Coverage of heritage and archeology in formal education is typically limited. These subjects are typically taught through specific and anecdotal activities that do not respond to a specific methodological foundation. School-museum relationships offer numerous benefits for design participation experiences with long-term perspectives in conducting…

In 2021, the University Grants Committee of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to…

Examines the cooperative learning approach to elementary and secondary school history and social science instruction. Defines cooperative learning. Explains that students work in small, heterogeneous groups, in positive interdependence and are accountable both as individuals and group members. Provides details for teachers on how to get started.…

Offers an interpretation of Jean-Jacques Rousseau's "Discourse on the Origin and Foundations of Inequality" and provides examples of classroom exercises designed to make Rousseau's ideas and writings accessible to undergraduates. Stresses Rousseau's philosophy on natural man, language, ethics, and society. Includes interpretive…

Describes the founding and evolution of "The Social Studies," by Albert E. McKinley in 1909. Identifies the struggle between historians and social studies educators for the "soul" of the magazine during the 1930s. Concludes that the magazine has served both history education and social studies education well. (CFR)

Presents a bibliography of 28 items related to the use of computers in history instruction. Focuses on materials dealing with secondary and college-level instruction. Includes 11 German-language items. (CFR)

Argues that the California History Social Science Framework brings challenges to elementary teachers. Reviews five of these challenges and recommends solutions. Contends that staff development is the key to successful implementation of the Framework. (CFR)

This framework, centered in the chronological study of history, proposes an integrated and correlated approach to the teaching of history and the social sciences. The framework is structured around three major goals, each comprising several curriculum strands which are to be developed from kindergarten through grade 12. The three goals are: (1)…

This guide is intended to assist California educators responsible for implementing the state's K-8 history-social science curriculum and provide practical ideas for bringing this curriculum into alignment with the History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve. The guide puts forth 10 principles…

Discusses curriculum development and renewal for social studies. Recommends the use of fundamental themes such as democracy and social responsibility as the curriculum focus. Identifies five pitfalls in the development process and provides solutions for each. (CFR)

Provides an annotated bibliography of 12 journal articles and documents in the ERIC database about computer technology and social studies. (CFR)

Contends that academic training involving collaboration of sociology and history disciplines should begin at the undergraduate, rather than the graduate, level. Advocates teaching sociological principles in a historical context. Suggests that a course examining the interplay of sociology and history should be required for sociology majors. (DB)

Contends that history is a valuable part of the elementary curriculum because it provides skills and concepts that connect and enhance other school subjects. Concludes that history, if well taught, enhances children's natural creativity and prepares for thoughtful, contributing citizenship. (CFR)

Uses data from the California Basic Educational Data System (CBEDS) to analyze course listings in history and the social sciences in California secondary schools from 1981 to 1990. Uses three variables: enrollment, number of sections, and number of full-time faculty assigned to social studies courses. Reviews course offerings and recommends…

A 10-year study was done by the National Council of Social Studies of the Holt/Rhinehart/Winston elementary social science program, which was adopted by the Des Moines public schools in 1983. The program was found to be comprehensive and compatible with student mental development, emotional maturation, and interest level. This document presents…