Search

This publication provides non-statutory guidance from the Department for Education in England. It provides operational level advice and guidance to the Further Education (FE) and Skills sector in England on how to meet the requirements referred to as the Prevent Statutory Duty. It focuses in particular on those organisations that provide learning within a work based learning (WBL) environment which are subject to the provisions of the Counter-Terrorism and Security Act (CTSA) 2015.

There is no question that students who experience homelessness, like all students, are entitled to be educated. A federal law, known as the McKinney-Vento Homeless Assistance Act, requires states to provide homeless children and youth with the same access to free appropriate public education as is available to other students. The Act also requires states to review and revise barriers to the identification, enrollment, attendance or success in school of homeless students, to avoid the segregation of homeless students from the mainstream school environment, and to provide access to the education and services needed to ensure that homeless students have an opportunity to meet the same challenging academic achievement standards to which all students are held. This publication is designed to help parents, guardians, caregivers, and youth understand the circumstances that are considered "homelessness" under the school enrollment laws and the legal concepts, procedures, and rights involved in disputes over the enrollment of homeless students in local public schools. This publication provides useful information for parents whose children have been enrolled in a school district but who are experiencing homelessness. It is also intended to be of assistance to homeless parents whose children are not currently enrolled in school, as well as to homeless youth not living with a parent or guardian ("unaccompanied youth"). [This guide was revised and updated by Cindy Fine in consultation with Elizabeth Athos. For the third edition to this report, see ED584831.]

There is no question that students who experience homelessness, like all students, are entitled to be educated. A federal law, known as the McKinney-Vento Homeless Assistance Act, requires states to provide homeless children and youth with the same access to free appropriate public education as is available to other students. The Act also requires states to review and revise barriers to the identification, enrollment, attendance or success in school of homeless students, to avoid the segregation of homeless students from the mainstream school environment, and to provide access to the education and services needed to ensure that homeless students have an opportunity to meet the same challenging academic achievement standards to which all students are held. The federal Every Student Succeeds Act (ESSA), aimed at ensuring all students access to a high-quality education, requires states and local school districts to annually publish data about the academic achievement of various subgroups of students; homeless students are now a separate subgroup for which such data (including high school graduation rates) must be reported annually, enhancing the accountability of school districts serving these students. This publication is designed to help parents, guardians, caregivers, and youth understand the circumstances that are considered "homelessness" under the school enrollment laws and the legal concepts, procedures, and rights involved in disputes over the enrollment of homeless students in local public schools. This publication provides useful information for parents whose children have been enrolled in a school district, but who are experiencing homelessness. It is also intended to be of assistance to homeless parents whose children are not currently enrolled in school, as well as to homeless youth not living with a parent or guardian ("unaccompanied youth"). [For an older version of this report published in 2005, "Education Rights of Homeless Students: A Guide for Advocates," see ED504916.]

This National Institute on Disability and Rehabilitation Research (NIDRR) resource guide on emergency management research and people with disabilities provides a listing and description of research projects funded by the federal government and nonfederal entities, research recommendations that have come out of conferences on emergency management and disability, and a bibliography of relevant research publications. Many federal agencies participated in the effort to identify research projects and conference recommendations. In all, the authors were able to identify 16 federally funded and four nonfederally funded research projects specific to emergency management and people with disabilities. This guide is intended to facilitate the development and implementation of a nationwide research agenda on emergency management and people with disabilities, so that a strong evidence base can be developed about the best ways to ensure the safety and security of people with disabilities in emergency and disaster situations.

This "Emergency Planning and Procedures Guide for Schools" is a complete revision of "Emergency/Disaster Preparedness: A Planning Guide for Schools," published in November, 1999. These materials are intended for use by Minnesota schools to help them develop emergency procedures and crisis management policies. It should be used in conjunction with the 2005 edition of the Minnesota Department of Education's "Model Crisis-Management Policy." These materials are intended to be general guidelines. They need to be customized for each school building and coordinated with district policy and community emergency response plans. The "gray boxes" on some pages highlight planning or training elements, or contain referrals to other pages that provide critical information. Specific procedures are arranged loosely in chronological order. Some procedures may be handled simultaneously by different groups of people working as a team. Building and district response systems, advance planning and assigned responsibilities will dictate the order of procedures in each school building. [This publication was produced by the Minnesota Department of Public Safety Division of Homeland Security and Emergency Management.]

The purpose of this document is to introduce the need for securing foodservice operations from bioterrorism, provide a checklist of suggestions for improving the security of foodservice operations, and assist individuals responsible for school food service programs in strengthening the safety of the foodservice operation. While not mandatory, the U.S. Department of Agriculture (USDA) Food and Nutrition Service (FNS) encourages school communities to develop teams to create food biosecurity management plans that will help keep school meals free from intentional contamination and enable the foodservice to respond to threats or incidents of bioterrorism. The booklet presents an array of guidelines and suggestions on how to: (1) Form a school foodservice biosecurity management team, (2) Use checklists to prioritize measures to strengthen biosecurity inside and outside the primary foodservice area; and (3) Create a school foodservice biosecurity management plan. Sample forms and suggested resources are included.

This paper discusses the importance of a school's having procedures in place to deal with possible biological terrorist threats. It begins with a discussion of biological terrorism. It then provides the symptoms of anthrax, treatment options for anthrax, and precautions to take when suspicious of an attack with a hazardous material. The paper goes on to describe a case study in which a high school student placed packets of baking powder in the lockers of other students who had taunted and bullied him. The baking powder was suspected to be a hazardous material, which caused a crisis situation in the school. The paper concludes by stating the school culture must reflect a daily consciousness and preparedness for extreme circumstances. By preparing for the unexpected crisis and providing routine practice of potential crisis scenarios, students and staff will develop confidence in their ability to respond appropriately and effectively in a crisis situation. (Contains 19 references and a flow chart illustrating procedures to be followed when the presence of hazardous materials creates a crisis in a school.) (WFA)

This document outlines what families can do before, during, and after an emergency. The first section covers preparations that can be made before an emergency occurs and includes the creation of a family emergency plan and an "emergency go kit," which can save time if one has to evacuate or go without heat, electricity, or water for a long time. Issues that can be important such as prescription medicines, pets, assisting neighbors, and knowing the plans of local school systems, are described. The second section covers information important after an emergency has occurred, such as how to prepare your home to be a shelter, what to do in the event of a power outage, how to obtain clean water, and how to evacuate your home. The final sections describe ways to handle various kinds of emergencies, including natural disasters; biological threats; chemical threats and; nuclear explosions and radiological contamination. The guide concludes with information on recovering from an emergency. The document contains a list of sources, key telephone numbers, and additional resources. (SLR)

Asserting that no campus, from those located in large urban settings to institutions nestled in small rural environments, is immune to being a potential target of domestic or international terrorism, this publication offers information and resources beneficial to presidents, chancellors, and their leadership teams as they review both prevention and deterrence measures in their efforts to enhance campus security. It addresses campus vulnerabilities and security preparedness, and offers specific suggestions for security planning. The guide concludes with a list of security-related resources. (EV)

This document, which lists the public safety core competencies that are part of the Integrated Academic and Technical Competencies (ITAC) in Ohio, is intended to assist individuals and organizations develop a course to provide students with knowledge and skills applicable to public safety careers, including but not limited to firefighter, emergency medical technician basic, and criminal justice. The course is to be taught only in conjunction with a firefighter, EMS, criminal justice or other approved senior-level specialized public safety program, and is intended only to be taught in the 10th or 11th grade. The competencies, under each of which are listed competency builders, are listed in the following 15 categories: public safety introduction; ethics; safety; CPR/first aid; computer technology; communications; diversity and disabilities; schematics, maps, and geographic information systems (GIS); healthy living styles; psychology of stress; equipment training; hazardous materials training awareness level; terrorist assessment training; incident command; and emergency telecommunications. (MO)

In July 2002, the National Association of School Resource Officers (school-based police officers) administered a 52-item questionnaire to its members attending the Association's annual conference. The survey covered the officers' views on school security and safety. This report presents the results of that survey. A total of 658 surveys were completed. The survey was designed as a professional industry survey, not an academic research study based on rigorous scientific methods. The report contains detailed findings presented in text supplemented by 54 charts, graphs, and tables. Following are some of the key findings of the survey: 95 percent of school-based officers feel that their schools are vulnerable to a terrorist attack; 79 percent feel that schools within their districts are not adequately prepared to respond to a terrorist attack on their schools; a majority report that significant gaps exist in their school's security and that their school's crisis plans are inadequate and untested; a majority reported they have received limited training and minimal support from outside agencies; and a vast majority reported that administrators, teachers, and staff have received no terrorism-specific training, mainly because of a lack of funding. (Contains 54 figures.) (WFA)

This curriculum unit and 1-hour videotape are designed to help students understand the purpose and functions of the United Nations (UN) and explore the relationship between the United Nations and the United States. The UN's role in the global counterterrorism campaign serves as a case study for the unit. The students are asked to develop a basic understanding of the United Nations and its role in the counterterrorism campaign; explore the benefits and drawbacks of U.S. commitment to a strong international legal system; examine how UN peacekeeping forces operate and how their work relates to that of U.S. military forces; assess the UN's role in addressing humanitarian issues around the world; and finally, consider how much the United States should empower the United Nations to do. The unit is divided into seven sections: (1) "Introduction and Standards Guideline"; (2) "Goals and Objectives"; (3) Lesson 1: "Introduction to the United Nations" (Handouts 1A-1C); (4) Lesson 2: "International Law" (Handouts 2A-2F); (5) Lesson 3: "Peace and Security" (Materials for Learning Stations 1-5); (6) Lesson 4: "Humanitarian Affairs" (Handouts 4A-4F); and (7) Lesson 5: "U.S.-UN Relations" (Handout 5A). Contains a relevant glossary, Internet resources, and an answer guide. The videotape is divided into five sections, one to correspond with each lesson. The video clips in this unit are based on footage and material from "Nations United: United Nations," a national town hall meeting featuring United Nations Secretary-General Kofi Annan that took place on October 11, 2001. This event, which was simulcast live in ten cities across the U.S. where audiences could hear from and ask questions of the secretary-general, was moderated by Walter Cronkite and featured a taped address by Secretary of State, Colin Powell. The town hall meeting was sponsored nationally by the Better World Campaign (a project of the Better World Fund); League of Women Voters in the U.S.; United Nations Association of the U.S.A.; and the United Nations Foundation among others. (BT)

In this lesson, students examine issues surrounding hate crimes. Students read and discuss an article on hate crimes. In small groups, students role play state legislators and supporters and opponents of hate-crime legislation who must discuss and vote on a bill designed to increase sentences for hate crimes. Following an overview, the lesson plan details a procedure for classroom implementation, including a focus discussion, reading, "Outlawing Hate," discussion of the reading, and a five step small group activity. The aim of the lesson is to address diversity issues arising from the events of September 11, 2001. The lesson includes a handout, "Making an Action Plan" and 20 additional project suggestions. (BT)

The events of and since September 11, 2001 have had an immeasurable impact on all facets of people's lives, especially in the United States. The loss of human life, threatened public safety, and the impact of a military response are just some of the issues concerning U.S. citizens and public officials. This C-SPAN in the Classroom series offers sets of materials designed to foster critical thinking about the aftermath of the terrorist attacks on September 11, 2001. The materials offer: focused topics of inquiry; direct access to current information via C-SPAN; and a variety of viewpoints. Each set of materials is comprised of three components: topic description, C-SPAN video, and discussion questions. The suggested discussion questions in this set of materials are supplied as a starting point for exploration by teachers and students. Lesson plans are: "Am I Safe?""How Should the U.S. Respond?""How Should We Address Cultural Misunderstanding?""What Are the Economic Repercussions?""Why Is the U.S. a Target?" and "How are Other Countries Playing a Role?" (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Dealing with terrorism has become the centerpiece of United States foreign policy today. Yet terrorism--its definition, causes, and methods of dealing with it--has rarely been dealt with in high school courses. The United States Institute of Peace has developed this 3-lesson plan (for 45-minute class periods) teaching guide, aimed at grades 11 and 12. The guide cites educational objectives, lists teaching materials needed, and provides advance preparation information. It is divided into the following parts: "Introduction"; "Lesson I. What Is Terrorism? (1-2 periods)" ("Handout 1. Defining Terrorism Worksheet" and "Handout 2. Definitions of Terrorism"); "Lesson II. What Are Some of the Likely Causes of Terrorism? (1 period)" ("Handout 3. Causes of Terrorism" and "Handout 4. Profile of a Terrorist: Osama bin Laden"); "Lesson III What Are the Alternative Responses to Terrorism? (1 period)" ("Handout 5. Ideas Evaluation Sheet", and "Handout 6. Responses to Terrorism"); and "Resources on Terrorism." (BT)

In response to the September 11th, 2001 terrorists attacks, "Comfort for Kids" was formed as a collaborative effort to provide support and resources to children and families directly affected. This facilitator's guide and student's guide represent one part of the three-pronged approach of the "Comfort for Kids" program. The facilitator's guide contains guidelines for facilitating sessions to help parents, professionals, and volunteers working with children develop strategies for supporting children in a crisis. The session provides an opportunity to bring adults together in an open forum, where they can share insights, comments, and questions about the reactions and behavior they are witnessing in the children for whom they care. The guide is a comprehensive package for a 60- to 90-minute session and contains checklists of necessary materials and equipment, presentation scripts and key points to cover, optional approaches to the session, facilitation tips and techniques, a sample of potential questions from workshop participants, key points at a glance, and reproducible overheads and handouts. Topics for the workshop discussion include children's reactions to traumatic events, language for responding to children's reactions and questions, ways to promote tolerance and respect for diversity, and resources for future use. The student's guide addresses the fear, anxiety, anger, and issues of tolerance that children may face in the wake of the September 11th attacks and the enduring military effort. It also records adults' reactions to trauma, the timing and intensity of feelings, and the behavior changes that follow. Focusing on the importance of identifying one's own reactions and finding ways to care for oneself in order to care for children are also covered. The student's guide concludes with a list of Web sites and print resources related to children and stress, international issues and relief, war and terrorism, and respect for diversity. (KB)

The September 11, 2001 attack on the United States and the killing of thousands of innocent people mark the end of one world and the beginning of another for many. For the United States, global issues became personalized. This resource guide seeks to place terrorism in the context of world affairs, in the belief that students need to know how to analyze public issues, make reasoned decisions, and take sensible action. As U.S. citizens, students need to understand issues of peace and security, interactions of diverse cultures, and conflicts and connections in a world for which they will one day become responsible. This guide explores the critical issues concerning terrorism. Eight articles are included: (1) "Putting Terrorism in Context" (Martha Crenshaw); (2) "What Is Terrorism?" (Constitutional Rights Foundation); (3) "Discussing Terrorism and Global Events" (based on an address by Howard Mehlinger); (4) "A Brief History of Biological Terrorism"; (5) "The Key Players Speak: George W. Bush, Pervez Musharraf, Osama Bin Laden"; (6) "Terrorism: How Have Other Countries Handled It? How Should We?" (Constitutional Rights Foundation); (7) "Should Military Tribunals Be Established to Try Suspected Terrorists?"; and (8) "Attack on the United States: How Should We Respond?" The guide contains 19 annotated sources available on the Internet, 10 questions to be used as discussion starters, an activity on handling controversy, and a classroom activity on the Terrorism Prevention Act. Additional information (in boxes)is included throughout the publication. (BT)

Although American schools have not been targeted for terrorist activity, circumstances do warrant that schools adopt a heightened state of awareness. This guide addresses the potential for terrorist activity within the context of September 11, 2001, and the new reality America faces. A significant portion of the information in this guide was compiled from federal, state, and local agencies that share responsibility for keeping the public safe and informed. It contains a prevention/awareness checklist that makes recommendations with steps and participants to consider, and completion dates. With regard to biological terrorism, the guide discusses how to recognize suspicious packages and what to do if a bio-threat is received by phone. It also contains questions and answers about anthrax, botulism, and smallpox. Chemical terrorism, and bombs and explosives are discussed. Disaster planning differs from most other types of planning because the utter chaos that commonly accompanies such situations needs to be considered; recommended steps are presented with that caveat in mind. Terrorism and emergency preparedness resources are listed at the end of the guide. The information is current and will be updated on a timely basis. (Contains 10 resource Web site addresses.) (RT)

One of the changes experienced during the past decade has been the occurrence of human-caused disasters. With the rise in the number of such complex events, the Center for Mental Health Services has updated this training manual to assist mental health administrators and workers in developing the training components of crisis counseling. This manual introduces the trainer to the Crisis Counseling Program model, the scope and limits of the program, and elements required for effective service design and delivery. It presents essential information on how the disasters affect children and adults; the importance of tailoring the program to fit the community; descriptions of effective disaster mental health interventions; and strategies for preventing and managing worker stress. The manual contains the following sections: (1) "Background and Overview"; (2) "Responses to Disaster"; (3) "Disaster Reactions of Potential Risk Groups"; (4) "Stress Prevention and Management"; (5) "Setting up Disaster Mental Health Services Training"; (6) Comprehensive Training Course Outline"; and (7) "Additional Training Needs and Options." (Contains 56 references.) (JDM)

This field manual is intended for mental health workers and other human service providers who assist survivors following a disaster. It provides the basics of disaster mental health, with both specific and practical suggestions for workers. Essential information is included about disaster survivors' reactions and needs such as dealing with grief; anxiety over safety for themselves and others; eating and sleeping problems; and the need to talk over the events. Helping skills are described with guidance for when to refer survivors on for further professional assistance. Specific information is provided on how to assist potential risk groups such as children; older adults; people with mental disorders; people in group facilities; and different cultural and ethic groups. The material in this manual is condensed from material contained in the Training and Manual for Mental Health and Human Service Workers in Major Disasters, Second Edition. (JDM)

Major natural and human-caused disasters deeply affect children, and they have a special vulnerability to such events. The importance of providing crisis counseling recovery assistance within the context of their special world cannot be over emphasized. The information in this manual provides both theory and guidance to individuals concerned with the mental health needs of children who experience major disasters. It is designed as a supplement to the Manual for Mental Health and Human Service Workers in Major Disasters. At the time of the disaster, children are often left to the care of unfamiliar persons and provided limited explanations about what occurred. Specifics of how the many aspects of a disaster affect children are explained, and particularly how their reactions differ from adults. Chapters include: (1) "The World of Childhood and the Developing Child"; (2) "Reactions of Children to Disasters"; (3) "Helping the Child and Family"; and (4) "Guidelines for Caregivers, Mental Health and Human Service Workers." Appendix A is Agency Assistance in Disasters and Appendix B is Web Sites for additional resources. (Contains 30 references.) (JDM)

In the past 50 years many political organizations have attempted to seek redress from repressive governments. Many have used methods considered to be terrorism. The United Nations (UN) is interested in establishing a set of guidelines dealing with the prevention of terrorism. This unit focuses on several questions that attempt to define terrorism. Students will research a historical or current political organization that has attempted to affect a tremendous change, label the political organization either terrorist or freedom fighter based on its goals and actions, and develop both a definition of terrorism and a policy for dealing with terrorists without violating human rights as established in the UN Declaration of 1948. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain its correlation to history/social science standards, and suggest day-by-day teaching strategies. (BT)

A series of nine lessons that can be used in any order, this booklet is intended to help teachers and students discuss and analyze the issue of terrorism in the United States. The lessons cover a range of important issues appropriate for social studies classes, and contain readings, discussion questions, and interactive activities. The first lesson presents an overview of the Oklahoma City (Oklahoma) bombing and corresponding issues. The next seven lessons are grouped into three issue areas: responses to terrorism, free speech issues, and the prevalence of conspiracy theories in U.S. society. The final lesson, appropriate for use by teachers in all curriculum areas, models a civic participation process that encourages students to take a hands-on approach to addressing community problems. The materials invite student participation in a variety of activities such as directed discussions, small groups, simulations, role playing, and interaction with outside resource persons. Student handouts are appended. (TSV)

This document describes a National Security Council (NSC) role playing exercise designed to introduce students to the complexities and dynamics of U.S. foreign policy crisis management. Based upon the Public Broadcasting Service (PBS) program, "In the Face of Terrorism," this classroom exercise casts students as NSC team members charged with the responsibility of responding to a hypothetical airline hijacking incident. Following a review of the organization and the structure of the activity, its utility as an instructional device is examined. The study is based on the results of a survey of four groups of students who participated in the simulation exercise. (Author/NL)

As the United States marks the 10th anniversary of the longest period of sustained warfare in its history, the overwhelming majority of veterans of the post-9/11 era are proud of their military service. At the same time, many report that they have had difficulties readjusting to civilian life, and have suffered from post-traumatic stress. While veterans are more supportive of the wars in Afghanistan and Iraq than the general public, just one-third say that both been worth fighting. This report is based on two surveys conducted by the Pew Research Center: one of the nation's military veterans and one of the general public. A total of 1,853 veterans were surveyed, including 712 who served in the military after the attacks of September 11, 2001. The general public survey was conducted among 2,003 adult respondents. Three appendices are included: (1) Survey Methodology; (2) Topline Questionnaires; and (3) Supplemental Table on Views on Wars in Afghanistan, Iraq.

This tool kit is designed for schools that want to help students recover from traumatic experiences such as natural disasters, exposure to violence, abuse or assault, terrorist incidents, and war and refugee experiences. It focuses on long-term recovery, as opposed to immediate disaster response. To help schools choose an approach that suits their needs, the tool kit provides a compendium of programs for trauma recovery, classified by type of trauma (such as natural disaster or exposure to violence). Within each trauma category, it provides information that facilitates program comparisons across several dimensions, such as program goals, target population, mechanics of program delivery, implementation requirements, and evidence of effectiveness. It explains how to obtain each program's manuals and other aids to implementation and also discuss sources of funding for school-based programs. Developed after hurricanes Katrina and Rita struck the United States in the fall of 2005, the tool kit was used as part of a research project aimed at helping students displaced by these natural disasters. It was subsequently revised to reflect lessons learned about the kind of information schools needed most and updated to include additional programs uncovered during the research project. Appended are: (1) How can schools help students immediately after a traumatic event? (2) How can mental health staff and other school personnel help each other and themselves? (3) Index of Programs. [This research is part of the RAND Corporation's continuing program of self-initiated research, which is supported in part by donors and the independent research and development provisions of RANDss contracts for the operation of its U.S. Department of Defense federally funded research and development centers. This research was conducted within RAND Health under the auspices of the RAND Gulf States Policy Institute (RGSPI).]

Everyone remembers where they were and what they were doing on the morning of September 11, 2001. Everyone has a personal story from that day, and many of those personal stories took place in classrooms all across America. The reality of the terrorist attacks is difficult for adults to comprehend, yet it is the job of teachers to help students of all ages understand the events of September 11th and ponder what they mean for the future of our country. This task is especially difficult for teachers of young children. Primary grade children are developmentally unprepared for the abstract thinking, problem solving, and critical analysis necessary to make any sense of the tragedy and the events that followed. However, they did experience that day, just as adults did, and now experience the repercussions. Therefore, young children need opportunities to gain accurate information and discuss their feelings and reactions, and teachers must guide this learning. In this article, the author highlights children's literature on this topic that is appropriate for children in grades one through three. A summary of each book is provided, and literature extension activities that can assist teachers in incorporating this topic into their social studies classrooms are described. Furthermore, the author recommends strategies that teachers might use to help children deal with the anxiety and fear associated with terrorism. (Contains 19 endnotes.)

This book provides tools for educators to help children respond to traumatic events with resiliency and hope. Created as an extension of the "9/11 As History" initiative, the book provides an overview of 16 unique lesson plans created for children from pre-kindergarten through the 12th grade. It also contains selections from the writings of children who responded to an invitation to share their thoughts and feelings about September 11. These selections reflect the full range of views and thoughts expressed, and are presented as young people wrote them. (GCP)

Discusses a university course on multiculturalism and literacy study created by an English professor in the aftermath of September 11, 2001. The course served as an occasion for students to examine more carefully their assumptions about cultural differences, and was intended to broaden students' sense of the value of multiculturalism. (Contains 14 references.) (CAK)

Describes an instructor's analysis of students' responses to an assignment to describe the events of September 11, 2001 for a visual and media literacy course. Discusses the impact of media reports on students' perceptions of those events, and the inability of most students to critically analyze the situation because of the absence of personal detachment. (CAK)

Discusses the experience of a journalism professor in Canada who taught a class on September 11, 2001. She decided, after careful thought, to use the events of that day, and stories from her own journalistic experience, to teach her students about how to report on a tragic event under a deadline. (CAK)

Discusses one professor's decision, in the aftermath of the destruction of the World Trade Center, to use a Shakespeare course to help students' process their feelings about military combat and cultural conflict. The professor uses Baxter Magolda's student development theory to understand student attitudes about war as presented in student writings. (CAK)

Integrates bioterrorism into the science curriculum and explains actions against serious agents such as anthrax, plague, smallpox, botulinum toxin, and ricin toxin. Uses the learning cycle as the instructional tool which is student-centered and has three phases that include exploring, explaining, and extending. (Contains 24 references.) (YDS)

Noting that children in every corner of the planet are affected by war or the threat of war, this booklet for parents and early childhood educators provides an introduction to children's fears concerning armed conflict and terrorist attacks and offers strategies for helping children work through their fears. The chapters are as follows: (1) "An Introduction and History of Children's Fears Concerning War and Terrorism"; (2) "The Impact of Context on Children's Fears"; (3) "The Influence of Temperament on Children's Fears of War and Terrorism"; (4) "Age Makes a Difference"; (5) "Using Children's Literature To Make A Difference"; and (6) "Using Aesthetics To Make A Difference." Each chapter lists pertinent World Wide Web resources. The booklet's Epilogue addresses the complexities adults face in helping children work through their fears. (HTH)

Although the attacks of September 11, 2001, present new challenges and priorities for U.S. policy, it is uncertain what direction international relations will take. China's growth and power, Russia's political and economic problems, resentment and corruption in Russia, and global warming effect policymaking. While the war on terrorism may be a long-term effort, the outlines of a sharply focused foreign policy have yet to emerge. This unit draws students into the promise and uncertainty of this era. The unit focuses on a framework of choices for U.S. foreign policy. These choices, or futures, reflect four fundamentally different ways of looking at the world. By exploring four clearly defined alternatives and the beliefs underlying them, students are better able to organize their own civic values and ideas on U.S. foreign policy. The Teacher Resource Book contains a day-by-day lesson plan and student activities. The unit opens with students assessing six contrasting perspectives on international relations. The lesson plan's second and third days involve students in a simulation in which they act as advocates of the four futures or take on the role of members of the U.S. Senate Committee on Foreign Relations. On the fourth day, students apply the philosophies and assumptions of the Futures to current issues. On the fifth day, students conclude by developing policy recommendations based on their own values and beliefs. Teachers may also find the "Alternative Three-Day Lesson Plan" useful. In the student text, students reflect on global changes, assess national priorities, and decide for themselves the future direction of U.S. policy. It offers an insight into the forces that are expected to shape international relations in the 21st century. The first section provides an overview of the current international system; the second section focuses on the role of economics in shaping international relations; the third section proposes predictions on the impact of science and technology on the 21st century; and the fourth section concludes with a survey of the leading items on the international agenda. Lists nine supplementary resources, including Web site addresses. (BT)

This teacher's resource book and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. For the U.S. population, the oil resources of the Persian Gulf, attachment to Israel, and fears about terrorism and the proliferation of weapons of mass destruction have made the Middle East an increasingly critical area of U.S. involvement. This curriculum unit analyzes the mix of interests and values that have drawn the U.S. into the Middle East. Students are asked to consider the principles and assumptions driving the U.S.'s presence there. At the core of the unit is a framework of four distinct options for U.S. policy toward the Middle East. The background reading prepares students to consider the complexities of the U.S.'s relationship with the Middle East. Part one surveys the history of the nation's involvement in the Middle East up to the Persian Gulf War. Part two examines the rise of political Islam and the critical issues that surfaced after the Persian Gulf War. The teacher's resource book contains a day-by-day lesson plan and student activities. It includes a study of U.S. policy during the final weeks of the Shah's rule over Iran; calls on students to assume the roles of key Middle Eastern leaders in evaluating U.S. impact on the Middle East; engages students in a simulation where they act as advocates for the four options; and has students apply their own recommendations for U.S. policy to three hypothetical regional crises. An alternative three-day lesson plan is also included. The student unit is divided into two parts: (1) "America's Role in the Middle East"; and (2) "Weighing U.S. Priorities in the Middle East." Four options are offered for students to explore in the unit: (1) "Police a Rough Neighborhood"; (2) "Keep Our Eye on the Prize"; (3) "Promote Western Values"; and (4) "Break Free of Entanglements." A supplementary reading and a list of nine other readings are attached. (BT)

This curriculum material, part of a continuing series on current and historical international issues, addresses the issues arising from the September 11, 2001, attacks on the World Trade Center and the Pentagon. On the morning of September 11, 2001, as people watched in horror, terrorist attacks were successfully launched against the United States. The initial questions of who would execute such an attack and why were soon followed by other questions. This unit provides teachers and students with a thorough introduction to responding to terrorism and invites students to join in the debate. To prepare for the debate, the unit provides extensive background reading. The core framework is a unit of four policy options allowing students to consider a range of alternatives for U.S. policy toward terrorism. The teacher's resource book contains a day-by-day lesson plan and student activities. The lesson for Day One seeks to arrive at a working definition of terrorism through the use of case studies. Using political cartoons, Day Two offers students the opportunity to examine differing perspectives on the issues raised by September 11, 2001. Subsequent lessons feature a simulation where students assume the role of advocates for the four options. It concludes with students developing their own options and applying their views to hypothetical crises. An alternative three-day lesson plan is also included. Part one of the student text examines the historical origins and purposes of terrorism as well as its evolution over the years. Part two explores the content and context of Osama bin Laden's call to violence against the United States, including the politics of the contemporary Middle East. Students are confronted with the same questions facing U.S. policymakers: What are the potential threats against the U.S.? What is the best way to respond?; What must be done overseas? and What should be done here at home? The curriculum material provides four possible options for dealing with terrorism: (1) "Direct an Expanded Assault on Terrorism"; (2) "Support UN Leadership to Fight Terrorism"; (3) "Defend Our Homeland"; and (4) "Address the Underlying Causes of Terrorism." Supplementary documents and a list of nine supplementary resources are appended. (BT)

This article considers the pedagogical theory of constructivism in the integration of curricular content areas and the infusion of the arts in the context of the recent terrorist attacks. It uses products created by third-grade students to illustrate how drawing and discussion can be used as precursors to narrative composition. (Contains references.) (Author/DB)

Challenges attacks against the university in the wake of the terrorist atrocities of September 2001. Discusses teaching the post-9/11 university. Argues that the prevailing campus McCarthyism is a symptom of the crisis of political democracy itself. Offers a series of principles that should be an essential part of university education in the globalized, downsized, neoliberal, post-9/11 world order. (PM)

Reviews the history of and describes what biology educators should know about the topic of bioterrorism. Suggests materials that can be used to communicate more effectively with students and the community and prepare a classroom discussion on bioterrorism. (KHR)

Many mothers and fathers are parenting differently since the terrorist attacks of September 11, 2001. This booklet describes how parents are discovering new ways to strengthen and build upon their relationships with their children and provides advice to parents on how to help their children grow closer to them, to become caring and sharing people, to resist clever advertising, and to love their country. The booklet emphasizes that advertising coaches children to manipulate parents' feelings and that parents need to control their own feelings and teach their children about self-control, empathy, moderation, and charity. The fun of parenting is highlighted and five essential components of the parenting role are discussed: teaching skills, inculcating values, teaching self-discipline, engaging in play, and passing on a sense of "eternal purpose." The importance of teaching friendship skills is also explored. The booklet then details eight lessons in child rearing: (1) children will love their parents no matter what they do; (2) children of all ages want to be parented through structure and rules; (3) children want parents to be parents, not friends or buddies; (4) parents should realize that it is natural to nurture and raise their children and that it is rewarding; (5) children's emotional responses will mirror those of their parents; (6) if parents share their happiness and sadness with their child, their child will share their happiness and sadness with the parents; (7) parents need to share more positives with their children than negatives; and (8) parents should give gifts to their children out of love for their child and not out of guilt. Included are suggestions for "hands-on" parenting of adolescents and compelling descriptions of some fathers killed on September 11, 2001. (KB)

Suggests that how sensitively campaign officials behave in the post-September 11 environment will affect the way all constituents respond to fundraising appeals in the future. Advises fund raisers to respond by being more sensitive, more strategic, more realistic, and having more commitment and courage. (EV)

Suggests that college governing board investment committees should respond to the current economic and terrorism-related crisis by using SWOT analysis (strengths, weaknesses, opportunities, threats) to examine factors that can crystallize money-management decision points. (EV)

This book advises schools in a concise, detailed format about crisis management. Its chapters address: (1) crisis planning; (2) early warning signs; (3) crisis response; (4) crisis recovery; (5) case studies of schools that have encountered crisis situations; and (6) sample letters to be distributed in case of crisis. (Appendices discuss conducting a safety/security audit and organizing for crisis intervention and managing threats. Also contains a glossary.) (EV)

This paper, the second in a series, focuses on the content of the diagnostic interview, in a clinical context, with refugee patients who have been victimized by physical violence. It is organized around a list of 11 introductory questions that will facilitate discussion of traumatic events in the patient's past. The questions focus on: (1) physical assessment; (2) adjustment to host country; (3) problems encountered in host country; (4) problems in country of first refuge; (5) flight from home country; (6) decision to leave home country; (7) life in home country; (8) experiences of purposeful mistreatment or torture; (9) subjection to threats or coercion; (10) wartime or combat experiences as civilian; and (11) wartime or combat exposure in military. In the discussion that accompanies each interview question, case histories are cited of common traumatic experiences that are unfamiliar to those who have never been refugees or war victims, and information is provided which may have clinical relevance either from a somatic perspective (e.g., central nervous system damage) or a psychosocial perspective (e.g., survival-oriented behavior inconsistent with previous personality). References are included. (TE)

Asserts that terrorism, in its domestic and international forms, is a subject worthy of attention in social studies. Provides a list of causes of terrorism, a list of reasons why the United States is often a terrorist target, and three application lesson ideas. (CFR)

Discusses preparing an educational facility to address the threat of biological or chemical terrorism, including understanding the potential impact, implementing information and communication systems, and improving medical surveillance and awareness. (EV)

This article offers suggestions to help children with disabilities cope with terrorism. It stresses recognition of triggers and cues to anticipate rather than react to stress and offers tips for specific populations including autism; cognitive limitations; learning disabilities; visual, hearing or physical limitations; and severe emotional disturbance or behavior disorder. (DB)

In the second article in a series on the implications of September 11 to colleges and universities, executives at the Society for College and University Planning outline an integrated approach to preparing for disasters. (EV)