TeachersasDemocraticHistorians:ACaseStudyon TeachingStudentsaboutSignificantEventssuchas9/11 byRennyFong BankStreetCollege

But,unlesswehaveaplanofactionandmaterialstopresentthatstirideasand emotions,thememoriesof9/11willcontinuetofadeaway,alongwithany feelingswehave,morphingintoanotherparagraphortwoinasupremelyheavy socialstudiestextbookforstudentsandteachersthatperfunctorilycovers discussionslikethatoftheBattleofLexingtonorthebombingofPearlHarborby theJapaneseinWorldWarII.(Zevin,2011)

ABSTRACT Thispaperreportsonfindingsfromacasestudyofhowoneteacherina NewYorkCitypublicschoolmadedecisionsaboutteachingherfifthgrade studentsaboutthetragiceventsthatoccurredinAmericaonSeptember11,2001 andthosesubsequenttoit.Thisstudysoughttoexaminethefollowingquestions: 1)Whatfactorsinfluencedtheteachersdecisioninregardstowhattofocusor emphasizeonwhenplanningandteachingherstudentsabout9/11?2)Howdid theteacherdeterminewhattoteachherstudentsabout9/11?and3)Whatdid theteacherwantherstudentstounderstandabout9/11?Analysisofqualitative datasuggeststheuseofvariousstanceswhenaddressingsignificanthistorical eventssuchas9/11:identificationstance,analyticstance,moralresponsestance, andexhibitionstance.Furtherstudyisneededtoexploretheroleoftheteacher asademocratichistorianattheelementarylevelwhenitcomestoteaching studentsaboutsignificanthistoricalevents.

CONTEXT Elevenyearsago,weaseducatorsandourstudentslivedthroughthetragiceventsthatoccurredin AmericaonSeptember11,2001andthosesubsequenttoit,andwehaveallwitnessedhowithas changedourthoughtsandperceptionsoftheworldweandourstudentslivein.InNewYorkCity,the impacthasbeenprofoundandlasting,as2,606liveswerelostintheTwinTowersandontheground duetoterroristattacks,withtwohijackedplanescrashingintotheWorldTradeCenter.Manyofusno longerfeltassafeandsecureaswewerebeforethatunforgettableday.

AlthoughmanyofourcurrentstudentswerebornafterSeptember11,2001orweretooyoungto remembertheactualevent,theyappeartorealizethesignificanceofthisdate.Ontheotherhand,they couldjustbemimickingwhattheyhaveseenandheardonthemediaorfromtheirteachers,parents, classmates,orfromthosearoundthem.AsourstudentsreturntoschooleachyearinSeptember,the mediacommemoratesthisdayofremembrancewithitsconsiderablecoverage,providingallofuswith aninordinateamountofexposuretothesightsandsoundsandemotionsofthisevent.Theirthoughts, views,andperceptionsof9/11arearesultofthepiecingtogetherofwhattheyhaveseenandheard fromthemediaandthepeoplewhohavesharedthiseventwiththem.

FortheteachersatmyNewYorkCitypublicschool,thememoryofthistragiceventisingrainedinour memories,asmanyofuswereteachingintheschoolbuildingonthatday.Yet,asteachersreturnto schoolinSeptembereachyear,withalongchecklistofthingsthatneedtogetdoneinourclassrooms, wearelefttoourowndevicesabouthowwewanttoteach,share,ormentionabout9/11toour students,ifatall.InmostNewYorkCityelementaryschools,thereisnosocialstudiestextbookfor studentstoreferto,sowhatthestudentslearnaboutitdependsonwhatevertheteachersdecidesto bringintotheirclassroomsvideos,newspaperclippings,personalstories,theInternet,etc.Our currentstudentsnolongersharethatstrongemotionalconnectionthatweasteachershavewith9/11.

RATIONALE AsIwalkedaroundtheschooltakingpicturesthatpiquedmyinterestandcuriosity,Icameuponafifth gradeclassbulletinboard,filledwithillustratedimagesoftheeventsthatoccurredonSeptember11, 3

2001.ManyofthestudentsdrewpicturesoftheTwinTowerswithairplanescrashingintothemor filledwithfireandsmoke.OthersdrewpicturesofpeopleandtheAmericanFlag.Someofthewords studentsputontheirpictureswere,UnitedWeStand,andNeverGiveUp.Ithenrealizedthat thesefifthgraderswhowrotethesepapersanddrewthesepicturesabout9/11weremostlikelyborn rightafterthiseventoccurredorwerentevenayearoldyet.Thatswhenquestionscametomymind abouthowmuchtheyknewandunderstoodabout9/11andhowmuchofaroleorinfluenceweas educatorshaveinhowourstudentsthinkandfeelaboutthisevent,especiallynow,asstudentsseemto knowlessandlessabout9/11.Italsomademequestionwhatourroleaseducatorsshouldbein teachingabout9/11.Doweteachitasanyothersignificanthistoricaleventordowepersonalizeit, shareourstoriesaboutit,andhaveourstudentsthinkmoredeeplyandcriticallyaboutit?OntheNew YorkCityDepartmentofEducationwebsite,teachersaregivensomelessonplans,linkstoother resources,andencouragedtoengagestudentsinmeaningfuldiscussionsabout9/11,butwerebasically leftonourownaboutdecidinghowtobesteducateorinformourstudentsaboutit.

PURPOSEOFTHESTUDY ThepurposeofthiscasestudywastodescribetherationalethataNewYorkCitypublicschool teacherusedindecidingwhattoteachherstudentsabout9/11.Therationalewasgenerallydefinedas themotivation,factors,and/orgoalsthatteacherconsideredwhendecidingwhattoteachherstudents aboutthisdefiningevent.

Theprimaryobjectiveofthiscasestudywastoexaminehowateachermadedecisionsabout addressinganhistoricaleventsuchastheanniversaryof9/11.Thecentralquestionofthestudywas: Howdoteachersmakedecisionsaboutaddressinganhistoricaleventsuchastheanniversaryof9/11? Theresearchquestionsthatguidedthisstudywereasfollows:1)Whatfactorsinfluencedtheteachers decisioninregardstowhattofocusoremphasizeonwhenplanningandteachingherstudentsabout 9/11?2)Howdidtheteacherdeterminewhattoteachtheirstudentsabout9/11?And,3)Whatdidthe teacherwantherstudentstounderstandabout9/11?

PARTICIPANTS Insearchingfortheanswerstothesequestions,Idecidedtofocusononeclassroomteacher,Ms. Smith,andher32students.FromaninitialsurveythatIsentouttofourthandfifthgradeteachers,Ms. Smithwastheonlyteacherthatindicatedthatshehaddonesomeplanningandthinkingoverthesummer aroundteachingherfifthgradestudentsabout9/11duringtheFall,andshealsoindicatedthatshe wantedtogomoreindepthwithherstudentsaboutit.Thesurveyalsorevealedthatmostotherfourth andfifthgradeteachersspentlesstimeonthetopic.

Ms.Smithhasworkedasaneducatorfor23years,since1990.Sheholdsanundergraduatedegree fromStanfordUniversityaswellasaMastersdegreefromBankStreetCollege.Shealsohasa certificateofadvancedstudyfromNewYorkUniversity.Herexperiencesineducationhavebeen manyandvaried.Shehastaughtbothelementaryandmiddleschoolstudentsfromdifferentcultural backgrounds.ShealsoworkedasanESLteacherinSeoul,SouthKorea.Herprofessional experiencesincludebeingaNYCmentoraswellasaLeadInstructionalMentorfortheDepartmentof Education.Shealsohadtheopportunitytoworkwithothercolleaguesinpresentingacollaborative workshopattheNewTeacherCenterSymposiuminSanJose,California.Shereturnedtothe classroominthefallof2009andiscurrentlydiscoveringwaystoapplytheexperiencesshehashadto thedailylifeoftheclassroom.Ms.SmithbeganherworkintheeducationalfieldthroughTeachfor America.ShehastaughtinBrooklyn,theSouthBronxandcurrentlyteachesinManhattans Chinatown.Withtheapprovalofhercurrentprincipal,shewasabletocreateaCriticalFriendsGroup inherschoolbuilding.Shedidthisbecauseshewantedtogiveteachersfromdifferentgradelevelsan opportunitytomeetregardingstudentwork.Sheisalsopartofaninstructionalleadteamthatmeets regularlytoanalyzestudentdatafromcommoncorealignedtasks.Recently,shewasnamedasa memberofaTeacherAdvisoryCouncilthatwascreatedtoadviseCommissionerKingregardingissues ofpolicyandclassroominstruction.Herinterestsincludefosteringeffectivelearningstrategiesfor EnglishLanguageLearnersaswellasworkingtoimproveteacherevaluationsystems.Sheisactivein herchurchandhasworkedtoimprovetheprofessionalawarenessoftheteachersthataremembersof hercongregationbybeginningateachersupportgroupthatprovidedprofessionalfeedbackforits

participants.Shealsoservesinthechildrensministryinhercongregationbytrainingteacherstowork withaBiblebasedcurriculum.

Ms.Smithsclassroomhas32fifthgradestudents.Thereare17boysand15girlsintheclass,ages 910yearsold.Intermsofethnicbackground,27ofthestudentsareAsian,1isCaucasian,1is Hispanic,1isBlack,and2aremultiracial.Whenaskedtodescribeherstudentsandwhethershefelt theyweresheltered,Ms.Smithsaidthefollowing:

Asforthestudentculture,Iwouldsaythatitisanextremelyrespectfulschool.Thefamilies placeahighvalueoneducation.Theypushthemselvesandtheirchildrentodothebestthat theycan(andbeyondsometimes).Perhaps'sheltered'isthewrongword...sheltered(tome) indicatesthatyouareawareofsomethingandaremakingaconsciouschoicetoshield someoneelsefromacertainreality.Ithinkthatthefamiliesmaybeunawareoftheissuesthat aresoprevalentinoursocietyandtherebydonotnecessarilyevenknowthattherearethings thechildrenmayneedtobeawareof.Somanyfamiliesworksohard...Idonotknowifthey havethetimeorenergytokeepupwiththepopculture.Ithinkalotofitiswhatthechildren bringhometotheirfamilies.

Inthisresearch,Ihopedtogetabettersenseofwhatfactorsinfluenceteachersinwhattheyteachtheir studentsaboutsignificanthistoricaleventslike9/11bylookingthroughthelensofoneteacher.How didshedecideaboutwhattodoabout9/11withherstudentsandwhatwerehergoalswhengaveher studentsataskoranactivitytodoaboutit?MuchoftheliteratureIreadfocusedonstudentsatthe middleschoolandsecondaryschoollevel.Inaddition,mostoftheliteratureexpressedconcernover theteachingof9/11tostudentsthefocuswasonlookingatwhatwasbeingtaughttoolderstudentsby lookingatcurriculumandcontentoftextbooksand/ormedia.Frommyinitialreadings,littlewas mentionedaboutprocessandhowteachersmadedecisionsonhowtoteachtheirstudentsabout9/11. Theresanimmenseamountofresourcesandmaterialsforteacherstouse,choose,ortoworkfrom, buthowdoteachersdecidewhattousewiththeirstudents?OneofthethingsIreadthatreallystood

outwas,Theteachingof9/11hasbeenlefttotheeffortsofindividualteacherswhoareshortontime andunderpressuretomeetmanycurriculumdemands.(Haas&Waterson,p.239)Anotheronewas, Majorfindingsincludethemultiplepurposesforwhich9/11relatedcontentisdirected,thelackof sufficientdetailtohelpstudentsunderstand9/11,thelackofattentiontomanyofthecontroversiesthat post9/11policiesgenerated,andconceptualconfusionaboutthedefinitionofterrorism.(Hess,2011) Therewasalackofguidanceandsupportforteacherswhowanttohelptheirstudentsunderstand about9/11.Ifteachersdonthaveaclearunderstandingof9/11,howcandotheyteachaboutit?

LITERATUREREVIEW Thecivicmissionofsocialstudiesrequiresmorethantheacquisitionofcontent.Sincesocial studieshasasitsprimarygoalthedevelopmentofademocraticcitizenry,theexperiences studentshaveintheirsocialstudiesclassroomsshouldenablelearnerstoengageincivic discourseandproblemsolving,andtotakeinformedcivicaction.(NCSS,2010) Whenconsideringthepowerandimpactoftheeventssurrounding9/11andtheunprecedentednumber ofmediaresourcesdiscussingthem,onemighteasilyassumethat9/11isrememberedanddiscussedin schools,buttheresearchindicatesthatthisassumptionislargelyinerrorinfact,theteachingof9/11 haslargelybeenlefttotheeffortsofindividualteacherswhowerepersonallyaffectedbytheeventsof 9/11butmaynotnecessarilyfeelcomfortable,adequatelyequipped,orhavethetimetoteachaboutit withtheirstudents(Haas&Waterson,2011).Inteachingstudentsaboutsignificanthistoricalevents like9/11,thepedagogyateacherdecidestouseortherationalethatheorshechoosestotakeplaysa hugeimpactonwhatandhowthestudentslearn.

Whenitcomestoteachingabout9/11,muchoftheliteratureemphasizestheneedforsocialstudiesto gobeyondthememoriesandstories,orthefocusonfear,sorrow,andlossassociatedwiththe terroristactof9/11.(Waterson&Haas,2011)Manyarguefordemocraticcitizenship,citizenship education,participatorydemocracy,politicalengagement,discussion,criticalpedagogy,ortheneedto followacurriculumwhenteachingstudentsabout9/11.(Waterson&Haas,2011Barton&Levstik, 2004Giroux,2004Bixby&Pace,2008Waterson&Jenne,2011).Giroux(1998)presentsa powerfulframeworkofpedagogythatemphasizestheneedtoprepareandempowerallstudentstobe active,critical,andrisktakingcitizens.Heemphasizestheneedforteacherstobetransformative intellectualsandtheirrolecreatingdemocraticpublicspheresforstudents.WatersonandJenne (2011)emphasizethatclassroomteachersmustbepreparedtofacilitateinformed,engagingdiscussion andmeaningfulactivitiesthatwillhelpstudentsnavigatetheeventsofthattragicday.Ondemocracy, Suurtamm(2006)saysthefollowing:Butofcoursedemocracycantbeputontheblackboard.Itis notaformula,itisnotaconstitution,itisnotthelaws,itisnotaframework,itisnotastructure. Democracyisapeopleactingonbehalfofjustice.Othersproposesignificantquestionssuchas:1)

Arethesememoriestheirownoraretheyaregurgitationofstoriesandimagestheyhavewitnessed throughouttheirchildhood?2)Isthegoalofthelessontocommemorateagreattragedythathappened inAmericanhistory?3)WhatisthelessonofSeptember11,2001?4)Whatarewetryingtoteach anyway?5)Isthereonelesson,oraretheremany?6)Howthendoweconnectstudentstoalesson about9/11?(Zingone,2011).Yet,notmuchcanbefoundabouthowthiscanhappeninclassrooms, especiallyattheelementarylevel.

Hess,Stoddard,andMurto(2008)analyzetextbookcoverageof9/11andpresentfindingsbasedona studyoftopsellingU.S.history,worldhistory,andgovernmenttextbooksthatwerepublishedbetween 2003and2005andincludedtheeventsof9/11andthewaronterrorism.Theiraimwastwofold:1)to examinecriticallywhatcurriculaarecommunicatingabout9/11,itsaftermath,andterrorismmore generally2)toinvestigatewhichtopicsorquestionsrelatedto9/11,itsaftermath,andterrorismare presentedtostudentsasgenuinelycontroversialandwhicheitherexplicitlyorimplicitlypresenta correctanswerthatthecurriculumwritersexpectsstudentstobelieve.Theiranalysisfoundthese textsfailtotreateventsdeemedcontroversialinsocietyasbeingsuch,andfailtoprovidestudentswith thetoolstosuccessfullyanalyzeanddeliberatetheissuesaboutwhichtheyaskstudentstothink intensely.Consequently,inthemain,thetextbooksfailtohelpyoungpeopledowhatismostneeded duringextremelytroublingtimeswhichistothinkdeeplyandhard.(Bixby&Pace,p.221)Bixby andPacefailtospeakontheroleoftheteacherintheseclassroomswiththetexts.

BartonandLevstik(2004)identifyfourdifferentstancestowardshistoryeducation.Thesearespecific actionsstudentsareexpectedtoperformwhentheylearnhistory,aswellasthepurposesofthese actions.Thesefourstancesare:theidentificationstance(studentsembraceconnectionsbetween themselvesandthepeopleandeventsofthepast),theanalyticstance(studentsanalyzethecausesof historicaleventsortheevidentiarybasisofhistoricalnarratives),themoralresponsestance(students discussthemoralityofdecisionsmadeinthepast),andtheexhibitionstance(studentsdisplay historicalknowledgeforothers).Eachstancecanbothpromoteandobstructdemocraticdeliberation overthecommongood(Freedman,2005).

Intermsoftheidentificationstance,Torres(2011)believes,Teaching9/11,therefore,servesto keepconnectionsaliveandisasharedhistoricaleventformystudents,andTeachingsocialstudies clearlyprovidesanopportunitytobuildconnectionsbetweengenerationsbysupportingasenseof communityandconnectiontoonespast.BartonandLevstikpromotetheanalyticstanceasthe preferredformofhistoryinstructionbecauseitshouldultimatelyservethebroadergoalforthestudents ofparticipatorydemocracy.Hess,Stoddard,andMurto(2008)wouldprobablyrefertothisashigher orderthinking(HOT)asopposedtolowerorderthinking(LOT).TheyborrowNewmannand Wehlagesdefinitionofhigherorderthinkingasrequiringstudentstomanipulateinformationandideas inwaysthattransformtheirmeaningandimplications,suchaswhenstudentscombinefactsandideasin ordertosynthesize,generalize,explain,hypothesize,orarriveatsomeconclusionorinterpretation (Bixby&Pace,p.215)BartonandLevstikalsostresstheimportanceofthemoralresponsestance, wherestudentsconsidertheethicalimplicationsofpastdecisions.Theywouldprobablyagreethatin teachingstudentsabout9/11,teachersmustembraceinvestigativemultiperspectiveapproachesto historyandengageinacollaborationtowardacommongood.TheNationalCouncilfortheSocial Studies(NCSS,2010)emphasizesthat,Theprimarypurposeofsocialstudiesistohelppeoplemake informedandreasoneddecisionsforthepublicgoodascitizensofaculturallydiverse,democratic societyinaninterdependentworld.

Muchoftheliteraturefocusesontheroleofcurriculum,textbooks,orteachers,butfewhaveexamined thelearningstanceofthestudentsandhowtheyprocesstheinformationtheyaretaughtorpresented with.Inthisstudy,IsoughttoanalyzetherelationshipbetweenthestancesusedbyMs.Smithandher studentswhenteachingaboutasignificanthistoricaleventsuchas9/11.

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METHODOLOGY Thestudywasconductedfromtheinterpretivistparadigmandusedqualitativeresearchmethodology, withafocusonprocess,meaning,andunderstanding(Merriam,2009).Withaninterpretivistparadigm, allinterpretationsarebasedonaparticularmoment,andinterpretiveapproachesrelyonnaturalistic methodssuchasinterviewing,observation,andanalysisofexistingtextsinordertoconstructa meaningfulreality(CohenandCrabtree,2006).CohenandCrabtreewrite,Interpretivistpositionsare foundedonthetheoreticalbeliefthatrealityissociallyconstructedandfluid.Thus,whatweknowis alwaysnegotiatedwithincultures,socialsettings,andrelationshipswithotherpeople.Therefore,my valuesandmyeducationbackgroundwereinherentinallphasesoftheresearchprocess.

Datasources Datausedinthisreportwerecollectedoveratwomonthperiod.Dataweregatheredinanelementary schoolof980studentsinalarge,urbanschooldistrictinNewYorkCity.Theteacherchosenina purposivemannerwasaveteraneducatorof23yearsandherclasscomprisedof32fifthgrade students(15femaleand17male),27Asian,1Caucasian,1Black,1Hispanic,and2multiracial.I wantedtoidentifyateacherthatdidsomepreplanningintermsofteachingabouttheanniversaryof 9/11,andthiswasinitiallyfoundthroughanonlinesurveythatwassentouttotenfourthandfifthgrade students.Ialsoselectedtheteacherbaseduponherteachingexperienceintermsofnumberofyears teachingandthefactthatshehastaughtindifferentschoolsandenvironmentsinhertenureasaveteran teacherandstaffdeveloper.

DataCollection Datawerecollectedthroughdirectobservationandinterviews,aswellasfromcurrentdocuments. Observationsandinterviewswereconductedovera2monthperiod.Myprimaryobservationalstance wasthatofanoutsider,althoughmyexperienceofbeinganeducatorforoverfifteenyearsplayeda factorduringmyobservations.Fieldnoteswererecordedduringinterviewsandobservationsaswere observerscomments.Iobservedatotalofthreelessonstaughtbytheteacher(twowerebased

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around9/11),reviewedpreviouslessonsandlessonplanson9/11thatMs.Smithhadtaughtearlierin theyear,andexaminedtheteachingstancesthatwereemployedusingagraphicthatIcreatedbasedon BartonandLevstiksfourstances.Observationsofstudentswerealsoconductedintheschool cafeteriaandauditoriumafterlunch.

Interviewsweredigitallyrecorded,audioonly,withpermission.Lessonplansandclassroomnotes wereusedtodrawconnectionsbetweenobservedbehaviorsandtheirrelationshiptothestudysfocus. Individualinterviewswereconductedwiththeteacherafterobservingherlessonsandfocusgroup interviewswereconductedwithstudentsafterinterviewingtheteacher.Thepurposeofthefocus groupswastohelpfacilitateinteractionandconversationamongstudentsthatmightbringtosurface datanotobtainedthroughindividualinterviews.Variousclassroomdocumentswererequestedand providedbytheclassroomteacher.Documentsthatprovedmosthelpfulwereteacherlessonplansand readings,alongwithnotestakenbytheteacherduringherlessons.Theyweresavedelectronically,so theteacherwasabletoreproducethemforme.

DataAnalysis Thetheoreticalframeworkofpurposeandpracticeinlearninghistorythroughthefourstancesof identification,analytic,moralresponse,andexhibitionwereprovidedbyBartonandLevstik(2004).I foundthatthesestancesprovidedapowerfulframeworkforexamininghowtheteacher,Ms.Smith, approachedherteachingandhowthestudentsmayhavelearnedabout9/11throughherteaching methods.Icreatedagraphicinordertohelpmetocodemydatafrommyobservations,interviews, fieldnotes,anddocuments.Iusedtheconstantcomparativeanalysismethodtogeneratecodesand categoriesofanalysis.Intermsofestablishingtrustworthiness,threeformsoftriangulationwereused. Interview,observation,anddocumentdatawerecompareddatacollectedfromlessonwerecompared withclassroomnotesdatacollectedfromindividualteacherwascomparedwithdatacollectedfrom observations.(Reitzug,1994)Theaccuracyofdatawassubjectedtoteacherchecksthroughoutthe study.Studyfindingswerealsoformallysharedanddiscussedwiththeteacher.

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Assumptions Inthisstudy,Ihopedtogeneratequalitativedatathroughsurveys,interviews,andobservations. Throughdatagathering,Ihopedtoseeapatternorpatternsevolveinhowateachermadeherdecisions onwhattoteachherstudentsabout9/11andwhatshewantedherstudentstogetoutofherlessons. Asateacher,Iassumedthatmycolleaguehadgiventhoughttothetopicandhadaplaninmindbefore bringingupthesubjectof9/11withherstudents.Ratherthanfocusingontheintricatedetailsofthe specificeventsthatoccurredon9/11,attheelementarylevel,Iexpectedtoseesomecommonthemes orgoalsthattheteacherhadinmindwhenteachingorsharingaboutthishistoricalevent.Theteacher useddifferentapproachestohelpherstudentscometoanunderstandingortomakesenseofwhatwas happeningaroundthem.Itwasinterestingtoseehowoneteacherspecificallydealtwith9/11.Beinga teachermyself,Irealizedthatoftentimesmyobservationsandinterviewsweremadethroughtheuseof twolenseson:oneasthatofateacherandasaresearcher.

FINDINGSANDDISCUSSION IbeginthisFindingssectionbydiscussingthevariousstancesIwitnessedfromtheteacherandher studentsintermsofteachingandlearningabout9/11duringclassobservations,interviews,fieldnotes, anddocumentsandconcludewithanexaminationofhoweachstancecouldbestcontributetostudents learningandunderstandingof9/11.

TheFourStancestowardsHistoryEducation IusedBartonandLevstikstheoreticalframeworkoffourstancestowardshistoryeducationinorderto organizethedatathatIcollectedthroughobservations,interviews,fieldnotes,andclassdocuments.I developedagraphic(seeFigure1)tohelpillustratethefourstancestowardshistoryeducation. Throughthecourseoftheresearch,Irealizedthatitwasquitepossibletoteachwithintheboxofthe fourstanceswithoutevermovingoutsidetowardswhatBartonandLevstikrefertoasparticipatory democracy.Othershaveusedtermslikesocialchange,socialjustice,civiccompetence,ordemocratic citizenry(amongstothers)inlieuofparticipatorydemocracy.IwonderedifthenewCommonCore StateStandards(CCSS)addressedparticipatorydemocracy.Furtherresearchneedstobedoneon

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theeffectoftheCCSSontheteachingofsocialstudies,especiallyontheteachingofsignificant historicaleventslike9/11.

Figure1.AgraphicinspiredbyBartonandLevstikstheoreticalframework.

ExhibitionStance.Thereisoftenanexpectationofstudentstoexhibitinformationortoshowwhat theyknowafterlearningabouthistoricalevents.Sometimes,thisoccursintheformofquizzes, homework,orevenstandardizedachievementtests.Exhibitionisbestaccomplishedthrough memorizationorcopying.IntheclasslessonsthatIobserved,Ms.Smithoftenhadtheinteractive whiteboard(IWB)onandwouldtakelivenotesonthecomputersothateachstudentcouldseethe responsesofallthestudentswhosharedananswerorresponsetoMs.Smithsquestions.For 14

example,Ms.SmithprojectedthefollowingquestionontheIWB:Whatdoyouthinktheword terrorismmeans?Studentswouldcopywhatshehadtypedonthecomputerwhichwasprojected ontheIWBandthenwrotetheirresponsesintheirnotebooks,followedbystudentssharingtheir answers,andMs.SmithtypingwhatthestudentssharedontheIWB.Onceagain,studentswouldcopy whatwasprojectedontheIWB.Thismayhavehelpedtocontributetohowthestudentswereableto rememberdetailsabout9/11(duringmyinterviewswithstudents),evenamonthafterherlessonswere taught.

Examples: M:WhatIlearnedabout9/11isthatmanypeoplesacrificedtheirlivestosaveotherpeoples lives. R:That,um,oncetheplaneswerehijacked,butthepassengerstookitbackover,andthey crashedintoafield. J:Itwasanimportantdatebecausemanypeoplediedfromaterrorismattack.

AnotherexampleofanexhibitionstancewaswhenMs.Smithgavetheassignmenttoherstudentsto writealettertosomeonewhoishelpingtokeepourcountrysafefromterrorism.Mostofthestudents wrotetosoldierstothankthemfortheirservice.Onecanarguethatherstudentswereabletoshow theirunderstandingof9/11bywritingtootherswhomightbeservingbecauseoftheeventsthat happenedon9/11.Thisalsoleadsintotheidentificationstance,wherestudentsmakeconnectionsto eventsofthepast.

IdentificationStance.Intheidentificationstance,studentsembraceconnectionsbetween themselvesandthepeopleandeventsofthepast.Ms.Smithstartedmanyofherlessonson9/11by askingthemwhattheyknewabouttheeventorwhattheywantedtoknow.Whenshewasteaching herstudentsaboutthewordterrorism,sheaskedthemwheretheyrememberseeingitusedorhearing itbeingused.WhenIaskedheraboutwhyshetaughtaboutterrorismandbullyinginsuccession,she said:

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Terrorismwassimplybecausethatssomethingthatourworldisgoingtoexperienceprobablyfor
therestoftheirlives.Thechildrenareveryfamiliarwiththewordterrorism,soIwantedto diffusethatwordabit,andsobecausethatisanissuethattheyllhearalotaboutinthenews now,whentheyregrowingup,Iwantedtotalkaboutthat.Interestinglyenough,thatverydaythat wetalkedaboutIalreadyplannedtodobullying,butthatdaywedidhaveasituationdownstairs inthelunchroomthatmadethetieinevenmorecomplete,soIalreadyplannedontalkingaboutit, butbecauseofthattieinonthatparticulardayinthelunchroom,itmadeitevenmorerelevantfor thekids.

Oftentimes,weseemtowantourstudentstomakeconnectionstosomethingthatmightnotbeso familiartosomethingthatismorerelevanttothemsothattheycanbetterunderstandsomething.The CCSSoftenmentionsconnectionswhenitcomestotheEnglishLanguageArtsstandards.Another exampleoftheidentificationstancewaswhenshehadherstudentsasktheirparentsaboutwhatthey knewabout9/11asahomeworkassignment.

WhenIaskedthestudentsiftheydidanythingafterlearningabout9/11inschoolonestudentsaidthe following:

Iaskedmymomiflikewecoulddosomethingtogetherlikemakeaposterandsay,stopter. stoptotheterroristpeople,stopterrorism,becauseUnitedStatesisisnotcomingtoharm youoranything.

ToaddontoK.,umIalsouh,IagreewithheritsbecausethatsthesamethingIdidwhenI wenthome,andwhenIread,Ireadaboutthestory,Igotreallyinterested.Istartedreadingit.I askedmymomtogotothelibraryandfoundabookaboutit.And,onceI,onceIreadit,my mom,um,mymomumletme,boughtthatbookfor.Iforgothowmuchwasit,thelibraryletme. AndonceIwascontinuedreadingit,anditwasareallyinterestingbook.

WhenIaskedherwhethersheintendedtoteachherstudentsaboutthemesthatarosesuchassacrifice andterrorismshesaid,Illbehonest.Wheninplanningtheselessons,Iprettymuchmybasicpurpose 16

wastogetthemagroundedunderstandingofwhathappened.AndIsortofletittakeonitsown.But mygoalwastohelpthemreallyknowwhathappenedfromahistoricalperspectiveandhelpthemtosee what,tothinkaboutitfromdifferentperspectivesandtohelpthemknow...

Withtheidentificationstance,makingconnectionsarekey.WhenIaskedMs.Smithwhatshe wantedherstudentstotakeawayfromthe9/11learningexperience,shesaid:

Theresalot.Ithinkthefirstisjustaworkingdefinitionofterrorism.Ithinkthesecondisa moredeeperconnectionwiththepersonalaspectsoflosswith9/11.Um,andIthinkjustbeing abletobemoreempatheticinsituationsthatarechallenging.[LongPause]Imean, academicallyIknowtheyknowthefacts,andthatsallwellandgood,butIthinkImlooking... Thechildrenareverygoodatrecallingfacts...thestudents,thispopulationisverygoodatthat, butjusttotrulyconnectthosefactstoum,personalexperiences,andbeingabletoincorporate thatintotheirownunderstandings,Ithinkisimportant.[LongPause]Ithinkthatswhythe bullyingpiecehelpedbringitfullcirclebecauseinalotofways,Iwantthemtoseethatbullying wasaformofterrorism,and,itis.So,theycouldthinkaboutthatwhentheychosetotake advantageofsomeoneinthatway.

Ialsolearnedthatitwasntjustaboutthestudentsconnectionswiththeidentificationstance especiallywith9/11.WhenIaskedMs.Smithifherapproachwasthesameasshewouldteachany otherhistoricalevent,ordidyouapproachitdifferently,sherespondedwiththis: Itwasdifferent.Onebecauseeven,its,itsstillfreshinsomanypeoplesminds,andso current,andanyonethekidseventhough...Eventhoughthekidswerentbornatthattime, theystillhadagoodamountofcontextbecausetheyknewitwasaterroristattack,theyknew... mostofthemknewthatmostofthemknewthattheTwinTowershadbeendestroyed.Um, thatsaboutalltheyknew.TheydidntknowaboutthePentagon.TheyknewaboutOsama BinLadenbecausehedjustbeenkilled,what,middleoflastyear,Ithink?Buttheydidnt

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knowanythingaboutterrorism,theydidntknowanythingaboutum,theflightthatwentdown,I think,inthefieldinPennsylvania,um,intryingtoavoidkillingotherpeople,so,soIthink,I think,forme.Two,myownpersonalconnectionwithitissostrong,itwasjusteasierformeto dobecauseIhadalotmorepiecesthatImighthave,say,teachingtheMexicanRevolutionor teachingum,WorldWarII.Um,becausemyownpersonalconnectionswerereallystrong, especiallysinceIwasworkingwithkidsthatday.

Therefore,herownpersonalconnectionwithitwassostrongthatitwaseasierforhertoaccess9/11. Thiswasacommontrendamongtheotherteacherswhofilledoutaninitialsurveywheremanysaidthey sharedtheirpersonalstorieswiththeirstudentsbecausetheyfeltitwasimportantforthemtoknow about9/11.

MoralResponseStance.Withthemoralresponsestance,studentsdiscussthemoralityofdecisions madeinthepast.Giroux(2004)writes,Ratherthanviewingteachingastechnicalpractice,radical pedagogyinthebroadesttermsisamoralandpoliticalpracticepremisedontheassumptionthat learningisnotaboutprocessingreceivedknowledgebutactuallytransformingitaspartofamore expansivestruggleforindividualrightsandsocialjustice.

WhenIaskedoneofthestudentswhyhesaidthathethoughtterrorismwasdangeroushesaid, Becausetheyhurtpeopleandtheydontcarewhattheydoandtheydontcarewhattheydoaslong astheygetwhattheywant.WhenIaskedstudentswhattheywouldshareabout9/11toayounger brotherorsister,iftheyhadone,onestudentrespondedwiththefollowing:

Iwouldalsotellthemthatum,Iwouldexplainwhyterroristsarebad,arebadpeople,because theycrashinbecauseIllgiveareasonwhybecausetheycrashintomostofother...they crashintothemostimportantthingumtothecitizensoftheUnitedofNewYork,umwhich wastheTwinTowers.

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Whenlookingat9/11fromamoralresponsestance,youbegintohearwordslikegoodandbador rightandwrongorweandthey.Whenweteachhistory,weusuallyputourselvesonthesideof thegoodguys.HowardZinn(2002)questionsthisstancewhenhewrites,Ihavepuzzledoverthis. Howcanawarbetrulyjustwhenitinvolvesthedailykillingofcivilians,whenitcauseshundredsof thousandsofmen,women,andchildrentoleavetheirhomestoescapethebombs,whenitmaynotfind thosewhoplannedtheSeptember11attacks,andwhenitwillmultiplytheranksofpeoplewhoare angryenoughatthiscountrytobecometerroriststhemselves?

AnalyticStance.Finally,withtheanalyticstance,studentsareaskedtoanalyzethecausesof historicaleventsortheevidentiarybasisofhistoricalnarratives.OneoftheactivitiesthatMs.Smith decidedtodowastodoareadaloud,9/11AnEyewitnessAccount,withherstudents.Thiswasa truestoryabouthowawriterandaneditorofachildrensmagazinewasonaferryheadedtoworkon 9/11.Duringhercommute,theattackontheWorldTradeCenteroccurredherbrotherwasoneof thevictimsworkinginthebuildingwhentheTowerswerestruck.Acoupleofstudentsrememberedthe womansnameandthatherbrotherhaddiedon9/11.Narrativescanbequitepowerfulinmaking historicaleventsmorerealandrelevanttothemasthestoriesconnectthemtorealpeoplewithreal faces.Someofthequestionsthatshehadherstudentsrespondtoinwritingincludedthefollowing:1) IfyoucouldinterviewSuzanne,whataretwoquestionsyouwouldaskher?Whywouldyouaskthose questions?2)WhatwouldyouhavebeenthinkingandfeelingifyouhadbeenSuzanne?3)Whatare somewaysSeptember11thhaschangedNewYork,America,ortheworld?

DuringmyinterviewswithMs.Smith,sheoftentalkedaboutwantingherstudentstolookatthings throughadifferentperspective.Whenaskedabouttheframeworksheusedinherplanningshesaid:

Ithoughtabouttheissueofperspectivebecauseperspectiveissomethingthatwecoverinfifth gradeintermsofpersuasivewritingandthattypeofthing.So,whatIwantedtodowasplanit withavisualcomponent,um,sometypeofthereadingwouldbeeasy.Findingreadingforit wasnothard.But,fromavisualcomponent,fromapersonalexperiencecomponent,fromthe

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newscomponent,fromafactualcomponent.So,Iwaslookingatthedifferentwaysthatthe kidsmightaccessinformationandsoIplannedmyactivitiesaround9/11basedonthat.

HessandStoddard(2010)stressthatItisonlythroughanexaminationofthemultipleandcomplex perspectivesthatpervadesociety,politics,andthemediathatstudentswilldeveloptheskillsandvalues needfordemocraticcitizenship.

Asafinalassessmenton9/11,sheaskedherstudentstochooseoneofthefollowingquestionsin writing: 1)WhyisSeptember11thsuchanimportantdayforAmerica? 2)ThereweremanynegativeresultsofSeptember11th.Canyouthinkofanypositivethingsthat happenedasaresultofthistragedy? 3)Whatwouldhavebeenyourthoughtsand/orfeelingsifyouhadbeenastudentatPS____whenthe Towerswereattacked? 4)WhatlessonsdoyouthinkpeoplelearnedasaresultofSeptember11th? Thisshowshowopenendedquestionscanleadtoananalyticstance,althoughIalsorealizedthatone canpushforcertainthinkingoranalysesbystudentswithcertainleadingquestions.

WhenIinterviewedthestudents,IalsonoticedthatwhenIaskedthestudentsiftheyhadanyquestions about9/11thattheystilldidnthaveananswertoortotrytotakeanotherperspective,thatsalsowhen theybecamemoreanalyticalintheirthinking.Forexample,onestudentasked,Ialsowanttoknow likewhydopeoplesacrifice?Ialsoaskedstudentswhattheywouldsaytoterroristsiftheyhadthe opportunitytospeakwiththem.Onestudentsaidthefollowing:

WhatIwouldsayisthat,youshouldstopterrorists,itsbecauseyoushouldtellyourcountryto stopterrorists,becauseitsbecauseifyoudontwantyourpartofyourfamilytodiethen,and wedontwantourpartofourfamilytodie,thenweshouldbeequal,becausetheUnitedStates are...supposedto...becausetheUnitedStatespeoplearesupposedtobeequal.

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OneofthethingsIwouldhavelikedtoobservemoreoforfurtherexplorewasthediscussionamongst students.Discussion,asdefinedbyDillon(1994),isaparticularformofgroupinteractionwhere membersjointogetherinaddressingaquestionofcommonconcern,exchangingandexaminingdifferent viewstoformtheiranswer,enhancingtheirknowledgeorunderstanding,theirappreciationorjudgment, theirdecision,theirresolutionoractionoverthematteratissue.(Bixby&Pace,p.73)Itsdiscussion thatcandevelopdemocracyandpavethewayforparticipatorydemocracy.IrealizedthiswhenI wasinterviewingthestudents,andthatsomeofthediscussionandinformationthatthestudentswere comingupwithmayhavecomefrommyquestionsandthediscussionratherthanoriginatingfromtheir classrooms.

Asmentionedintheliterature,BartonandLevstikpromotetheanalyticstanceasthepreferredformof historyinstructionbecauseitshouldultimatelyservethebroadergoalforthestudentsofparticipatory democracy.Zinnwrites,Changewillcome,asatothertimesinourhistory,onlywhenAmerican citizensbecomingbetterinformed,havingsecondthoughts,afterthefirstinstinctivesupportforofficial policydemandit.Ms.Smithsaid,Theissueofsocialactivismorsocialpresenceorsocial consciencehasbecomemoreconcerningtomebecauseIseeoursystemgoingintheexactopposite direction,andIthinkitswrong.Furtherstudyneedstoexaminehowweaseducatorscaneffectively useallfourstancestopromotethisactionorchange.

CONCLUSIONS Thisstudywasexploratoryinnatureandonlyexaminedoneteacherandher32students.The consistencyoftheirlearningexperiencessuggestthatfurtherresearchexaminingthewaysteachersmake decisionsaboutaddressinganhistoricaleventsuchastheanniversaryof9/11isworthpursuing.If furtherresearchreachessimilarconclusionsabouttheprocessthroughwhichteacherplanandprepare intheteachingofsignificanthistoricaleventssuchas9/11,theimplicationsforparticipatory democracyaresignificant.

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Insteadoffocusingonjusttheteachingof9/11,Ihaverealizedthatitisequallyimportanttolookat whatourstudentshavelearnedabout9/11andhavethemanalyzetheeventsandtocomeupwithmore questionsthattheywanttofurtherexplore.9/11shouldnotbeviewedandlookedatasastaticevent. Wemustkeeptheessentialquestioneverpresentinourminds,Whyteach9/11?Insteadofjust lookingatthemasteryofcontent,wemustfindwaystomakesuchsignificanthistoricaleventsas9/11 purposefulandpowerfullearningexperiencesforourstudents.

Fromthefindings,IwasabletoseethisinMs.Smithsclass,asshesoughttohaveherstudentsthink moredeeplyabout9/11throughtakingherstudentsthroughallfourofBartonandLevstiksstances withherstudents.Ittookaconsiderableamountofplanning,preparation,andreflection.Shesaid,In ourschool,theyaresoveryshelteredfromsomanydifferentthingsthatIwantedthemtobeexposedin asafewaytowaystheycanmakeadifferenceandwaystheycanbecomeactivelyinvolved.She sharedhowshefeltthattheprocesswasgoodforherstudentswhodontnormallydowellonexams becauseitgavethemsomethingtolatchontothattheymightnotnormallydoandthatitwasdefinitely personalandgavethemawaytoexpressthingsthattheymightnotnormallybeabletoinatypically academicletsprepyouforthisnextexamkindofthing.Irefertothisassteppingoutofthebox withthefourstances.Ifeelthereisaneedforourstudentstopracticeandexerciseparticipatory democracyandthatteachersneedaconsiderableamountofsupportandcollaborationinorderforthis tohappenintheirclassrooms.Participatorydemocracywasbeyondthescopeofthiscasestudy.If teachersarenotexpectedtopromoteciviccompetencethroughtheirteachingofsocialstudies,thenit wouldbeunreasonabletoexpecttoseeparticipatorydemocracyinclassrooms,especiallyatthe elementarylevel.Withsuchanemphasisonreadingandwriting,thereisalackofattentiontolistening andspeaking,whicharekeycomponentstodiscussionandthedevelopingofciviccompetence.This posesagreatneedforfurtherstudyandresearchattheelementarylevel.

Studentsmustengageincollectiveinquiryaboutwhatiscivicactionandwhatistheirresponsibilitynow andinthefuturetopracticeorsupportcivicactionthatwillsustainandimproveourdemocraticsociety.

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(Herczog,2010)Unfortunately,theNationalGovernorsAssociation(NGA)andtheCouncilofChief StateSchoolOfficers(CCSSO)releasedthefinalversionsoftheEnglishLanguageArtsand MathematicsStandardsbuthadnoplaninplacetoreplicatetheprocesstocreateCommonCoreState Standardsforanyothersubjectarea.Thereneedstobemoreresearchonhowweaseducatorscan becomedemocratichistoriansandmakethelearningofsuchsignificanthistoricaleventssuchas9/11 relevanttothecurrentrealityofourworldandmeaningfultothestudentsintheirclassrooms,sothat theytoo,willdevelopthemoralimperativetobecontributorstotheworldweliveinandstewardsof democracytoupholdandprotecttherightsofothers.(Herczog)Afterall,iswhatwereteaching reallysocialstudiesifwereonlyteachingtowardsthemasteryofcontent?

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REFERENCES Barton,K.C.&Levstik,L.S.(2004).TeachingHistoryfortheCommonGood.Mahwah,NJ: LawrenceErlbaumAssociates. Bixby,J.S.,&Pace,J.L.(2008).Educatingdemocraticcitizensintroubledtimes:qualitative studiesofcurrentefforts.Albany:SUNYPress. Cohen,D.&Crabtree,B.(2006).QualitativeResearchGuidelinesProject. <http://www.qualres.org/HomeInte3516.html>. Freedman,E.(2005).HistoryEducationforDemocraticCitizenship.Theory&ResearchinSocial Education,33(3),432437. Giroux,H.A.(2004).CriticalPedagogyandthePostmodern/ModernDivide:Towardsa PedagogyofDemocratization.TeacherEducationQuarterly,31(1),3147. Giroux,H.A.(1988).Teachersasintellectuals:Towardacriticalpedagogyoflearning.Granby, Mass.:Bergin&Garvey. Haas,M.E.&Waterson,R.A.(2011).TheChallengeofTeaching9/11:NowandintheFuture, TheSocialStudies,102(4),139140. Herczog,M.(2010).UsingtheNCSSNationalCurriculumStandardsforSocialStudies:A FrameworkforTeaching,Learning,andAssessmenttoMeetStateSocialStudiesStandards, SocialEducation,74(4),217222 Hess,D.&Stoddard,J.(2011).9/11intheCurriculum:ARetrospective.TheSocialStudies, 102(4),175179. Moran,P.&Socol,I.D.(2011).WhySeptember11,2001MustBeinOurClassrooms NYTimes.com.N.p.,29Aug.2011.Web.26Sept.2012. <http://learning.blogs.nytimes.com/2011/08/29/teaching911whyhow/>. NationalCurriculumStandardsforSocialStudies:ExecutiveSummary|NationalCouncilfortheSocial Studies.(2010).NationalCouncilfortheSocialStudies|SocialStudies:Preparing StudentsforCollege,CareerandCitizenship.RetrievedDecember19,2012,from <http://www.socialstudies.org/standards/execsummary>. Ray,B.B.(2009).VoicesFromtheClassroom:SecondaryTeachersMediaUseon9/11. InternationalJournalofInstructionalMedia,36(3),303312. 24

Waterson,R.A.&Haas,M.E.(2011).DareWeNotTeach9/11YetAdvocateCitizenship Education?,TheSocialStudies,102(4),147152. Waterson,R.A.&Jenne,K.(2011).ReviewofTheSeptember11thEducationProgram:ANational InterdisciplinaryCurriculum,TheSocialStudies,102(4),153154. Torres,L.(2011).Integrating9/11throughouttheStudyofAmericanHistoryandBeyond,TheSocial Studies,102(4),158159. Zevin,J.(2011).MemoriesSlippingAway:TheTenthAnniversaryof9/11,TheSocialStudies, 102(4),141146. Zingone,J.(2011).9/11:Reflections,Memories,andQuestions,TheSocialStudies,102(4), 164166. Name______RennyFong________ ResearchforEducationalChange CourseNumberLEAD660 Instructor:Dr.BernadetteAnand Rubric Fall2012 GradeforProjectAandGradeforcourseA

Characteristics

approaches

meets

exceeds

Introduction TheoreticalFramework ProblemStatement PurposeoftheStudy LiteratureReview SampleSelection CollectingData MethodsandEthics

x x x x x x x x

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Recording/interviews Observation Documents LevelsofAnalysis Descriptive Stepbystep Categorybuilding Theorybuilding Finding QualityofthePaper OverallResearch

x x x x x x x x x x x

Thanksforyourhardworkandcongratulations! Comments:Renny,the4stancesprovidedastrongframeworkforlookingatatheteachingofsocialstudiesand specificallythiscasestudyofMS.Smithandherteachingof911.Youshowhoweachofthesewaseither presentorsomewhatmissingfromthelessons(yes,theremighthavebeengreateranalysisleadingto participativedemocracyseenthroughthediscussionsintheclassroomsbutwhatismissingseemstobea lookattheterroristsandanexaminationofwhotheywere.Itisimportanttoputahumanfaceonall groupsespeciallythosewhoaretheenemy.)Somesuggestions:Shortensomeofthequotesinyour findingsandwhenmakingsuggestionstrytonotlistthembutplacetheminaparagraph.Thereare occasionalstatementsthatneedtobecommentedon...eg.Zinn(drawsomeconclusionsfortheclassroom). Delightedyourpaperlooksathowthe4stancescontributetolearningintheclassroom.

HappyNewYear. Bernadette

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