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Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

We have reprinted the powerful letter addressed to the Daily Mail by MR. H. W. WILSON, the author of “Ironclads in Action,” advocating the immediate adoption of a policy of reprisals for the Zeppelin murder raids. In our view it is the duty of every journal, whatever may be its raison d'être, to assist in keeping the attention of the public fixed upon this matter, to aid in preventing the general feeling of disgust and indignation from cooling down, and to support those who have the brains to understand the nature of the Hun in their efforts to compel the Government to adopt the most effective means at present available to put an end to the murderous excursions of the German vermin into this country. As MR. WILSON points out, the deliberate Hun policy of slaying women, children and non‐combatants is either permitted by the laws of war recognised by civilised nations or it is not permitted by those laws. If it is permitted, “then clearly the Power which refrains from making similar attacks on the enemy's towns, villages, and residential districts, loses greatly from the military standpoint.” If it is not permitted then the only course— “the force behind the laws of War”—is a policy of drastic reprisals. Moreover, it is the only course that the Hun can understand. The methods of “frightfulness” are definitely laid down in the German military system as methods to be ruthlessly followed whenever this can be done with impunity and the fear of reprisals is also definitely laid down as the only consideration which is to be allowed to operate as a check upn “frightfulness.” “The Power which fails to take reprisals when a great offence is committed is as the negligent judge or the faithless jury that acquits a murderer. It sins against humanity … it encourages the criminal in his crime.”

Requests for tests and measuring instruments for use in class assignments and faculty and student research are both familiar and frustrating to most academic librarians. In typical scenarios, an education student wants to measure aggression in children or a nursing student needs a test for patient mobility. Even the faculty member who may know the name of a scale may not know its author or how to obtain a copy. All are looking for a measure applicable to a specific situation and each has come to the library in hopes of walking away with a copy of the measure that day. Those familiar with measurement literature know that accessing measures can be time consuming, circuitous, and sometimes impossible. The standard test reference books, such as the Mental Measurements Yearbook and Tests in Print (both of which are published by the Buros Institute, University of Nebraska, Lincoln, Nebraska), are of limited use. These books typically do not include actual instruments or noncommercial tests from the journal and report literature. While these standard reference books are essential to a test literature collection, sole use of them would mean bypassing large numbers of instruments developed and published only in articles, reports, papers, and dissertations. Sources are available to locate additional measurements, tests, and instruments, but they are widely dispersed in the print and electronic literature.

Capital project delivery, such as the delivery of transportation networks and industrial facilities, often suffers losses due to overly aggressive planning. Planners often are overly optimistic about the chance of success while underestimating risks. The purpose of this paper is to examine the hypothesis that these biases are from the difficulties most decision makers face when interpreting probabilistic information.

Three behavioral experiments were conducted to test the theoretical fitness of the paradigms proposed by the description–experience gap literature, namely, the sampling errors effect, the recency effect and statistical information format. College students were recruited to participate in a series of estimating tasks. And their estimating results were compared given different levels of information completeness.

It was found that the existing paradigms could predict risk decision making in the risk-averse estimating scenarios where test subjects were required to give a relatively conservative estimate, but they seemed to be less effective in predicting decisions in the risk-seeking estimating scenario, where test subjects were asked to give a relatively aggressive estimate.

Based on these findings, an integrative model is proposed to explain the observations pertaining to aggressive planning in capital projects. Two dimensions are deemed to be relevant: including risk-taking intentions, and an information uncertainty continuum that ranges from an implicit experience-based information representation to an explicit description-based information representation.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.