Topics and ideas for infusing global perspectives on interrelatedness into the secondary social studies curriculum are intended to be used selectively by teachers. The major objectives of the guide are to help students become aware of global interdependence and implications and problems which accompany interdependence. Section I presents ideas for…

Analyzes teacher and student conceptions of the meaning of history, exploring factors which shape them, and the relationship among teacher conceptions, the curriculum, and student conceptions. Data collection included interviews and observations. Concludes that teachers should explicitly discuss historical purpose, patterns, generalizability, and…

During the 2002-03 school year, one Philadelphia fifth grade class developed a core curriculum designed to teach every child the 21st century basic skills: the ability to think, learn, and create. This effort was a pilot for a rigorous Harvard University based program to develop proficiency for each child in a mixed ability classroom of 29…

Provides an overview of the structure and topics included in undergraduate course on Indian and Chinese history. Briefly reviews such topics as Land and People, Emergence and Evolution of Traditions, Expansion of Islam in Asia, European Imperialism, Nationalism and Independence, and Democracy and Development. (MJP)

Contrasts two approaches to achieving depth in an 8th grade U.S. history class. One presents a detailed and chronological approach, the other a discipline-based matrix structure with chronological and regional evolutions as a backdrop. Favors stressing major principles and generalizations while focusing in depth on prototypical examples. (MJP)

Explores how to integrate history content and skill development in elementary social studies. Suggests ways to combine history, language arts, reading, and critical thinking, including teaching history through children's literature, story telling, story writing, and mock trials. Identifies community resources for history projects. Introduces an…

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)

Includes three brief essays responding to the current controversy over the National Standards for United States History. James F. Adomanis defends the standards and decries the media circus. Brian Boland casts a skeptical eye towards trendy educational reforms. Philip Reed Rulon finds the standards arbitrary and restrictive. (MJP)

If history teachers' aim is to teach students how to think, why not ask: What forms of thought do historians use, and what specific techniques will inculcate these forms? In this article, the author proposes a fundamental shift, from courses with a focus on the mastery of data to courses with a priority on learning the historian's craft. The…

Implemented in the Franklin (Wisconsin) Public Schools during the 1986-1987 school year, this project was aimed at improving citizenship development in high school students through an intensive study of the U.S. Constitution as it relates to the personal lives of citizens. The project's primary objective was to provide a structured program of…

An extensive study of humanities education in the nation's public schools, commissioned by the United States Congress, concludes that history, literature, and languages are inadequately taught, and most students fail to learn important knowledge about their shared past and culture. Data from a nation-wide survey reveal gross ignorance of major…

A program based upon the study of human history and culture has been developed for seventh grade students by social studies teachers in Montgomery, Alabama public schools. The major objective of the program is to help students understand how basic relationships between time, space, and the cosmos have operated throughout the history of…

Although the history of war and military establishments is often neglected in the college liberal arts curriculum, it can be relevant to students and should be offered by history departments. Military history can give liberal arts students a rudimentary understanding of the nature, evolution, and impact of war and familiarize them with some of the…

The Committee for General and Technical Education of the Council of Europe has initiated several projects to study, compare and evaluate curriculum materials used in the member nations. The study highlights preoccupations of educators in member countries responsible for the planning of history programs. There is concern for the content of the…

Utilizes New York state's development and attempted implementation of multicultural education as a case study providing a concise yet thorough examination of the principles, objectives, and controversies surrounding this issue. Delineates the people and organizations involved in grass roots organizing and media representation on both sides of the…