Middle school social studies teachers are increasingly working on argument writing in their classrooms so that students can successfully write counterarguments that acknowledge competing perspectives about historical and social issues by the end of eighth grade. The authors' prior research indicates that eighth-grade students "can" grow…

Shifting to an inquiry-based practice can be challenging. How should teachers get started? How many times should teachers plan for inquiry? What do teachers do when students struggle with inquiry? How long does it take for students to buy in to the inquiry process? These kinds of questions, and the concerns that underlie them, can create an…

According to the authors, we live in a society that is deeply influenced by technology, and social studies classrooms are ideal places for students to conduct inquiries into timely and relevant technological issues. In this article, the authors describe an approach that can be used across many situations to teach students to think critically about…

When the author encountered the C3 Framework, she saw an opportunity to develop a different approach that she hoped would encourage all her students to reach their highest potential. The approach she created--The Deliberative Classroom--has pushed her as much as it has pushed her students. The benefits have been powerful: better academic…

Teachers can successfully integrate student-centered, disciplined inquiry, and technology into their classroom using the three-part approach to monitoring instruction described in this article.

Are middle schoolers capable of discussing the war in Iraq in meaningful ways? Can seventh graders develop informed ideas about presidential candidates' positions on health care? Should young adolescents discuss controversial public issues, interpret primary sources, and analyze social problems? Thoughtful social studies educators disagree. While…

Discusses an exchange of students between two seventh grade social studies classes: one in New York City, the other in Elida, Ohio. Examines important benefits for students that such domestic exchanges offer. Outlines the elements of a successful exchange. Suggests that a nationwide clearinghouse is needed to implement a domestic exchange program.…

Asserts that the United Nations, though often restricted by Cold War events, has had a resurgence as the hope for a true global forum for the world's pressing issues. Maintains that the need to teach about peacekeeping and model conflict resolution skills is crucial in today's world. (CFR)

Profiles a videoconference that brought together two seventh-grade classes in Connecticut. Over several days, white, middle-class, rural students discussed topical issues with urban black students. Topics raised included diversity, politics, gun control and local issues. Includes students' responses to the program. (MJP)

Describes the participation of four middle school students at the World Youth Conference on Human Rights. Discusses interdisciplinary efforts at a private school to celebrate the founding of the United Nations. Outlines student volunteer activities for both local and international causes. (CFR)

Presents a series of lesson plans for a seventh-grade world studies class. The lessons use the discovery of a 5,300-year-old "iceman" in the Austrian Alps as a starting point for a series of simulated archaeological activities. Includes descriptions and drawings of the iceman's remains and artifacts. (MJP)