mobile products holds great educative potential. Google SMS allows students to access real time information, definitions, translations, stock prices, and maps (Google SMS, 2010). Thus, Google SMS is a dictionary, newspaper, atlas, translation guide, and calculator all in one. All students have to do is text their inquiry to GOOGLE (466453) and then the provider will text message results back. Of course, handsets must be SMS capable and students should be authorized to send text messages as standard text messaging rates apply.<br /><br /><br /><br /><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKFJxAvbdoLHa2_wz4_JqU3BcYFYLRFW7mTOZncHg1QtAWAo1DEIV9c5euTCFID4sB6BLizJdlOq4az_kSb_JsgNvJa7LwYVaiX2q6vPCqaiVJtHLUqMSUWqgaG_p5vfl4lQDAr1hesozU/s1600/Google+SMS.JPG"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 275px; DISPLAY: block; HEIGHT: 126px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5536155153513550530" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKFJxAvbdoLHa2_wz4_JqU3BcYFYLRFW7mTOZncHg1QtAWAo1DEIV9c5euTCFID4sB6BLizJdlOq4az_kSb_JsgNvJa7LwYVaiX2q6vPCqaiVJtHLUqMSUWqgaG_p5vfl4lQDAr1hesozU/s400/Google+SMS.JPG" /></a><br /><br />When teaching an economics course, students could be asked to look up the actual stock quote of Target Corporation via Google SMS. To do this, students would have to text sock tgt to GOOGLE (466453). Or, if students wanted to review a map of Cleveland, Ohio, they could text Map downtown Cleveland Ohio to GOOGLE. Besides reviewing stock prices and maps of locations around the world, GOOGLE SMS provides a host of other features social studies teachers and students can tap into to promote learning.<br /><br /><strong>2. Joopz</strong></p><p>Joopz is a service offered by MobileSphere that allows teachers the opportunity to send out mass text messages to students and parents using their PC keyboard (Joopz.com, 2010). No longer must teachers use the microscopic keypad on their cell phones to individually alert parents to upcoming important dates (i.e. parent teacher conferences, field trips, or test dates). Social studies teachers can also use Joopz to send out text message reminders to students about their homework assignments, due dates, and other announcements.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinm_DwPCl9796_XEXvvTE8tbdo3tidISu6VrwkP5YGkmKsEoG4PZkS0TloGpsR5914Upaw3CAIp4gSoOZgwvzX5m17_0OxNovUSy2TxY2eUvmcLDS0_esvZG6FIKgFfnL-IIz5EPzC-UPO/s1600/Joopz.jpg"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 400px; DISPLAY: block; HEIGHT: 344px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5536155794148691586" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinm_DwPCl9796_XEXvvTE8tbdo3tidISu6VrwkP5YGkmKsEoG4PZkS0TloGpsR5914Upaw3CAIp4gSoOZgwvzX5m17_0OxNovUSy2TxY2eUvmcLDS0_esvZG6FIKgFfnL-IIz5EPzC-UPO/s400/Joopz.jpg" /></a><br /><br />When you sign up with Joopz, you provide your mobile telephone number along with your name, e-mail address, and a password. Once verified through an e-mail, Joopz provides users with a variety of different resources that have important instructional implications:<br /><br />A. Teachers can send out mass group text messages to students and parents. Furthermore, the website easily allows teachers to manage which participants receive text messages. The teacher can also browse the history of all text messages distributed.<br /><br />B. Teachers can construct SMS messages in advance, and then schedule these messages to be sent out on a future date/time.<br /><br />The free basic account allows teachers to send 10 outgoing messages to each group per month. For those users that receive the SMS messages, only standard text messaging rates apply. The Joopz service will appeal to teachers wishing to correspond with parents and students through bulk text message, while not having to type individual SMS messages using the tiny cell phone keys.<br /><br /><strong>3. Yodio</strong></p><p>Using the Internet and a cell phone, students can add their voice and audio to a slide show. After creating and uploading a slideshow to Yodio, students call in from their cell phone to add music or a narrated track (Yodio.com, 2010). First, users are asked to complete a simple registration process whereby they construct an account that includes the cell phone number they will record from. This number is private, and will never be shared or published. Yodio will use this phone number to recognize the user when they call in to add narration or audio to a slideshow. After users have created a profile and activated their account, they are free to upload slideshows and pictures. Then, users call 1-877-MY-YODIO (699-6346) and follow the prompts to make their recording. After recording their narration, users return to their account at Yodio.com to pair their recording with the slideshow/photo. When students are done, they can share their narrated slide show by publishing it to the web, embedding it in a blog, or by e-mailing it to others.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEmdREZKnD4JUcNCc6I3cF1ukoRtr0AfTQQ-8xOy3doLFw-MIRBE3YsiLFE2BfcAGcnr4xv23WMyu2tD_bDXggft-hmpdeG7nyp7zP-F4xB1b39DKJKWYMPENWTpIpkEHD3oFH-qTv9ucG/s1600/yodio1.gif"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 400px; DISPLAY: block; HEIGHT: 275px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5536156216280821218" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEmdREZKnD4JUcNCc6I3cF1ukoRtr0AfTQQ-8xOy3doLFw-MIRBE3YsiLFE2BfcAGcnr4xv23WMyu2tD_bDXggft-hmpdeG7nyp7zP-F4xB1b39DKJKWYMPENWTpIpkEHD3oFH-qTv9ucG/s400/yodio1.gif" /></a><br /><br />In American History classes, students could be asked to create slideshows on an important topic in U.S. History. For instance, students may be asked to create a slideshow on the Civil Rights Movement. After researching key figures, events, and issues, students could compile important pictures and images into a slideshow. Then, using their cell phones, students could narrate their slideshow and discuss important themes, concepts, and historical figures. After adding audio to their presentation, students could publish their narrated slideshow to the web or house it on their teacher’s or school’s website.<br /><br /><strong>4. PollEverywhere.com </strong></p><p>Social studies teachers are amongst the worst abusers of Power Point presentations and slideshow software to deliver instruction (VanFossen, 1999; Whitworth & Berson ,2003). Social studies teachers often use slide shows that promote lower-level thinking, rote-memorization, with an over-abundance of text (Gabriel, 2008). While there are many ways social studies teachers can enhance the quality of their slideshow presentations, there’s one cell phone SMS based technology that makes PowerPoint slide shows interactive and engaging for students.<br /><br /></p><br /><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizhpv1H3ykIIU7-lMwTQ64niCf7oead1JIqhZ4DERuOjQ5Q4Tpj06hnPtXWSkB0irLDxVHg5qHPRo2DJdqFWGyz-2Lzsis9fDp90uIB4FJROKyrqmocUbVF8esG9jqnw1Kafj6QQJ0q6A9/s1600/poll+everywhere.png"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 400px; DISPLAY: block; HEIGHT: 276px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5536156533778064642" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizhpv1H3ykIIU7-lMwTQ64niCf7oead1JIqhZ4DERuOjQ5Q4Tpj06hnPtXWSkB0irLDxVHg5qHPRo2DJdqFWGyz-2Lzsis9fDp90uIB4FJROKyrqmocUbVF8esG9jqnw1Kafj6QQJ0q6A9/s400/poll+everywhere.png" /></a><br /><br />Polleverywhere.com is a device that allows teachers to embed interactive polls and quizzes into their PowerPoint presentations (Polleverywhere.com, 2010). Students can respond to questions and vote for a particular selection in the social studies through sending text messages. This technology actually lets students use their cell phones to text their votes and opinions into a PowerPoint presentation. The free plan requires that visitors sign-up for an account (they ask for the usual information: name, e-mail address). The free plan is also limited in that only 30 votes can be recorded per poll (so the teacher has a class of fewer than 30 students each student can vote once per question).<br /><br />After signing up for an account, the teacher has a choice of what type of poll they want to create and embed into a PowerPoint presentation. They can include a fixed response poll whereby students select from possible choices (much like when the audience is asked to text their responses to American Idol). Another type of poll offered is for opened response answers. After the teacher poses a question to students (such as ‘What are your feelings on global warming?’), students can use their cell phones to text their response into the presentation. As student respond, their answers automatically appear in real time into the PowerPoint presentation. The teacher needs a stable Internet connection and computer to display these results to their students. Also, students should be aware that standard text-messaging rates apply.<br /><br /><strong>Conclusion:</strong></p><p>Today’s cell phones hold unprecedented potential for both teachers and students in promoting learning in the social studies (Friedman, 2010; Greenhut & Jones, 2010). This hold special significance since according to a 2009 Pew Research Study, 71% of students aged 12-17 own a cell phone (Lenhart, 2010). This number is growing rapidly, and students are increasingly gaining access to more sophisticated cell phones. From such basic functions as planners, clocks, and cameras to more smart functions like searching online encyclopedias and browsing the Internet, cell phones are evolving everyday. This article described ways in which social studies teachers can harness the potential of cell phones in the classroom. The discussed applications included: Using SMS (text-messaging) to search and translate, sending out free reminders to students and parents, making Power Point presentations interactive, and using cell phones to add commentary to slideshows.<br /><br />As students’ access to cell phones increase (Lehnart, 2010), and as new applications and software becomes available, cell phones will continue to grow in their functionality and capability. While it is true that cell phones can be distractions, much like watches and comic books of previous generations, the real test comes in social studies teachers harnessing the massive potential of cell phones in the social studies classroom. Instead of banning all cell phone use, teachers and administrators should encourage proper cell phone etiquette and their appropriate usage as learning tools. Like any classroom technologies, students should learn that having the ability to use this tool is a privilege that can be taken away if used inappropriately. Simply disallowing and prohibiting the use of cell phones by students, especially, as they grow in educational capabilities, marginalizes their ability to serve as 21st century tools that allow students to access information, communicate, and present new information.<br /><br /></p><br /></div>Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.comtag:blogger.com,1999:blog-7161993000266707702.post-20312170399848786542010-09-03T20:26:00.000-04:002010-09-03T20:48:03.612-04:00The State of Social Studies Education in Ohio<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHv-X4sSKfiweUuobI-Jm4YRT9e9QMI45DbzS98i5ITzLUN7gVytFAtZThz0_osS1od82zloY9PWjlhb3OgazmL8Qk7AJgwbt3yMBHwRr35n8B5z5Lhyphenhyphena01__6igOSPqhbNdxsAEGJWnHb/s1600/state-of-oiho.gif"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 400px; DISPLAY: block; HEIGHT: 395px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5512833192284643186" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHv-X4sSKfiweUuobI-Jm4YRT9e9QMI45DbzS98i5ITzLUN7gVytFAtZThz0_osS1od82zloY9PWjlhb3OgazmL8Qk7AJgwbt3yMBHwRr35n8B5z5Lhyphenhyphena01__6igOSPqhbNdxsAEGJWnHb/s400/state-of-oiho.gif" /></a><br /><div><div>Ohio has recently completed the revision of its social studies standards. While the standards have been adopted (ODE, 2010), school districts will be given some time to transition from the old social studies standards to the new standards. Under the previous model, students were expected to pass an end of the year high school graduate test in social studies (The Ohio Graduate Test). This assessment was/is aligned to the Ohio Academic Content Standards for the Social Studies (<span id="SPELLING_ERROR_0" class="blsp-spelling-error">OACSSS</span>). These standards included such areas as American History, World History, Economics, American Government, Geography, and People’s in Societies, Citizen Rights and Responsibilities, and Social Studies Skills and Methods. Ohio’s standards were amongst the first in the nation to be both content and skills based. Besides encouraging 21st Century skills and understandings, the Ohio Academic Content Standards in the Social Studies promoted an interdisciplinary approach to teaching the social studies.<br /><br />Besides updating the Ohio Academic Content Standard for the Social studies, the state is also in the process of updating its high school graduation requirements. While the final requirements are still in flux most social studies professionals believe the new assessment system will be a big change from its predecessor. The old graduation requirements required that all students:<br /><br />1. Complete 3 Units of Social Studies: ½ a unit must be in American History and another ½ must be in American Government.<br /><br />2. Successfully pass an Ohio Graduation Test in the Social Studies. This assessment gauged students’ knowledge in American History, World History, Economics, American Government, Geography, and People’s in Societies, Citizen Rights and Responsibilities, and Social Studies Skills and Methods.<br /><br />As a result of these previous graduation requirements, school districts found it essential to offer many social studies options to students. These options included: American History, World History, American Government, Economics, Geography, Sociology, Psychology, and Problems of Democracy/Current Events. These course offerings were essential in having students meet state graduation requirements AND prepare students to pass the social studies section of the Ohio Graduate Test.<br /><br />However, the new standards and proposed assessment system makes significant cuts to the social studies curriculum. In the new system, students are still expected to complete 3 units of social studies for graduation: ½ unit must be in American History, ½ unit must be in American Government, and ½ unit must be in Economics/Financial Literacy. This means that students are able to take another 1 ½ units in Geography, Sociology, Anthropology, etc.<br /><br /><div><object style="WIDTH: 420px; HEIGHT: 272px"><param name="movie" value="http://static.issuu.com/webembed/viewers/style1/v1/IssuuViewer.swf?mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true&documentId=100904003628-9fd546c4f55842eba268e1c6d8edc708&docName=a_system_in_transition_social_studies_now_and_late&username=bmags51&loadingInfoText=Ohi%20o%20Social%20Studies%20in%20Transition&et=1283560857070&er=34"><param name="allowfullscreen" value="true"><param name="menu" value="false"><embed src="http://static.issuu.com/webembed/viewers/style1/v1/IssuuViewer.swf" type="application/x-shockwave-flash" allowfullscreen="true" menu="false" style="width:420px;height:272px" flashvars="mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true&documentId=100904003628-9fd546c4f55842eba268e1c6d8edc708&docName=a_system_in_transition_social_studies_now_and_late&username=bmags51&loadingInfoText=Ohi%20o%20Social%20Studies%20in%20Transition&et=1283560857070&er=34"></embed></object><div style="TEXT-ALIGN: left; WIDTH: 420px"><a href="http://issuu.com/bmags51/docs/a_system_in_transition_social_studies_now_and_late?mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true" target="_blank">Open publication</a> - Free <a href="http://issuu.com/" target="_blank">publishing</a> - <a href="http://issuu.com/search?q=social%20studies" target="_blank">More social studies</a></div></div><br /><br />Most troubling to social studies educators and researchers in Ohio is the disregard for world history and global issues in the new social studies standards and proposed assessment system. For high school students to graduate in the new assessment system, students are not required to take world history nor are they assessed in world history in an end of the year exam. The new assessment system is very nationalistic and will only test student knowledge in American History and American Government. In the previous assessment system, all students were assessed on their knowledge in world history. Thus, school districts found themselves having to offer students world history in order to prepare them for the state graduation test. Since it’s not tested or required for graduation, many fear world history will not be taught. Simply put, social studies course offerings will dry up and valuable resources and teachers will be reduced. This reduction will have a significant negative influence on student understanding of world events, global issues, and the profound impact globalization has and continues to have politically, economically, environmentally, and socially. All this at a time when students in Ohio and around the United States need to understand the influence of global and international forces the most (i.e. Wars in Iraq, Afghanistan, and the current global economic recovery).<br /><br /><p align="left"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHDcM2Hghg3d688bxkIGL36sLe9rL5Or8KXs0dmVJx15ZUUavh-ffm5ldNh9dEXOQcEvnGA1dR8409qnChLIP0GF-ywT42OATqelpPM7mvHVN4fwEeSeRuEtcqvkLIyUmF1WPjsfubQfY4/s1600/international-moving.jpg"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 271px; DISPLAY: block; HEIGHT: 318px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5512834508142558530" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHDcM2Hghg3d688bxkIGL36sLe9rL5Or8KXs0dmVJx15ZUUavh-ffm5ldNh9dEXOQcEvnGA1dR8409qnChLIP0GF-ywT42OATqelpPM7mvHVN4fwEeSeRuEtcqvkLIyUmF1WPjsfubQfY4/s400/international-moving.jpg" /></a></p><div>In order to call concern to this issue, I along with the Ohio Council for the Social Studies (<span id="SPELLING_ERROR_1" class="blsp-spelling-error">OCSS</span>) am advocating changes to the proposed social studies graduation and assessment requirements. The stakes are too high for students not to have the knowledge and skills necessary to navigate a complicated and connected global system. In order to turn out informed, active, and responsible citizens in a global age we must ensure all students receive training in world history and global studies.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVc4RkIKVbJ0YITCICcjWL-NKANg2_5NeYFPvs8lHmKD-1LSxS7hdcOM1J3vxhQG558syLvFGiz7BoGGdQtzblAwcmNv84PbobHeykApTQ1kLzq1Li4xErSXYsKz46jqpNyrRbTcNv7dHz/s1600/ohio.jpg"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 400px; DISPLAY: block; HEIGHT: 314px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5512833506265525602" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVc4RkIKVbJ0YITCICcjWL-NKANg2_5NeYFPvs8lHmKD-1LSxS7hdcOM1J3vxhQG558syLvFGiz7BoGGdQtzblAwcmNv84PbobHeykApTQ1kLzq1Li4xErSXYsKz46jqpNyrRbTcNv7dHz/s400/ohio.jpg" /></a><br /><strong>(Below is a copy of a letter sent to my Ohio House and Senate representatives emphasizing the importance of their support for a strong P-12 Social Studies curriculum in Ohio Schools. Feel free to use my letter as a template in contacting members of the Ohio State House)<br /></strong><br /><br />As a teacher educator, an avid voter, and a citizen deeply concerned about the future of the State of Ohio, I’m asking that you work to curtail the cuts made to social studies education in Ohio. At a time when our nation needs the cultivation of historically aware and geographically literate and economically attune citizens, the Ohio Legislature has weakened social studies instruction in k-12 education.<br /><br />I ask that you work together with your colleagues to introduce the following measures to restore the vitality of the social studies for our youth. This Educating Ohio’s Citizen’s for a Globally Interconnected Age Bill should do the following:<br /><br />o Restore K-8 assessments<br />There is ample research and evidence to illustrate that schools reduce the instructional time and resources for social studies when it is not part of the state assessment program. The “suspension” of the 5<span id="SPELLING_ERROR_2" class="blsp-spelling-error">th</span> and 8<span id="SPELLING_ERROR_3" class="blsp-spelling-error">th</span> grade Ohio Achievement Tests for social studies will likely continue (according to legislators) in the next biennium and will erode the social studies program K-8, leaving Ohio’s students unprepared for more rigorous studies at the high school or college level.<br /><br />o Require world studies as part of the 3 required social studies credits<br />By including world studies in the Ohio Graduation Test, Ohio assures that all Ohio public school students will receive a survey course in modern world studies. The assessment program that is replacing the <span id="SPELLING_ERROR_4" class="blsp-spelling-error">OGT</span> may focus only on American History and American Government, relegating world studies to an elective status. We believe that students cannot be prepared for college, careers, or engaged citizenship without a basic understanding of modern world events and trends, such as globalization. Currently, Ohio Revised Code lists ½ credit in American History and ½ credit in American Government as requirements. Since there are three Carnegie Units in social studies required, adding world studies to the required courses would not add to what schools currently offer, and because schools already staff for world studies, it would not add costs to schools.<br /><br />o Require assessment of world studies as part of the high school assessment program. World studies is currently assessed on the <span id="SPELLING_ERROR_5" class="blsp-spelling-error">OGT</span> and needs to remain part of the assessment program as Ohio transitions to the end-of-course exams.<br /><br />I look forward to your support and vote towards successfully educating the youth of Ohio in a globally interconnected age.<br /><br />Sincerely,<br /><br /><br />Dr. Brad M. <span id="SPELLING_ERROR_6" class="blsp-spelling-error">Maguth</span><br />Professor of Teacher Education<br />Social Studies Program Coordinator<br />Hiram College </div></div></div>Dr. Brad M. Maguthhttp://www.blogger.com/profile/17977146358867728220noreply@blogger.com