The question at the heart of the book is what might an education with self-care and care-for-others look like? Juxtaposing self-understanding through the method of currere and the historical character of hakbeolism (a concept indigenous to Korea referring to a kind of social status people achieve based on a shared academic background), this book articulates how subjective reconstruction of self in conjunction with historical study can be transformative, and how this can be extended to social change. Articulating how having one's own standard can be a way of making one's life a work of art, the author looks at how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the children's own good. Emphasis is given to the internalized status of these practices in both students and teachers and to teachers' and parents' culpability not only in exercising but also in reproducing these practices through themselves. Going beyond describing and analysing the educational problem of academic (intellectual) achievement-oriented education based on aggressive competition, this book suggests ways to address these issues through autobiography (using the method of currere to reconstruct one's subjectivity) and an ethic of care.

Who's "Chad?" Why did we hear so much about him in the last presidential election? Will he be back in 2004? With all the hoopla coming up in the next year, kids are going to be asking questions about campaigns, parties, electoral colleges, voting debates, mudslinging, and all the wacky stuff that surrounds presidential elections! Will you have the answers their parents and teachers need to keep from tipping over their voting booths?

You've probably seen her on t-shirts, mugs, and even tattoos, well, now that famous face graces the cover of our latest Who Is? title.

Justice Ruth Bader Ginsburg is famous for her stylish collars (called jabots) and her commanding dissents. This opera-loving New Yorker has always spoken her mind; as a young lawyer, RBG advocated for gender equality and women's rights when few others did. She gained attention for the cases she won when arguing in front of the Supreme Court, before taking her place on the bench in 1993. Author Patricia Brennan Demuth answers all the question about what makes RBG so notorious and irreplaceable

Educating for Critical Democratic Literacy educates pre and in-service elementary school teachers in teaching four key civics concepts through social studies and literacy integration. Written together by both literacy and social studies experts, it is based on a conceptual revision of the notions of civic education and critical literacy called "Critical Democratic Literacy" (CDL). The authors' dual expertise allows them to effectively detail the applications of their knowledge for teachers, from lesson conception to implementation to assessment. Part I explains the theory and basic principles of CDL and provides background information on the role of democracy in education. Part II consists of four sample lessons designed using the National Council for the Social Studies (NCSS) C3 Framework and the Common Core State Standards for English/Language Arts (CSS ELA) standards. Part III includes a primer explaining the four civic concepts that frame the book. Fully aligned to both the CCSS ELA and NCSS C3 Framework, this timely resource provides future and current teachers with specific lessons and tools, as well as the skills to develop their own rigorous, integrated units of study.

Educating for Critical Democratic Literacy educates pre and in-service elementary school teachers in teaching four key civics concepts through social studies and literacy integration. Written together by both literacy and social studies experts, it is based on a conceptual revision of the notions of civic education and critical literacy called "Critical Democratic Literacy" (CDL). The authors' dual expertise allows them to effectively detail the applications of their knowledge for teachers, from lesson conception to implementation to assessment. Part I explains the theory and basic principles of CDL and provides background information on the role of democracy in education. Part II consists of four sample lessons designed using the National Council for the Social Studies (NCSS) C3 Framework and the Common Core State Standards for English/Language Arts (CSS ELA) standards. Part III includes a primer explaining the four civic concepts that frame the book. Fully aligned to both the CCSS ELA and NCSS C3 Framework, this timely resource provides future and current teachers with specific lessons and tools, as well as the skills to develop their own rigorous, integrated units of study.

While current literature stresses the importance of teaching about the 9/11 attacks on the US, many questions remain as to what teachers are actually teaching in their own classrooms. Few studies address how teachers are using of all of this advice and curriculum, what sorts of activities they are undertaking, and how they go about deciding what they will do. Arguing that the events of 9/11 have become a "chosen trauma" for the US, author Cheryl Duckworth investigates how 9/11 is being taught in classrooms (if at all) and what narrative is being passed on to today s students about that day.

Using quantitative and qualitative data gathered from US middle and high school teachers, this volume reflects on foreign policy developments and trends since September 11th, 2001 and analyzes what this might suggest for future trends in U.S. foreign policy. The understanding that the "post-9/11 generation" has of what happened and what it means is significant to how Americans will view foreign policy in the coming decades (especially in the Islamic World) and whether it is likely to generate war or foster peace."

Helps readers understand and analyze social work and social welfare within the context of modern political systems Taking a critical-thinking approach, Social Work, Social Welfare, and American Society describes and analyzes social work and social welfare within the framework of American political belief systems to help students put social work practice into context. The thoroughly updated 9th Edition features an increased focus on social work practice throughout the text and in two new chapters (Chs. 1 and 5) while continuing to examine the most up-to-date issues in the politics of social welfare. The 9th Edition adds discussions of the progressive and radical perspective on social welfare in addition to liberal and conservative positions. It also features new discussions on a wide range of issues that include intersectionality, poverty and inequality, restorative justice, and the opioid epidemic.

John Dewey's My Pedagogical Creed outlined his beliefs in regard to teaching and learning. In this volume, prominent contemporary teacher educators such as Diana Hess, Geneva Gay and O.L. Davis follow in Dewey's footsteps, articulating their own pedagogical creeds as they relate to educating about social issues. Through personal stories, each contributor reveals the major concerns, tenets, and interests behind their own teaching and research, including the experiences underlying their motivation to explore social issues vis-a-vis the school curriculum. Rich with biographical detail, The Importance of Teaching Social Issues combines diverse voices from curriculum theory, social studies education, science education, and critical theory, providing a unique volume relevant for today's teachers and education scholars.

What makes the Focus life orientation grade 12 course unique? Mind map for each term allows planning at a glance; physical education made easy with full support and clear photographs; complete programme of assessment including exam papers; teacher's guide shows how to set exam papers; extra support and guidance on careers in the career guide. Focus on exam success! Fully CAPS compliant; opportunities for exam practice and assessment; complete programme of assessment provided; used and tested in schools throughout South Africa; supports and engages learners for success.

Young Citizens of the World takes a clear stance: Social studies is about citizenship education that is informed, deliberative, and activist-citizenship not only as a noun, something one studies, but as a verb, something one DOES. Its holistic, multicultural approach is based on this clear curricular and pedagogical purpose. Straightforward, engaging, and highly interactive, the book encourages students (and their teachers) to become informed, think it through, and take action. Each chapter is written as a civic engagement which is teacher-ready for use in elementary classrooms. A set of six teaching strategies that are constructive, inquiry-driven, dramatic, and deliberative bring the curricular framework to life through intensive, integrated meaningful studies of special places, important people, and significant times. Readers are invited to rehearse the projects in their social studies education courses and then to reinterpret them for their classrooms. The projects are supported by important resources for teaching, including supportive children's literature, links to internet sites, and visual sources and by a Companion Website that enhances and extends the text.

These short booklets are designed to be given to graduate students as they begin their studies. They explain the purposes of the dissertation and the criteria by which it will be assessed. They help students understand the context of their course work; the need to take an active role in shaping their studies; and the importance of thinking ahead about the components of the dissertation and the quality of scholarship they will need to demonstrate. These booklets are intended to support the dissertation research and writing process by providing faculty and advisors with guidelines for setting clear expectations for student performance, and with a model for helping students produce the desired quality of work. These booklets are intended to support the dissertation research and writing process by providing faculty and advisors with guidelines for setting clear expectations for student performance, and with a model for helping students produce the desired quality of work. They encourage dialog between faculty and students about the quality of the components of their dissertation project. They include rubrics that students can use to self-assess their work and that can aid faculty in providing focused feedback. Using these booklets will raise the overall quality of student performance.

We the people at Who HQ bring readers the full story--arguments and all--of how the US Constitution came into being.

Signed on September 17, 1787--four years after the American War for Independence--the Constitution laid out the supreme law of the United States of America. Today it's easy for us to take this blueprint of our government for granted. But the Framers--fifty-five men from almost all of the original 13 states--argued fiercely for many months over what ended up being only a four-page document. Here is a fascinating behind-the-scenes look at the hotly fought issues--those between Northern and Southern States; big states and little ones--and the key players such as James Madison, Alexander Hamilton, and George Washington who suffered through countless revisions to make the Constitution happen.

In 1743, thirteen-year-old Marguerite Ledoux travels to Maine as the indentured servant of a family that regards her as little better than the Indians that threaten them, but her strength, quick thinking and courage surprise them all.

Why do you have to whisper in the library? Find out how good manners make the library a pleasant place for everyone to visit.