In 2010 the Texas Education Agency adopted newly rewritten curriculum standards for the state's social studies courses K-12. The period leading up to the adoption of the standards proved contentious as the new standards moved out of the writing committees and into the public realm. The issues brought forth from initial readings of the standards…

Discusses the standards described in the U.S. book "National Standards for World History." Summarizes the book's content and gives examples of specific topics for different grade levels. Believes that world history teachers in Canada should read this book even though it excludes information on the South Pacific, Australia, and Canada.…

This book aims to: (1) provide information that sets places of worship in their religious, historical and social contexts; (2) explore interdisciplinary links; and (3) offers ideas for study, projects, and follow-up work. "Church" is a word with two senses: a body of believers and a building where people worship. This book is about the…

This resource book is for teachers in England who would like to visit St. Augustine's Abbey with their students. The first part consists of background information, documents, and advice on how to plan and prepare for the visit. The second part is aimed at pupils aged 9 years and over. It includes a trail of the site, a set of classwork sheets and…

The Accelerated Christian Education Curriculum used in many fundamentalist private schools and home schooling in Australia is examined in the areas of Social Studies and Science and found to be at odds with widely accepted educational principles, not in compliance with registration requirements for private schools, and designed solely for the…

This simulation allows students to experience what it was like to live in the medieval world. For three or four weeks, the classroom becomes a manor, a castle, a monastery, a town, or an army en route to Jerusalem to recapture the Holy Land from the Muslim hordes. The phases of the unit include: (1) feudalism; (2) manorialism; (3) knighthood; (4)…

Contends that teaching only about the 1933-1945 period of German persecution of Jews serves a very limited purpose. Argues that the foundations of anti-Semitic beliefs and practices have a long history and should be part of Holocaust education. Describes the origins, development, and key events in anti-Semitism in Europe. (CFR)

Finds Protestant fundamentalists and Muslims in England, Australia, and the United States turning away from government schools, finding official policies antithetical to their beliefs. Argues that traditional Judaeo-Christian beliefs have been replaced by the antinomianism of those opposed to any universal moral law. Suggests that the present…

Maintains that, in World War II Europe, a tiny minority of Christians attempted to protect and stand up for the persecuted Jews. Asserts that their selflessness, courage, and compassion stand out in stark contrast to the indifference shown by most European Christians. Discusses characteristics of those who demonstrated this altruism. (CFR)

Maintains that, 50 years after World War II, few people are aware that Jews were not the only Nazi victims. Describes Nazi persecution against Gypsies, homosexuals, blacks, political dissenters, and other groups. Contends that every new generation of students should learn about the devastating effects of prejudice. (CFR)