Posts Tagged ‘SIRS Issues Researcher’
The Leading Issues pro/con framework helps students pick a topic and understand its context with overviews, essential questions, statistics, global perspectives, viewpoints, supporting arguments, and critical thinking prompts. Editors hand-select all of the content, ensuring that student researchers find the most appropriate, relevant, and valuable information available. Every Leading Issue contains a highly-relevant results list where students can gather supporting evidence through articles, statistics, images, and websites.
Keep research fresh and engaging with these new Leading Issues:
Heroin Abuse: Should cities open supervised injection sites for heroin addicts?
Job Automation: Should employees be worried about losing their jobs to machines?
Private Space Sector: Does the future of space travel lie with entrepreneurs?
And here are some Leading Issues #trending in the news:
Health Care Reform: Should there be more government involvement in health care in the U.S.?
Keystone Pipeline: Should the U.S. government approve the Keystone XL Pipeline?
Illegal Immigration: Should immigrants who are in the country illegally be allowed to remain in the U.S.?
International trade: Are free trade agreements beneficial?
Media Bias: Do the mainstream media have a liberal bias?
Social Media: Do the positive aspects of social networking sites outweigh the negatives?
Taxation: Should offshoring tax loopholes be closed?
Which Leading Issues topics are most popular with your students? Let us know in the comments or tweet us with #ProQuest.
2016. What a year. Let’s take a look at some of the pro/con Leading Issues that dominated SIRS Issues Researcher’s featured trending list in 2016.
In 2017, ProQuest editors will continue to create new Leading Issues and update existing ones.
As always, we thank you for your support, and we look forward to serving you and your students in 2017 and beyond.
Don’t have SIRS Issues Researcher? Request a free trial.
Now that 2016 has come to an end, we want to look back and see what blog posts resonated with our audience. Here are the 10 most popular topics of interest to our audience of educators and students featured in Share This posts created in 2016.
Here’s to an awesome year of learning, collaboration, discovery, technology, and connection in 2017!
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It is Native American Heritage Month.
What does this mean? How do we commemorate? I’ve seen signs in schools announcing this yearly celebration, and I’ve perused displays in libraries. I’ve noted local museums’ native-themed exhibits. Classrooms may spend time learning about the history of Native Americans. Young students may take part in creating a native-themed craft; older students may be tasked with researching an eminent Native American or the history of a Native American tribe. Adults may seek out drum circles, powwows, native chanting experiences, and herbal medicine discussions.
This year, perhaps above all else, we can honor Native American Heritage Month by learning about and discussing the current protests at the Standing Rock Sioux Reservation in North Dakota.
The tribes of the Great Sioux Nation, at the center of this controversy, came together at Standing Rock to oppose the $3.7 billion Dakota Access pipeline, which would cut across the land of the Standing Rock Sioux and possibly threaten their water supply. Other Native American tribes and many of non-native descent joined in the protests. Large-scale demonstrations began a few months ago, in August, when activists blocked the pipeline’s construction sites at Cannon Ball, North Dakota. The protests have grown and have become increasingly violent. But the opposition remains strong. In a September press release, Standing Rock Sioux tribal chairman David Archambault II stated that the pipeline will “destroy our burial sites, prayer sites and culturally significant artifacts.”
The Dakota Access pipeline, approved by the U.S. Army Corps of Engineers in July, would tap into the Bakken Formation, an oil deposit that spans five U.S. states and into Canada. It could provide more than 7 billion barrels of oil to the United States, reducing the country’s reliance on foreign oil. Energy Transfer Partners, a Texas-based natural gas and propane company, claims that the pipeline would help the states that are impacted, providing up to 12,000 construction jobs and bringing more than $150 million in revenue.
As Americans, it is important that we acknowledge the events and people at Standing Rock. As researchers, teachers, and students, it is also important that we explore both sides of the issue. SIRS Knowledge Source and its Leading Issues feature, which includes such topics as Keystone Pipeline and Indigenous Peoples, explores the controversy.
For further research…
Check out this timeline of events prior to and since the first physical collision of interests in August.
Get an overview of the viewpoints of proponents and opponents.
Consider the implications of those who are funding the pipeline.
Read about the history the land of the Standing Rock Sioux.
Civil rights activists have long called for police officers to wear body cameras. But recently, after seemingly endless incidents of conflicts between police and citizens–many that led to the deaths of unarmed black men and were recorded on bystanders’ cell phone videos–more cities are implementing the use of body-worn cameras for their law enforcement personnel. About a third of the nation’s 18,000 police agencies are now either testing body cameras or have embraced them to record their officers’ interactions with the public.
Researchers from the University of Cambridge’s Institute of Criminology published the first full scientific study of the experiment they conducted on policing with body-worn-cameras in Rialto, California in 2012. The experiment showed that evidence capture is just one output of body-worn video, and the technology is perhaps most effective at actually preventing escalation during police-public interactions: whether that is attacks on or abuse of police officers, or unnecessary use of force by law enforcement. The study found that when the officers wore body cameras, public complaints against police were down 88% compared with the previous 12 months, while the officers’ use of force fell by 60%.
While the hope is that the cameras will increase transparency, accountability and boost police-community relations, their widespread use has also raised concerns about the privacy of people caught in body camera footage. There are also important questions about public access, review, storage, tampering and disciplinary action for officers who don’t use the devices properly. The cameras are also expensive. They can range in price from $300 to $800 per officer, and monthly video storage costs can cost hundreds of thousands more. In September, the Justice Department announced $23 million in grants for a pilot program to help agencies in 32 states to expand the use of body-worn cameras and explore their impact.
Should police officers be required to use body cameras?
This is the Essential Question explored in a recent addition to SIRS Issues Researcher’s list of over 345 Leading Issues: Police and Body Cameras.
For all Leading Issues, SIRS Editors create an engaging Essential Question, a summary for context, viewpoint statements, plus supporting articles to help build solid foundations for understanding the issues. Thousands of hand-selected, highly targeted newspaper and magazine articles, graphics, charts, maps, primary sources, government documents, websites, multimedia, as well as critical thinking questions, and timelines help broaden student comprehension of each topic. A Research Guide is offered to help guide each student through their assignment step by step.
Educators, direct your students to the new and updated SIRS Issues Researcher to dig deeper into the topic of Police and Body Cameras. Or they can explore these related issues:
Educators need to prepare students with information literacy and learning skills for college and the global marketplace. Common Core State Standards address this need through an emphasis on students’ ability to read and understand informational text. Standards require students to learn how to analyze text, make inferences, cite evidence, interpret vocabulary, and determine authoritative sources.
As students learn how to analyze sources, primary sources are key tools to help them learn to ask questions, think critically, and draw conclusions based on evidence.
ProQuest’s suite of Guided Research resources is your solution to prepare students to think critically with a wealth of primary and secondary sources.
ProQuest Research Companion
Start with ProQuest Research Companion to access 80+ short videos, nine learning modules, and assessment quizzes to teach students everything they need to know to be information literate and ready to research. For a lesson on primary sources, use this short video on primary and secondary sources.
CultureGrams is a primary source product with editions (World, States, Kids, and Provinces) that offer profiles of countries, U.S. states, and Canadian provinces. CultureGrams editors recruit native or long-term residents of the target culture to serve as writers and/or reviewers for each report, ensuring all reports are first-hand accounts and therefore primary sources. Also see supplementary features that provide more primary source material through photos, videos, interviews, statistics, and recipes.
Besides a treasure trove of secondary sources and editor-created Research Topics, eLibrary offers collections of primary sources. A History in Documents (Oxford University Press) present a mixture of textual and visual primary source documents. MPI Videos provide insights into topics as diverse as world affairs, fashion, sports, and the arts from various periods in the twentieth century. And the Getty Historical Image collection highlights hundreds of iconic images from the twentieth century.
SIRS Issues Researcher
SIRS Issues Researcher is the premier source for background and analysis of nearly 350 Leading Issues. Analysis and background include primary sources. Start with the SIRS Common Core Guide: Understanding Primary Sources, the step-by-step activity guide to help students analyze primary sources. Every search result can be narrowed by primary sources to find historical documents, speeches, editorial cartoons, and more.
As an online reference source for elementary and middle school, SIRS Discoverer offers primary and secondary sources at a lower reading level than SIRS Issues Researcher, its sister product. Each document is hand-selected at an appropriate Lexile level for its target audience. Access historical primary source maps, graphs, and images in the graphics tab of any search. Find engaging editorial cartoons in the activities section, through search, and via the Spotlight of the Month.
Explore the benefits:
- A cleaner, more streamlined, and modern appearance
- Design optimized for viewing on mobile devices as well as desktops (i.e. responsive design)
- Focus on the most valued content and features
- Integration with Google Drive and Google Classroom
- Design aligned to other popular ProQuest products like CultureGrams and SIRS Discoverer
- Continued access to all the great SIRS content
See the 13 New Leading Issues out of 345+ added by our editorial team covering complex social topics:
- Biological and Chemical Terrorism
- Concealed Weapons
- Concussions in Sports
- Conflict Minerals
- Education Reform
- Executive Pay
- Government Ethics
- Indigenous Peoples
- Islamic State Group (ISIS)
- Religion and Science
- Religious Minorities
As evidenced by these tweets, educators are excited about the new integration between SIRS and Google Drive and Classroom!
For more details about the interface update, visit the SIRS Issues Researcher support page.
Share the good news with your colleagues! Tweet about the new SIRS Knowledge Source @ProQuest.
The United States Constitution is considered to be “the supreme law of the land.” And it has been for more than two centuries. No small feat for a document uniting the ideas of nationhood, independence, defense, general welfare, and all sorts of liberties.
This document certainly was not created alone.
Many people contributed to the development, shaping, and writing of the U.S. Constitution. Those who had the most significant impact on its outcome are considered to be the U.S. Founding Fathers (remember that this was the 18th century–women, such as Abigail Adams, influenced the Constitution, but through their husbands…a blog post for another day).
With all of the hullabaloo around the upcoming presidential election, and with all of the recent discussions on and controversies around gun rights and women’s rights and immigrants’ rights and LGBTQ rights and criminal rights and voting rights…, let’s take a listen to what some of our Founding Fathers have said about the U.S. Constitution.
“The Constitution is the guide which I never will abandon.”–George Washington (1732-1799)
George Washington is considered by many to be the “father of the country.” He was, after all, the nation’s first President. He served that office from 1789 to 1797. Prior to that, he was a general in the Revolutionary War and is considered to have played a pivotal role in leading the American Army to victory.
Our first president was known as a man of few and select words, as embodied by the above quote. He thoughtfully deemed the U.S. Constitution a “guide” to be followed, not the zenith or the ultimate truth.
“Whensoever the General Government assumes undelegated powers, its acts are unauthoritative, void, and of no force.”–Thomas Jefferson (1743-1826)
Thomas Jefferson, third president of the United States (1801-1809), was a terrible speaker but a terrific writer. He wrote the first draft of the Declaration of Independence, and his input was invaluable to the drafting of the U.S. Constitution.
Jefferson was a lawyer, diplomat, naturalist, architect, educator, statesman, musician, inventor, scientist, geographer…he was fluent in many languages…he supported women’s rights, free public education, and a free library system. All in all, a brilliant and cultured man. He knew government had to be kept in check, and that the general population was essential to maintaining this stability: “A little rebellion now and then is a good thing.”
“The Constitution is not an instrument for the government to restrain the people, it is an instrument for the people to restrain the government–lest it come to dominate our lives and interests.”–Patrick Henry (1736-1799)
Patrick Henry was never president, but he certainly made a name for himself as an orator, lawyer, and politician. He served as first and sixth governor of Virginia, and was instrumental in opposing the Stamp Act of 1765. In fact, he may be most famous for saying, “Give me liberty, or give me death!”
This guy liked freedom.
Henry’s political priorities always aligned with affirming the general population’s rights and well-being. He was consistently against the idea of a strong central government. He initially opposed the idea of a U.S. Constitution, fearing it would jeopardize individual freedoms and state sovereignty. He only became an ardent supporter of the Constitution once the Bill of Rights was added.
Henry wanted the U.S. Constitution to serve as an “instrument” for the people, providing them with the means necessary to maintain their freedoms and hold their government accountable.
“Do not separate text from historical background. If you do, you will have perverted and subverted the Constitution, which can only end in a distorted, bastardized form of illegitimate government.”–James Madison (1751-1836)
James Madison, fourth president of the United States (1809-1817), is considered to be the “father of the Constitution.” He had helped write Virginia’s State Constitution, the model for the U.S. Constitution. Both are grounded in his belief that the United States’ potential would be “derived from the superior power of the people.”
Madison predicted a national crisis if no Constitution was drafted. His advocacy for creating a U.S. Constitution paved the way for the Constitutional Congress.
He understood the importance of understanding and interpreting the context in which the document was written. As the context of the living documents changes, should the Constitution?
“It is every American’s right and obligation to read and interpret the Constitution for himself.”–Benjamin Franklin (1706-1790)
Benjamin Franklin’s words could not be more timely.
Franklin–statesman, writer, scientist, philosopher, inventor, political theorist, printer–understood that true freedom in this nation began with freedom to choose for oneself.
Franklin’s highest political office was Minister to France. But as the oldest delegate at the Constitutional Convention, he had participated in significant events in American history, such as the signing of the peace treaty that ended the Revolutionary War, and the writing of the Declaration of Independence.
As a participant in the signing of the Constitution, Franklin shared an observation that all hoped would be a symbol for the new country. Upon seeing the sun sitting atop George Washington’s chair at the closing of the Constitutional Convention, Franklin said: “I have the happiness to know it is a rising sun and not a setting sun.”
What are your students’ thoughts about the U.S. Constitution? Find resources in SKS and SIRS Discoverer and join us throughout the month of September as we celebrate National Constitution Month.
“One strong editorial cartoon is worth a hundred solemn editorials.”
—William Zinsser, On Writing Well
My seventh-grade social studies teacher gave extra credit to students who brought in editorial cartoons for class discussions. Luckily for me, stacks of newspapers were common in my house. My father was a printing-press operator and a newspaper addict. We got three newspapers daily and sometimes more when my father couldn’t resist a newsstand. So I got a lot of extra credit that year.
Editorial cartoons are all that I remember from that class. My newspaper monopoly aside, I remember being captivated by grown-up cartoons and wanted to understand them, which is how I became interested in current events and issues. I still get excited when I see editorial cartoons. An astute cartoon is an oasis in a wit-starved world.
To celebrate our new Editorial Cartoons Curriculum Guide, here are six reasons why editorial cartoons are an enduring curriculum essential.