Reviews conditions in the United States supporting the need for the treatment of terrorism in social studies textbooks and reports the results of a survey of 19 high school government and history textbooks. Concludes that only two books offered students any help in defining or understanding terrorism. (JDH)

History Teacher Institutes of New York (HTI), designed to revitalize individual teachers and provide an institutional basis for the informal networks and collaboration integral to lasting educational reform, are described. Benefits of the program are described and two lessons are provided. (LP)

Teacher developed U.S. history curriculum materials involve high school students in analyzing rival historical interpretations. Students learn how to deal with arguments through the booklet "A Guide to Critical Thinking" and then analyze and debate interpretations. Appendices include sample materials and a matrix of content with associated…

Examines the thinking of social scientists, politicians, and others who write on the subject of intervention. Summarizes the past and present treatment of intervention in social studies textbooks, stating that teachers must go beyond their texts in identifying intervention as a problem with which society should be concerned. (GEA)