A proposal is advanced to the Latin American nations by the Department of Educational Affairs, Organization of American States (OAS), for a joint program of enacting educational reform. As mediator, the OAS recommends as an initial step the distribution of various publications offering information on actual educational programs currently in…

This guide attempts to help teachers of American Indian children in grades 4-6 provide a culturally relevant education that takes place in the regular classroom, includes content related to Indian students' lives, makes students proud, expands to other experiences, and enhances learning. Creating sacred places means responding appropriately to…

This guide attempts to help teachers of American Indian students in grades 9-12 provide a culturally relevant education that takes place in the regular classroom, includes content related to Indian students' lives, makes students proud, expands to other experiences, and enhances learning. Creating sacred places means responding appropriately to…

Facing History and Ourselves is an international educational non-profit organization that engages middle and high school teachers and their students in an examination of racism, prejudice, and antisemitism by relating the past to the world today. This annual report highlights the activities of this organization during 2002-2003. Detailed in this…

This guidebook facilitates the study of the life and work of LeRoy Collins, Florida's 33rd Governor (1955-1961), through a law-related education program. It is designed to accompany the instructional videotape about Collins, "Where He Stood." The goal is to have all Florida students and future citizens identify, appreciate, and be able…

Underscores the importance of history and geography as the content base for K-12 citizenship education. Points out that changing global economic relationships demand adequate geography knowledge levels. Argues that uninspired teaching, rather than time shortages, have produced insufficient content knowledge and performance. Urges social studies…

Contends that barriers to effective education can be overcome by using the community as a living laboratory for social studies learning. Discusses out-of-school learning opportunities that meet four criteria: (1) goal relevance; (2) appropriate level of difficulty; (3) feasibility; and (4) cost effectiveness. (CFR)

Discusses how Cold War ideological models provide a way to examine the U.S. role in world affairs. Discusses and compares on the writings of Paul Gagnon and Noam Chomsky on this topic. Concludes that students should stand outside both models to develop a meaningful perspective on the U.S. role during the Cold War. (CFR)

Maintains that teaching is, among other things, the art of connecting students with course content in personal, relevant, and exciting ways. Presents three classroom lessons that incorporate journals, plays, and essays into social studies teaching. Includes discussion questions and follow-up assignments. (CFR)

Contends that a common concern of college faculty is the unpreparedness of incoming freshmen for the demands of college scholarship. Asserts that the public schools have sacrificed educational quality for public relations and the personal advancement of teachers and administrators. (CFR)

Presents a New England History Teachers Association survey and its results. Includes questions on curriculum, classroom materials, students, and general opinions. Concludes that teachers favor increasing history requirements to include U.S., European, and non-Western or global studies. Reports that teachers rely on locally developed activities…

Examines the divide between high school students' perceptions of historical inquiry and those articulated in current proposals for curricular and instructional reform. Concludes that successful reform requires instruction that shifts the locus of authority from the teacher and text to a shared process of critical inquiry. (CFR)

A history teacher and a Spanish teacher describe the setbacks and successes of an interdisciplinary team-teaching experience in the history and literature of Central America at St. Norbert College (Wisconsin). The course, evaluation by both students and an experienced team teacher, and development of a new syllabus are discussed. (MSE)

Describes effects of interactive video in the social studies classroom. Delineates basic system components and how they may be used to access multimedia kits or to create teacher-designed systems. Illustrates the method by using kits in a tenth grade world history class and an eighth grade unit on the 1988 presidential campaign. (NL)

Asserts that history for primary-level children should be organized around key ideas that characterize the field of history. Maintains that such everyday concepts such as time, change, the continuity of human life, and the past can be taught to young children and can be used as a foundation for later historical thinking. (CFR)