Southeast Europe is viewed as a microcosm of today's world. Southeast Europe belongs in history textbooks, whether regional, western, or world. (RM)

Maintains that social studies students need to realize the relationship of the European Economic Community to the United States in order to understand the trade bonds that exist between us. Briefly reviews the history of the Community, outlines its Common Agricultural Policy, and provides situations for classroom role playing. (JDH)

Over a decade ago the newsletter of the American Historical Association "Perspectives" carried a long lead article entitled "Teaching 'Eastern Europe' without the Iron Curtain." Referring to the challenge posed by the revolutions of 1989 in Eastern Europe to the teaching of European history, the author, Larry Wolff, saw it as…

Discusses opposing tendencies in the interpretation of Western Civilization. Describes the expanded definition that includes Byzantine and Islamic cultures as heirs of the Greco-Roman cultures. Suggests that a limited definition of Western culture will facilitate a problems approach, emphasize diversity among cultures, and integrate the classical…

The December 2001 meeting of the Working Group on History and History Teaching in South East Europe had four main objectives: (1) to review developments in the Task Force's program of activities for history and history education since December 1999; (2) to report on the progress and outcomes of the Quick Start projects; (3) to discuss the problems…

The authors have been working with teachers who are drawing upon various online resources to construct digital documentaries that explore some facet of history, such as Japanese American internment or the liberation of Western Europe during World War II. These activities build on students' interest in digital media, recognizing a fundamental shift…

The December 2000 meeting of the Working Group on History and History Teaching in South East Europe (SEE) had two priorities: (1) to report on the status of the Quick Start projects and activities which had been initiated after the previous meeting of the Working Group in Strasbourg on December 17, 1999; and (2) to identify new projects and…

The May 2001 regional seminar on "Teaching Materials: Controversial and Sensitive Issues, Multiperspectivity," held in Ohrid, was included in the Stability Pact, with financing from Austria and Switzerland. It was the first regional teacher training seminar in this region. The seminar reviewed controversial and sensitive issues in…

At the December 2000 meeting of the working group, four priority areas of activity were identified: (1) curriculum development; (2) initial and inservice teacher training; (3) development of teaching resources; and (4) history teaching in higher education. The working group also anticipates that added value and synergy can be created through…

Few useful materials are available to teachers who want to introduce women's history into the classroom. Teachers can modify courses by introducing students to relevant materials. A set of tables that can be used in a study of Western Europe during the nineteenth century and teaching suggestions are included. (AM)

The Stability Pact for South Eastern Europe was adopted by the Ministers of Foreign Affairs of the European Union in Cologne (Germany). They were subsequently endorsed by 40 partner countries and international organizations which undertook to strengthen the countries of Southeastern Europe in their efforts to foster peace, democracy, respect for…

There is currently a shortage of students and funds in colleges around the country for Southeast European studies courses. Proposes ways to solve this problem through the more efficient use of existing resources. (RM)

Observes that teaching undergraduates about the post-1989 economic and political transitions in Central and Eastern Europe has received little attention. Identifies challenges and problems of teaching about post-communist transitions, particularly low awareness of the region's communist history. Reports on a module to teach about transition in…

Provides a definition of what is meant by Eastern Europe and includes statements on important persons or events in East Europe that had impact outside the region. Addresses the reasons why it is difficult to teach about Eastern Europe and offers some tips on teaching about Eastern Europe. (CMK)

Describes two books of curriculum materials published by the National Council on Economic Education regarding the Central and East European transition economies: (1) "Economies in Transition: Command to Market" (1997); and (2) "From Plan to Market: Teaching Ideas for Social Studies, Economics, and Business Classes" (1997). (DSK)