Trend Alert: a History Teacher's Guide to Using Podcasts in the Classroom

Kathleen Owings Swan and Mark Hofer

these footsteps is current high school Often as educators we feel like we are in the fashion industry as we try and keep history teacher, Theodore Capkanis. In pace with latest “it” in technology—before we are even accustomed to the PowerPoint World History Podcast, Capkanis pro- line, the seasons change and we are expected to be decked out in moviemaking. Now, vides downloadable lectures for students among other trends, educators are assumed to be podcasting savvy. A “podcast” (an who need to review for a test, missed a amalgam of the word broadcast and the iPod digital audio player) is essentially a class, or simply want to hear it again. broadcast of digital audio files on the web that users can listen to on their computer Because of their many applications for or digital audio player (e.g., iPod). It’s relatively simple: “Users simply connect their social studies, we suspect that podcasting portable audio devices to their computer, log on to a podcasting subscription service, is not a passing fad but a substantive and and subscribe to that site’s feeds. Audio content is then “pushed” from the original practical reinvention of existing teaching source directly and automatically to the user’s iPod or MP3 player.” 1 Podcasts can strategies—the guest speaker, the field be automatically delivered to an iPod or computer whenever new content is available. trip and the primary source. While the This unique feature of podcasts frees teachers from having to surf the web to seek existing scholarship on podcasting, and out new episodes. Additionally, past episodes may be accessed from the websites in particular the documented costs and that serve as searchable digital archives. While still relatively new to many teachers, benefits of incorporating into the middle educators offer multiple ways to help understand podcasts as well as strategies for and high school setting, is limited, we will provide a starting place—a general overview of a resource that will most creating podcasts.2 Feminism” to David Greenberg’s “The likely be part of the teaching vernacular, Trends in Podcasting Conservative Invention of the Liberal if not now, in the very near future. We The good news for history teachers is Media” to Michael Burlingame’s “Did offer a brief overview of podcasting as many of the sites already providing down- Lincoln Lie Us Into War in 1861?” well as a guide to the more credible, func- loadable primary sources and teaching Academic and amateur historians tional and engaging podcasts available on resources have expanded their inventory are increasingly leveraging the power the web. Lastly, we consider classroom to include podcasts by historians and his- of the podcast to disseminate their own applications, specifically how teachers torical figures. For example, The History research. A popular history podcast, rou- might incorporate podcasts into their News Network features interviews with tinely ranked one of the top five educa- history curricula. historians, press briefings, and confer- tional podcasts on itunes, is 12 Byzantine ence presentations that might be of inter- Rulers by Lars Brownworth. An amateur Evaluating Podcasts for est to educators, particularly those with historian and former high school history Classroom Use an interest in political history. The epi- teacher, Brownworth provides captivat- As with any resource taken from the web, sodes reflect and examine recent trends ing 45-minute lectures on 1,200 years of not all podcasts are created equal. The in scholarship and range in focus from war, power, religion, sex, and violence quality, credibility and applicability to Pamela Cochran’s lecture on “Biblical in the Byzantine Empire. Following in the classroom can vary widely. To assist

M a r c h 2009 95 Figure 1: Center for Media Literacy Guidelines Key Word Five Key Concepts Five Key Questions Authorship All messages are contradictions. Who created this message? Format Messages are not representations of social reality. What creative techniques are used to attract my attention? Individuals negotiate meaning by interacting with How might different people understand this message differently Audience messages. than me? Messages have economic, political, social and aes- What values, lifestyles and points of view are represented in, or Content thetic purposes. omitted from, this message? Each form of communication has unique charac- Purpose Why is this message being sent? teristics

teachers in selecting podcasts for class- ator is clearly identified, biograph- With these criteria in mind, we wanted room use, we provide a rating scale that ical or organizational information to systematically select the most popular includes five key dimensions. We began and relevant credentials included, history-related podcasts and evaluate with the Center for Media Literacy’s time and date stamped) how well they connect to teaching history (CML) Five Core Concepts and Five in K-12 classrooms. We decided to select Key Questions for Media Literacy.3 (See • Engagement (e.g., music, humor, podcasts produced by the five groups Figure 1) images, video) most commonly available online: profes- • Applicability to Classroom for sional historians, organizations, amateur While these guidelines provide a useful use with students or as a teacher historians, K-12 teachers, and K-12 stu- starting place, we wanted to structure the resource (e.g., appropriate dura- dents. We then identified the top 20 pod- evaluation criteria to the unique attri- tion, connection to K-12 curricu- casts with the highest subscription rates butes of podcasts. To create our assess- lum, age-appropriate language) in two of the most widely used podcast ment rubric (please see page 98), we used directories: the iTunes Music Store and the CML guidelines as the foundation. • Content of Podcast for use with Podcast Alley. We then selected the pod- We collapsed two criteria (Audience students or as a teacher resource casts that appeared on both sites, then and Purpose) and added one other (e.g., accuracy, balanced viewpoint, those that appeared highest on either (Functionality of Website) for greater evidence-based, detailed descrip- list, and finally selected six “author’s connection to classroom practice. In tion of strategies/resources) choice” podcasts—those with which we addition, we reconceptualized the cri- were already familiar but did not appear teria to better characterize podcasts as • Functionality of Site (e.g., navi- in either list. Please see Figure 2 for a follows: gability, transcripts provided, age- summary of selected podcasts: appropriate reading level, addi- In order to rate the selected podcasts • Credibility of Source (e.g., cre- tional materials) using our rubric, we listened to the five

Figure 2: Podcast Selection Summary Podcasts Appearing in Top 20 in both iTunes Highest Podcasts Appearing in Either List “Authors’ Choice” Podcasts and Podcast Alley

British History 101 (amateur) History Timeline (amateur) Colonial Williamsburg (organization) 12 Byzantine Rulers (K-12 teacher) Speaking of History (K-12 teacher) A Moment in Time (historian) The History Network (organization) Hank’s History Tour (K-12 student) Great Moments in History (historian) Military History Podcast (K-12 student) History According to Bob (historian) Gilder Lehrman (organization) Teaching American History (organization) History 132 (historian) Presidential Archives Uncovered (orga- Matt’s Today in History (amateur) nization) Our City Podcast (K-12 student) History Hints with Larry Krieger (K-12 teacher) The History of Rome (amateur) iHistory (K-12 teacher)

S o c i a l Ed u c a t i o n 96 most current episodes for each site. We For example, the podcasts averaged dimension received the highest average scored the podcasts independently and a total score of 16.6 out of 25 points. score (an average of 4 out of 5 points). then discussed any discrepancies until However, two of the podcasts scored a 23 The podcasts produced by teachers, his- we reached consensus for each podcast. and two scored a 13. Organizations were torians and organizations scored particu- Please see Figure 3 for a summary of the strongest as a category overall with an larly well in this category. In general, the ratings: average of 19.7 out of 25, and yet the indi- podcasts were fairly strong in terms of vidual podcasts in the category ranged accuracy of information presented, bal- General Themes from 23 to 15. The podcasts created by anced viewpoint, and providing evidence Not surprisingly, there was a wide range historians represented the largest range, of sources. On the other hand, engage- of quality in the five dimensions we from 13 to 22 points. ment (perhaps one of the most critical explored in the podcasts we reviewed. Across all the podcasts, the content criteria for using podcasts with students)

Figure 3: Podcast Ratings Credibility of Applicability Content of Functionality of Overall Podcast Engagement Source to Classroom Podcast Site Score Amateur The History of Rome* 3 2 3 4 3 15 British History 101** 3 2 2 3 3 13 Matt’s Today in History* 2 2 3 3 3 13 History Timeline* 2 2 2 3 2 11 K-12 Student Our City Podcast* 2 5 5 3 5 20 Military History Podcast** 2 2 3 4 4 15 Hank’s History Hour* 2 2 5 3 3 15 K-12 Teacher Speaking of History* 3 4 5 4 4 20 iHistory* 3 3 4 4 2 16 History Hints with Larry Krieger 3 2 5 3 2 15 12 Byzantine Rulers** 3 1 3 4 3 14 Historian A Moment in Time 5 4 4 5 4 22 Great Moments in History 3 4 4 5 3 19 History According to Bob* 2 2 3 4 2 13 History 132* 3 1 2 4 3 13 Organization Colonial Williamsburg 5 4 4 5 5 23 Presidential Archives 23 5 4 5 5 4 Uncovered Gilder Lehrman 5 1 3 5 5 19 Teaching American History** 5 1 4 5 2 17 The History Network** 1 3 2 4 5 15 Averages 3.2 2.6 3.6 4 3.5 16.6

** in top 25 of both iTunes and Podcast Alley * in top 25 of either iTunes or Podcast Alley Note: Podcasts, like all technologies, tend to change and evolve quickly. However, despite the fact that this review was conducted during the fall of 2007, nearly all of the podcasts reviewed in this article remain near the top of both iTunes and Podcast Alley’s list of history-related podcasts. So, while new popular history podcasts have come on the scene (e.g., Stuff You Missed in History Class and the American Experience), the podcasts reviewed here remain popular with listeners.

M a r c h 2009 97 Podcast Scoring Rubric 1 Point 2 Points 3 Points 4 Points 5 Points Credibility of Source Unable to identify Creator identified, Creator is identified Creator is identified Creator is identi- creator but no biographi- including basic bio- including substan- fied including cal or organiza- graphical or organiza- tive biographical substantive tional information tional information or organizational biographical is readily available information information and clearly articu- lates purpose Engagement No strategies One additional Two strategies to Two strategies to Multiple strate- beyond speech to strategy to engage engage listeners engage listeners gies to engage engage listeners listeners OR an interactive AND an interactive listeners AND Website Website an interactive Website Applicability to Format and con- Format and con- Format and content Format and con- Format and Classroom tent of podcast tent could work of podcast could tent of podcast content of the does not lend itself in the classroom work in the classroom could work in podcast clearly to the classroom with significant with some teacher the classroom lends itself to teacher modifica- modification OR with little teacher classroom use tion OR provides provides applicable modification OR few applicable resources and/or provides applicable resources and/or ideas for teachers resources and ideas ideas for teachers Content of Podcast Credibility of con- Content provided Content provided Content is credible, Content is tent is questionable is credible OR pro- is credible and bal- and either explores credible, and OR provides unsuit- vides instructional anced OR provides multiple perspec- explores mul- able instructional strategies and/or sound instructional tives or larger tiple perspec- strategies and/or resources strategies and/or themes in history tives and larger resources resources OR provides sound themes in instructional strate- history OR pro- gies and resources vides exemplary instructional strategies and resources Functionality of Site There is no accom- A basic Website A Website with links A rich Website is An extensive panying Website with links to audio to audio files and provided with some Website is pro- files is provided information for each additional materials vided with mul- episode is provided tiple additional resources was the dimension with the lowest overall ment or content) may be more important ings from President Hoover through average (2.6 out of 5). The organizations to you than others (e.g., functionality of President Clinton. The episodes reflect were strongest in this category with ama- site). We follow with a discussion of more both policy decisions as well as informal teurs scoring the lowest. specific trends of podcasts that help point communications and include the following Of the categories of podcasts we to how they might best be used in the audio clips: President Roosevelt’s Day explored, only those produced by orga- classroom. of Infamy speech, President Kennedy’s nizations (e.g., Colonial Williamsburg, launching of the Peace Corps as well as a the National Archives) had strong scores Discussion discussion between President Nixon and for credibility. In many cases, the other Many of the podcast sites we reviewed the First Lady on Nixon’s trip to China podcasts were rated lower due to rela- were a good resource for history buffs, but in 1972. These materials are easily down- tively little explication of authorship and very few sites actually catered to a K-12 loadable and are particularly applicable biographical or organizational informa- audience. For example, only one podcast- to the typical U.S. history core curricula. tion—information that could help teaching site provided materials that teachers The other sites reviewed required a bit ers judge the credibility of information could immediately use in a classroom. more vision, coordination, or preparation presented. Presidential Archives Uncovered broad- for use within the K-12 setting. While this general overview may help casts clips from the National Archives A majority of the sites reviewed provide note trends, it is important to remember collection and allows subscribers to a rich informational resource for teachers that some of the dimensions (e.g., engage- hear and read the speeches and brief- wanting to brush up on a particular time

S o c i a l Ed u c a t i o n 98 Podcast Listing Podcast Website Amateur The History of Rome thehistoryofrome.blogspot.com British History 101 britishhistory101.blogspot.com Matt’s Today in History mattstodayinhistory.blogspot.com History Timeline www.historytimelinepodcast.blogspot.com K-12 Student Our City Podcast learninginhand.com/OurCity Military History Podcast www.militaryhistorypodcast.blogspot.com Hank’s History Hour hankshistoryhour.com K-12 Teacher Speaking of History speakingofhistory.blogspot.com iHistory ihistory.wordpress.com History Hints with Larry Krieger www2.ccboe.com/publicinfo/historyhints.cfm 12 Byzantine Rulers www.anders.com/lectures/lars_brownworth/12_byzantine_rulers Historian A Moment in Time amomentintime.com Great Moments in History www.podiobooks.com/title/great-moments-in-history History According to Bob www.summahistorica.com History 132 hist132.blogspot.com Organization Colonial Williamsburg www.history.org/media/podcasts Presidential Archives Uncovered www.archives.gov/presidentiallibraries/research/podcasts Gilder Lehrman www.gilderlehrman.org Teaching American History www.teachingamericanhistory.org The History Network www.hnn.us period or to extend their current histori- were ones that moved away from the lec- development opportunities, and student cal understandings. British History 101 ture format and tried to engage the K-12 research guides for use in conjunction and History of Rome are podcasting sites teacher/student in a unique way. Many with their podcasts. Teaching American produced by amateur historians who dis- sites were created with the intention of History, a site specifically designed for cuss various aspects of European history providing professional development for U.S. history instructors, allows visitors including episodes on the Magna Carta history teachers. For example, Gilder to download 1- to 2- hour lectures cat- and a three-part series on wars between Lehrman’s Historian’s Forum features egorized by the following eras: Founding, the Romans and the Samnites. These podcasts led by well-known scholars, Expansion, Civil War, Progressive, Post informational podcasts employ an audio historians, and authors including Henry World War II, and General Resources. lecture format that range anywhere from a Louis Gates Jr. and Gordon Wood. While While the lectures provide additional minute (see A Moment in Time podcast) these lectures may not capture the interest expertise to instructors, they can also to an hour and a half (see Gilder Lehrman of the average high school history student, inspire interesting guiding questions and podcast). While the format of the Moment the episodes give educators an opportu- discussion topics for classroom use. Entire in Time podcast seemed perfect for a daily nity to enhance their own knowledge of lessons could be planned around episode class opener, the lectures on most of the historical events and can keep them up to titles such as “What is Citizenship?” or other sites were often too long and too dry date on the latest historical scholarship. “Republicanism: Cynicism and Nobility for the typical K-12 history student. In addition, the Gilder Lehrman site also in Theory and Practice.” The top sites, according to our rubric, includes lesson plan ideas, professional Of the sites dedicated to the profes-

M a r c h 2009 99 sional development of K-12 teachers, sodes include additional curriculum ideas, students to post comments through the we were most intrigued by Speaking of technology tools and resources, his own use of a blog. This interactive feature History, a podcast created by a middle conference presentations, and other pro- demonstrates the potential for a podcast school history teacher who shares ideas fessional development opportunities. to increase student-teacher interaction and tips for engaging students in the study Two of the podcasting sites reviewed online using podcasting. of U.S. history. In an October 2008 epi- were created by teachers who used the Although rare among the sites we evalu- sode, 8th grade social studies teacher, medium as an extension of the classroom. ated, two podcasts used the medium in Eric Langhorst describes his methods for Larry Kreiger, an Advanced Placement creative and engaging ways—Colonial teaching the Declaration of Independence. (AP) history teacher, created History Williamsburg and Great Moments in In a 20-minute clip, done originally in Hints to assist his students in studying History. While virtual field trips pale audio and later updated to include video, for the AP U.S. history examination. In in comparison to actually visiting his- he describes how he stages a scenario in his podcasts, Kreiger narrates short (less torical sites, podcasts such as Colonial which he finds a “break up note” seem- than 3 minutes) segments that begin with Williamsburg allow students to travel ingly between two middle school sweet- the first settlers of the New World and back in time. Students can watch as jour- hearts. He creates gossip buzz among the ends in 1850 with the United States on neymen make saddles and tools, listen students and draws them into an analogy the brink of Civil War. In contrast, iHis- to costumed interpreters speak on eigh- of the dreaded school break up and the tory is produced by Australian history teenth-century clothing, or study the role one between America and the British teacher Dave Fagg as a means to engage of religion in the colonies with religious Empire. Within the podcast, however, he his students in concepts and ideas from specialist John Turner. With a rich and does more than just explain—he records his class. In short and focused segments, easily navigable website that includes his own teaching and the student reaction he uses the podcasts as a way to make the pictures, slide shows, videos, maps, and to the activity. The blend of descriptive content a little more relevant for students. music, the Colonial Williamsburg site dialogue mixed with classroom excerpts For example, in one episode he compares has taken the podcast far beyond the creates a more complete example from and contrasts the modern justice system typical history lecture. Similarly, Great which other teachers can build. Other epi- in medieval Europe and then allows Moments in History has also employed

S o c i a l Ed u c a t i o n 100 a creative approach to their podcasts by podcast on Omaha, Nebraska, entitled dents from across the country listen to his recreating 10 momentous events in world Outstanding Omaha, students provide an podcast and leave comments on his blog. history from the original series written engaging collection of reports including, Similarly, George Hageman’s Military by historian John G. Stockmeyer. Using “Famous Friends,” “Landmark Spotlight,” History Podcast was born out of his love professional sound effects and on-the-spot and “History Lesson.” Other classes can of history. In the 10- to 20- minute epi- newscasters, listeners can charge with the listen to the episode and download the sodes, he explores interesting anecdotes, Athenians at Marathon, relive the Battle of script as a guide for creating their own military tactics and technologies, and key Hastings or experience the sinking of the podcast. Currently, there are approxi- historic battles. The material is well refer- Spanish Armada. The first-hand perspec- mately 16 episodes that feature a myriad enced and rich in detail. The interactive tive of these podcasts is quite engaging of places, from Honolulu, Hawaii, to nature of this site allows listeners (stu- and offers an example of how an audio Lynbrook, New York. dents, adults, and historians alike) to post track can become more compelling for We also reviewed two other podcasts comments and responses. The podcast students. created by students. Interestingly, these is sponsored by the Navy Reserve and With a few exceptions, most of the pod- students created these podcasts based Armchair General magazine and has been casts we reviewed were created by histori- on their love of history rather than as downloaded more than two million times ans, amateurs, or teachers. We wanted to an assignment connected with a class. from listeners around the world. Both of end the section with podcasts produced High school senior Hank Nelson broad- these podcasts demonstrate the engag- by students for students. Most notably, casts weekly European history lessons ing nature of this medium for students to Our City podcast is an excellent example in his podcast Hank’s History Hour—a express their love of history. of what can happen when educators turn top 10 history podcast on iTunes. He If we could offer advice to new pod- the technology over to the students. In this structures the podcast around the AP casters or to the existing sites, we would podcast, classes of elementary and middle European history curriculum, offering recommend the following. First, the school students from across the United one-hour shows on topics including the easiest “fix” for many sites is to include 0901.adv.mrkt.ncss.qk02States produce episodes about1/30/09 the cities 3:26 PMEnlightenment, Page 1 constitutionalism, and more biographical and sourcing infor- in which they live. For example, in the the Age of Exploration. High school stu- mation. On most of the sites, we found

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M a r c h 2009 101 ourselves digging for author information Conclusion Notes and other resources, like transcripts, blogs, While we see podcasting as a technol- 1. Engage, University of Wisconsin, “What is Podcasting?” engage.doit.wisc.edu/podcasting/ etc. Generally, the websites themselves ogy “do,” as educators, we also want to whatIsIt/index.html; Common Craft, “Podcasting in need work in terms of navigability so that consider the “don’ts” of instructional Plain English,” www.commoncraft.com/podcasting; Educause Learning Initiative, “7 Things You Should teachers can easily find the podcast epi- use. Like any resource, technology or Know about Podcasting,” net.educause.edu/ir/library/ sodes most useful for their students and otherwise, the teacher must determine pdf/ELI7003.pdf to be assured that those podcasts are pro- how to make them work in the classroom. 2. Shaun Else, Podcasting in Education, chatt.hdsb. ca/~magps/boylit/Podcasting%20in%20Education; duced with credibility. For new education In other words, a lecture, whether in digi- Engage, University of Wisconsin, “Teaching and podcasters, we also recommend allow- tal or analog form, is still a lecture and Learning with Podcasting,” engage.wisc.edu/podcasting/teaching/index.html; ing students to create their own podcasts, has the same pedagogical constraints. 3. Center for Media Literacy, “Five Key Questions Form including designing the purpose, format, We might argue that podcasts represent Foundation for Media Inquiry,” www.medialit.org/ and content, given the teachers’ instruc- a reinvention of video and audiocas- reading_room/article677.html tional objectives. As we noted, we were sette tapes. Yes, podcasts may provide thoroughly impressed with the quality additional utility, but we still need to and the enthusiasm that was generated consider the instructional purpose and from student-created podcasts. Lastly, we context with which they are used. The hope that educators might follow in the important point is that, no matter how Kathleen Owings Swan is an assistant profes- footsteps of Colonial Williamsburg, Great current, engaging, or relevant, podcasts sor in the Department of Curriculum and Instruc- tion at the University of Kentucky in Lexington. Moments in History, and Our City which don’t teach, teachers do. She can be reached at [email protected]. Mark have pushed the medium beyond the tra- Hofer is an assistant professor in the School of ditional lecture format into something Education at the College of William and Mary in really engaging, while remaining focused Williamsburg, Virginia. He can be reached at mark. [email protected]. on typical history content.

Awards and Grants

High school students nationwide are Since 1946, the Fulbright Teacher invited to participate in the 2008–2009 Exchange Program has helped nearly “Being an American” Essay Contest, which 23,000 teachers and administrators explores the rights and responsibilities of contribute to mutual understanding American citizen ship. Administered by between the United States and countries the Bill of Rights Institute, a non-profit around the world. For U.S. teachers, this JAMES MADISON educational organization outside of opportunity involves a year, semester, or GRADUATE FELLOWSHIPS Washington, DC, the contest offers cash six-week direct exchange of teaching AVAILABLE UP TO prizes totaling more than $189,000 to positions with a counterpart in another both students and their teachers, as well country teaching the same subject(s) at $24,000 as all-expenses paid trips to the nation’s the same level. Fulbright program staff Available to secondary school teachers of American capital to see historical sites as well as match U.S. and overseas candidates in history, American government or social studies to view the federal government in action. the spring of each year. Each candidate undertake a master’s degree program emphasizing the roots, principles, framing and development of The contest challenges high school and each school must approve the the U.S. Constitution. students to address the following ques- proposed matched-exchanges before Fellowships pay the actual cost of tuition, fees, tion: “What civic value do you believe is final selections are made. U.S. teachers books, and room and board.

most essential to being an American?” of social studies (K–college) and other For information and to download an application, visit More than 17,000 students have par- related subjects may also be eligible to ticipated in the contest since it began participate in one of two summer semi- www.jamesmadison.gov

two years ago. This is the first year in nars in Italy or Greece. For more specific General inquiries can be sent to [email protected], which high school-aged students from requirements and information, please or call, 1-800-525-6928 every state will be eligible to enter the see www.fulbrightexchanges.org/base/ apply.asp. James Madison Memorial Fellowship Foundation contest. Deadline for the 2009-10 program The names of the top three prize year is October 15, 2008. winners in each of nine regions will be S o c i a l Ed u c a t i o n 102 announced at a special Washington, DC Awards Gala in the spring of 2009. The The Northeast Asia Council (NEAC) of first place winners in each region, and the Association for Asian Studies (AAS), their sponsoring teachers, will receive in conjunction with the Japan-US $5,000 cash awards; second place win- Friendship Commission, supports a vari- ners $2,500; and third place winners ety of grant programs in Japanese stud- $1,250. Honorable mention prizes of ies designed to facilitate the research of $250 will be awarded to 63 students, individuals, improve the quality of teach- seven from each region. ing about Japan on both the college and Teachers are encouraged to incor- precollege levels, and integrate the study porate the essay contest topic into the of Japan into the major academic disci- classroom. Lesson plans meeting state plines. Individual appli cants must be U.S. and national academic standards and citizens or permanent residents. supplemental materials are available For example, there are grants to at no charge from the Bill of Rights teachers for instructional materials. Institute. These normally will not exceed $1,000. Visit www.BeingAnAmerican.org to find Instructional materials grants may complete rules and lesson plans. include books, CD-ROMS, videos and The contest is made possible by a grant other materials that would assist faculty from the John Templeton Foundation at small institutions who would other- (www.templeton.org). For more information, wise be unable to obtain audio-visual contact: Rachel Bezanson at 703-894- materials for their Japan-related courses. 1776, ext. 25. Deadline for essay sub- Information about this and many other missions is December 1, 2008. grants can be found at www.aasianst.org/ grants/main.htm.

tssp www.socialstudies.org 17