Asserts that the rapid growth of the limited-English-proficient (LEP) student population has been a great challenge to social studies teachers. Proposes five reading and writing activities that actively involve LEP students in meaningful instructional tasks and encourage higher level thinking skills. (CFR)

Describes a series of activities designed to teach the content of social studies as well as promote literacy. Most of the activities involve establishing definitions and connections between vocabulary words and key concepts, places, and dates. Includes an exercise using key words and questions to study imperialism and India. (MJP)

Asserts that these are exciting times to be involved in history/social science education in California. Reviews recent trends and maintains they will have a significant impact on both preservice and inservice teacher education. Provides a preview of articles in this special theme issue on teacher education. (CFR)

Discusses the California professional development program. Asserts that technological advancements and other societal changes make it imperative for social studies teachers to seek continued professional development. Presents various ways in which teachers can meet the continuing education requirements. (CFR)

Maintains that California teachers are now responsible for preparing students for the new California Learning Assessment System (CLAS) test. Discusses the multiple choice, written response, primary source, and essay writing sections of the test. Provides suggestions for scoring essays and having students evaluate each other's writing. (CFR)

Explains a method for teaching current events that helps students understand an event's setting, character, vocabulary, and plot. Provides a lesson that approaches the Persian Gulf crisis as a living novel. Uses news stories for information. Includes review questions, suggested activities, and a Middle Eastern parable. (CH)

Lauds the interdisciplinary approach in social studies instruction and specifically recommends a close and cooperative working relationship between high school English and social studies departments. Describes one such relationship, the hurdles overcome during its inception and establishment, and the creation of an interdisciplinary course titled…

Contends that teachers as well as students function in a gender-biased environment. Asserts that the history and social studies curriculum regularly is taught in a patriarchal manner and that this denial of the past is harmful to young women and men. Questions whether or not a scholarly backlash against women has begun. (CFR)

Maintains that, although exciting computer programs are available for U.S. history, not all of them support the curriculum of the California History-Social Science Framework. Focuses on computer software programs that target problem solving, decision making, and tool-based programs that support the California curriculum. (CFR)

Analyzes the challenges to implementation of the California Framework for History-Social Science Education. Compares the Framework's prescriptions with current practices and concludes that there are discrepancies. Suggests methods for preparing current practitioners and future teachers to carry out the Framework. (LS)

Discusses the development of a project-based approach to history instruction as a result of student dissatisfaction with a more traditional curriculum. Maintains that interested and motivated students take more responsibility for their learning. Presents project descriptions and provides recommendations for implementing the approach. (CFR)

Describes an integrated curriculum approach to world history using a "medieval" newspaper as a primary student project. Presents technical requirements, a newspaper outline, and recommendations for research and writing. Includes recommendations for student evaluation and teacher resources. (CFR)

Contends that all genuine learning is active, not passive. Asserts that three educational principles are the foundation of effective social studies instruction: (1) active learning; (2) integration of language arts; and (3) appeal to multiple intelligences. Provides a history lesson plan based on these principles. (CFR)

This documents consists of 12 issues of a journal that seeks to provide information and reviews concerning social studies textbooks; each issue consists of 16 pages. Contents in the 12 issues include: (1) California control over textbook content; (2) "skills" teaching in elementary-level social studies texts; (3) readability formulas;…

Describes a high school U.S. history course where the students are completely responsible for instruction on the period from 1950-96. Small groups each take a decade from this period and prepare week-long presentations. The presentations cover economics, politics, foreign affairs, technology, sociocultural aspects, and other issues. (MJP)