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Social Science Docket a Joint Publication of the New York and New Jersey State Councils for the Social Studies

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Social Science Docket a Joint Publication of the New York and New Jersey State Councils for the Social Studies Social Science Docket A Joint Publication of the New York and New Jersey State Councils for the Social Studies Table of Contents Volume 2 Number 2 Summer-Fall, 2002 Defending Multicultural Education, Academic Freedom and Democracy in the Wake of 9/11/01 by Alan Singer, editor, Social Science Docket …………………………………………………...…...……... 2 Teachers Respond to “Defending Multicultural Education” …………………………………….……....… 6 “Any Other Day”: Dealing with the Tragedy of the World Trade Center Disaster by Laurence Klein … 9 Civics Education Civic Learning Through Deliberation by Robert H. McKenzie with Leon Hellerman …………………….. 10 Representative Democracy: A New Perspective by Alan Rosenthal and Michael Fisher …………………… 13 Defending First Amendment Rights in Schools by Michael Pezone and students ………………………….. 15 Special Theme Section: Issues for the 21st Century Human Rights Education at the Dawn of the 21st Century by Dennis N. Banks …………………………… 20 Nuclear Controversy: Sourcebook for an Inquiry Curriculum by Alan Shapiro and ESR Metro ……….. 22 A History of Great Britain and the U.S. in the Middle East by Alan Singer ………………………………… 31 Understanding a Globalized World by Peter Bell ……..………………………………..………………………. 43 Book Reviews by Ken Leman, Norman Markowitz, John McNamara, Kenneth Kaufman, Douglas Kramer and Nick Santora ………………………………………………………………………………………. 45 Talking with Children about War, Peace and Hope by Judith Y. Singer ……………………………………. 53 What Social Studies Teachers Should Know About AIDS in South Africa by Susie Hoffman …………… 56 Teaching Ideas Museum of Slavery Project by Stephanie Hunte, Rachel Gaglione Thompson and Robert Kurtz …….….. 63 Stand and Deliver: A Technique to Bring the Teaching of Essential Questions to Life by Kevin Sheehan and Gavin Kalner ...................................................................................................................……… 67 Current Events Matters for Elementary Students and Teachers by Andrea Libresco ………….…………… 69 Ideas for Using Computers in Your Seventh Grade Social Studies Class by Jennifer Debler ……………... 71 Social Studies Resources on the Web by Paula Trapani …………………………………………………….. 73 Reconstruction: A Failure or a Success? by Adams Stevens ………………………………………………… 75 The American Civil War as a Cause for Canadian Confederation by Dean June …………………………. 76 From Yenan to the Yangtze: A Unit on Chinese Geography by Catherine Snyder …………………………. 77 Jazz Up Social Studies by Carole Boston Weatherford ………………………………………….……………… 78 Introducing the Authors ...........................................….......................................................................... 79 _____________________________________________________________________________________ Social Science Docket 1 Summer-Fall 2002 Defending Multicultural Education, Academic Freedom and Democracy in the Wake of 9/11/01 by Alan Singer, editor, Social Science Docket Our goal is to have every issue of Social Science Docket include an essay on a key social studies concept or controversy in order to stimulate responses from readers and debate in the New Jersey and New York Councils for the Social Studies. This essay focuses on the role of multicultural education in social studies and issues that emerged following the attacks on the World Trade Center and Pentagon on September 11, 2001. Prior to publication, the essay was circulated among social studies teachers at local meetings, through council newsletters and via e-mail. Teachers were asked to respond to the essay, discuss how they approach multiculturalism and discuss their views on teaching about the attacks on the World Trade Center and Pentagon and the United States response. Selected responses are included at the end of the article. At 9 AM on the morning of September 11, 2001, I Michael Savage, Billy Graham, Jr., Pat Robertson and was visiting student teachers at a junior high school in Jerry Falwell denounced liberal left-wing treachery and Queens, New York. We first learned of events at the conspiracies. After all, they stir up their audiences for a World Trade Center when one of the cooperating living. In a much publicized flub, Falwell charged that teachers received a cell phone call from his sister. She “the American Civil Liberties Union, with abortion was sobbing because her husband worked on a top floor providers, gay rights proponents and federal courts that in one of the towers and she feared he was dead. I spent had banned school prayer and legalized abortion, had the next several months meeting with teachers, teacher so weakened the United States spiritually that the education students, secondary school students and nation was left exposed to Tuesday’s terrorist attacks” community groups in the New York metropolitan area (Niebuhr, 2001). trying to make sense of the events of that day and the What was more frightening was that supposedly United States response. In numerous discussions, there responsible conservative forces joined the campaign. was much disagreement and sometimes arguments Chester E. Finn Jr., accused proponents of became heated. But there was always a basic respect multiculturalism of shortchanging patriotism for participants during our discourse. (Hartocollis, 2001a). Lynne Cheney, denounced I found the response in the mainstream national educators who wanted American schools to expand media to questioning U.S. policy and active dissent efforts to teach habits of tolerance, knowledge and very different. Multicultural education, academic awareness of other cultures (Hartocollis, 2001b). The freedom, and the freedom to dissent, came under attack American Council of Trustees and Alumni, a non-profit in a campaign reminiscent of the witchhunts, silencing group devoted to curbing “liberal tendencies in and violation of democratic rights of McCarthyism in academia” accused dozens of scholars of “unpatriotic the 1950s. War against the ungodly evil of “Terrorism” behavior” for either seeking to understand the reasons replaced war against the ungodly evil of for the attack or questioning the United States response “Communism,” with much of the same recycled and their report was granted legitimacy by an article in rhetoric. Raising questions about U.S. policy – asking The New York Times (Eakin, 2001). about military goals or evidence of complicity with Diane Ravitch, a former official in the federal terrorism– became grounds for suspected disloyalty. In Department of Education, was the point person of this another disturbing trend, “God Bless America” assault and lent it a veneer of academic legitimacy. superceded “The Star Spangled Banner,” became an Ravitch, who is affiliated with New York University unofficial national anthem, and was used as a way to and a fellow of the Manhattan Institute, a conservative circumvent constitutional prohibitions against prayer in think-tank, used the events of September 11, 2001 in public schools. her ongoing campaign against multicultural education. It was not surprising that “shock” radio In one widely circulated essay, Diane Ravitch demagogues and televangelists like Rush Limbaugh, declared that “we must not teach children to tolerate _____________________________________________________________________________________ Social Science Docket 2 Summer-Fall 2002 those who hijack commercial jetliners and kill innocent that race, language, religion and ethnicity play victims. We must not teach children to tolerate significant roles in American society. Unlike Diane fanaticism, be it political or religious” (Ravitch, 2001). Ravitch, the motto “E Pluribus Unum” does not deny But she never identified anyone who was doing this. the existence or value of the pluribus. Why not? Because no one was. This was an ad In addition, I know of no self-defined hominem attack in an effort to silence people who were multiculturalist who rejects making judgments about protesting against the bombing of Afghanistan under deeds such as the attacks on September 11, 2001. the banner “Our Grief is not a Call for War.” Explaining and justifying an event are not the same thing! What multiculturalists reject is making judgments about groups of people. That is why they challenge racism, ethnocentrism, homophobia and gender-bias and support respect for diversity. Unlike Diane Ravitch, George W. Bush or Osama bin Laden, multiculturalists do not believe there is a universal truth that has been granted only to us. They try to be more tentative and thoughtful before condemning those who disagree with us. Ravitch professes to “hear expressions of cultural relativism when avant-garde thinkers tell us that we must try to understand why the terrorists chose to kill thousands of innocent people, and that we must try to understand why others in the world hate America.” But Demonstrators protest against the World Economic her problem is not with avant-garde thinkers; it is with Forum in New York City on February 2, 2002. citizens, both liberals and conservatives, committed to the value of democratic dialogue and with historians Ravitch described the attack on the World Trade who see their task as one of explanation. Again, Center and Pentagon as “mass murders” which equated explaining and justifying an event are not the same them with the Holocaust and other acts of genocide. thing! For example, according to a 1995 Rand Institute Yes, the attack was horrific. Any attack on a civilian publication (Fuller and Lesser), “(t)he Islamic world target is horrific, whether it is in New York City or feels itself under siege from the West in numerous vital Kabul. But
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