9/11 and Terrorism: "The Ultimate Teachable Moment" in Textbooks and Supplemental Curricula

Autor/inn/en	Hess, Diana; Stoddard, Jeremy
Titel	9/11 and Terrorism: "The Ultimate Teachable Moment" in Textbooks and Supplemental Curricula
Quelle	In: Social Education, 71 (2007) 5, S.231-236 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Terrorism; United States History; Curriculum Development; Writing for Publication; Cultural Influences; Context Effect; World Views; Content Analysis; Textbooks; Federal Government; Departments; Schools; Textbook Publication; Reliability; Low Achievement + Suchen Sie Ihr Suchwort? Terrorismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural influence; Kultureinfluss; World view; Weltanschauung; Inhaltsanalyse; Textbook; Text book; Schulbuch; Lehrbuch; Bundesregierung; Department; Abteilung; School; Schule; Reliabilität; Unterdurchschnittliche Leistung
Abstract	In a recent poll that asked American adults to identify "the single most significant event that has happened in their lifetime, in terms of its importance to the U.S. and the world," 46 percent of the respondents cited the attacks of September 11, 2001, as the most significant occurrence in their lifetime. In light of this result, it is not surprising that shortly after 9/11, many non-profit organizations, for-profit publishers, and even the federal government developed curricular materials on 9/11 and its aftermath. In this article, the authors conducted a study on the content of 9/11 text and video curriculum materials from six major U.S. non-profit curricular organizations, including top-selling U.S. history, world history, and government textbooks that were published between 2004 and 2006 and that addressed the events of 9/11 and the war on terrorism, along with a video and accompanying lessons developed by the U.S. Department of State. The purpose of the study was to examine whether curricula developed by educational organizations (as opposed to large corporate publishers) present young people with a broader or more interesting range of information about an important event than is typically found in textbooks. The study reveals that there is great discrepancy on how the topic should be covered and what students should be learning. It also reveals vast differences among the approaches taken in most of the textbooks on one hand, and those of the non-profit organizations and Department of State on the other. (Contains 2 tables and 13 notes.) (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10