Suggests that increasing student awareness of the impact of international changes on their lives requires new sources for teaching foreign policy. Reviews print and Internet resources available to teachers from the United States Department of State. Includes a side column on the process of becoming a foreign-service officer. (DSK)

Describes how the traditional, agressive male role has been reinforced by social studies textbooks. The author recommends that teachers teach about new roles for males by presenting images of males in caring, nurturing, and expressive roles. (AM)

Describes a survey measuring 27 publishers' ratings of types of social studies instructional materials, topics, orientations, and factors important to textbook selection. Findings show retrenchment of traditional curriculum and instruction, some growth toward psychology, sociology, and economics, and domination by hardcover text. (CK)

Provides a selective list of 19 associations that offer resources for teachers. Includes contact and Internet information, and a list of selected publications for each association. Incorporates a review essay by Ron Herring and Jonathan Weil entitled, "The Contemporary World History Project for Culturally Diverse Students." (DSK)

Research shows that most students in the United States, at all grade levels, find social studies to be one of the least interesting, most irrelevant subjects in the school curriculum. Few studies have been done to explore the potential causes of these negative attitudes toward social studies. (RM)

Reports on a study trip by 13 U.S. social studies educators and publishers to Japan. Compares development, marketing, and selection of textbooks in the United States and Japan. Concludes that both nations should improve textbooks and textbook selection processes. (CFR)

Presents a chart of socioeconomic data for 38 developing countries and the United States. Includes statistics on GNP per capita, percent of people living on less than one dollar a day, under-age-5 mortality rate, percent of population without access to safe water, and total adult-literacy rate. (DSK)

Observes that the impetus for global education and the growth of the Internet share common roots and are easily integrated for educational purposes. Provides critical reviews of five World Wide Web sites devoted to global education resources and includes the Web address for each site. (DSK)

Delineates the difficulties of teaching about genocide. Suggests literature helps students understand atrocities as real events affecting individuals. Claims literature reflects deep historical truths, whereas history provides the perspective for placing individual tragedy in larger context. Includes suggestions for recommended reading for…

Reviews reports from several professional organizations on recommendations about education for participatory citizenship. Reports on a study of 3,000 teachers in grades 1-3 from 7 midwestern states on the characteristics of social studies programs. Recommends four approaches to foster developmental social studies instruction. (CFR)

Reviews research on citizenship education related to instructional strategies, instructional resources, and curriculum priorities. Concludes that students who work on student publications such as the school newspaper develop more effective decision-making and other critical-thinking skills. Proposes several action steps to improve citizenship…

Describes the history, culture, cultural geography, and current place in the school curriculum of American Indians of the southeastern United States. Contends that American Indians are both ignored and stereotyped in most social studies instructional materials. Provides an annotated bibliography of recommended materials for teachers and students.…