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Authors frequently discuss and provide examples of doing history in the social studies classroom. Few focus, however, on allowing students to predict the outcome of historical events before learning what actually happened. In this article, I describe an activity allowing students to make their own predictions informing their understanding of the historical events related to Articles of Confederation. I developed this strategy based on my evolving understanding of how to bring historical thinking into the classroom. I discuss adding the concept of prediction to a previously published lesson plan and how, during my subsequent year in the classroom, I enriched the lesson to elicit student empathy. Finally, the article offers suggestions for teachers developing their own lessons incorporating student predictions.

A content analyses study of social studies textbooks was completed in 1993 by Rahmia Wade. She found the problematic way in which researchers examined texts noting they relied too much on personal perceptions and opinions of social studies topics and failed to cite additional sources to support their claims. The investigation further asserted social studies textbook analyses lacked interrater reliability and data quantification. In many cases, the authors of these works were comparing textbooks to other textbooks, rather than to standards, and were not examining all the texts used in a particular discipline. Based on these findings, Wade questioned the effectiveness of these analyses for improving social studies education. This project replicated Wade's study. A random sample of social studies textbook analyses published between 2002 and 2012 was considered and the author found that they have changed little since Wade's article. Suggestions are offered for those interested in conducting textbook analysis with a focus on how to make such studies more relevant for classroom teachers. These suggestions include: analyzing both the textbooks and standards simultaneously, analyzing the entire textbook, and providing student centered lesson ideas.

Of all of the educational tools used in social studies education, by far the most critiqued is the standard basal textbook. If used properly, nevertheless, textbooks are not as problematic as critics claim and can be a useful tool in the teaching and learning of social studies and history. Based on the focus found in the Common Core Standards on informational texts, the practicality of using textbooks is especially true in today's educational environment. This article was written with the goal of helping social studies teachers develop lessons that assist their students in meeting the requirements of the Common Core. One specific strategy is described to offer teachers an example of how to effectively use their textbook in a Common Core focused and social studies content-based activity. A sample lesson, based on an inquiry activity titled "Hollywood or History," is provided.

In order to comply with the new Common Core standards, it is imperative teachers, particularly those at the elementary levels, incorporate English/Language Arts (ELA) in their social studies classes. These reading, writing, speaking, and listening foci, through the use of informational texts, necessitate strategies to help students meet these standards. They also help students learn social studies content and gain historical understanding. Teachers can meet these standards through an adapted Jigsaw strategy using primary source materials. We review a modified Jigsaw strategy; we call a "Source-Focused Jigsaw." An aspect of this type of Jigsaw is its allowance of students to focus on the similarities and differences between multiple documents, which is a specific emphasis of the Common Core Standards. This strategy allows young learners to think like a historian and to understand various sources often contain different information. They also learn multiple sources may be necessary to for decision-making. The authors provide lesson examples of its use with social studies informational texts and ELA.

"This textbook is a comprehensive and practical guide to teaching middle level social studies. Middle level students are just as capable as high school students at engaging in hands-on, progressive, reflective activities, yet pedagogical strategies designed specifically for the middle grades are often overlooked in teacher education programs. This text provides both progressive and traditional teaching methods and strategies proven effective in the middle level classroom. The content of the book consists of conventional chapters found in most texts, such as "What is Social Studies?" and "Unit and Curriculum Planning," as well as unique chapters such as "The Middle Level Learner" and "Best Practices for Teaching State History." In addition to the unique chapters and lesson plans many additional features of the book will be useful for middle level teaching and learning. These features include: A list of website resources that provide links to thousands of lesson plans, state and national standards, and other multimedia tools that can be used in the classroom. Individual, collaborative, and whole class activities that will help methods students develop a better understanding of the topics, lessons, and strategies discussed. High quality lesson ideas and classroom tested teaching strategies embedded throughout the book. Images of student work samples that will methods students visualize the finished product that is being discussed. An examination of state and national standards that will help guide methods students in their lesson planning"--

The aim of this study was to determine the impact on risk perceptions of disclosing genetic test results used to estimate the risk of Alzheimer's disease (AD). Adult children (n= 149) of people with AD were randomized to one of two groups—Intervention group: lifetime risk estimates of AD based on age, gender, family history, and Apolipoprotein E (APOE) genotype; Control group: lifetime risk estimates of AD based on the same risk factors excluding APOE genotype. Perceptions of personal risk (PPR) for AD were assessed six weeks after risk assessments. PPR were correlated with actual lifetime risk estimates (r= 0.501; p < 0.0001). After controlling for lifetime risks communicated to participants, age, and number of affected relatives, PPR scores among those with an ɛ4‐positive test result (the test result associated with increased AD susceptibility) (adjusted mean: 3.4 (SD: 0.7)) were not different from the PPR scores in the Control group (adjusted mean: 3.4 (SD: 0.7) (F(1,91)= 1.98; p= 0.162). Again, controlling for lifetime risk estimates, age, and number of affected relatives, the PPR score of those receiving an ɛ4‐negative test result was significantly lower (adjusted mean: 3.1 (SD: 0.8)) than those in the Control group (adjusted mean: 3.4 (SD: 0.7) (F(1,95)= 6.23; p= 0.014). Perceptions of risk of developing AD are influenced by genetic test disclosure in those receiving ɛ4‐negative, but not those receiving ɛ4‐positive test results. Despite the reduced perceptions of risk in the former group, there was no evidence of false reassurance (i.e., perceiving risks as equal to or lower than population risks of AD), although this possibility should be assessed in other testing contexts.

Confirms the empirical test of Hunt and Vitell's general theory of marketing ethics by Mayo and Marks across four cultures. Uses path analysis to show the core relationships of the general theory of marketing ethics were successfully replicated using over 1,500 students from seven universities in the USA, Canada, the Netherlands, and Australia. States that tomorrow's managers appeared to use a more deontological approach to making ethical judgements about personal selling. Extends its original research by confirming the positive relationship between the probability and the desirability of consequences. Concludes that, although the model was originally intended to explain management ethical decision making, the study shows that it may be possible to generalize as to how individuals make ethical life decisions.