Explores the changes in the U.S. economy explaining that it became an engine of growth for the entire world economy. Describes the transformation in economic thought during the 20th century and relates these changes to issues of interest to social studies educators. Concludes with a discussion on 21st century thought. (CMK)

Demonstrates how the Internet can be used to meet the five standards of historical thinking from the National Standards of Historical Thinking: (1) chronological thinking; (2) historical comprehension; (3) historical analysis and interpretation; (4) historical research capabilities; and (5) historical-issues-analysis and decision making. (CMK)

The articles in this special section discuss emerging national standards and chart future developments for secondary curricula in health, physical education, arts, music, family and consumer sciences, technology, science education, business education, and social studies. Emphasis is on reform efforts, knowledge development, curriculum frameworks,…

Addresses the National Board for Professional Teaching Standards (NBPTS), which provides assessment and certification for accomplished pre-K-12 teachers. Discusses such issues as why teachers should seek NBPTS certification, what certification areas are available in social studies, the assessment process, and where to locate more information. (CMK)

Argues that the pendulum between federal and state education initiatives has swung to the states; reviews the extent to which state standards have incorporated the recommendations of "Geography for Life." Concludes that the translation of "Geography for Life" into state standards is uneven due to problems of accessibility. (DSK)

Reviews the recent research on teaching and learning economics in the elementary classroom, such as whether children understand the economic world and correcting students' economic misconceptions. Maintains that students in elementary school are capable of learning and remembering economic concepts if they are taught in developmentally appropriate…

Japan's educational system, in particular its K-12 schools, remains one of the very best in the world. This digest provides an overview of the following topics: (1) Japanese educational achievements; (2) the structure of K-12 education in Japan; (3) the K-12 curriculum, with an emphasis on social studies education; (4) educational reform in Japan;…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

This three CD-ROM set is designed to integrate social studies and science. There are 1,300 lessons developed and field tested by curriculum specialists, teachers, and students over a period of 15 years. Using dramatic video, audio, and photos, students can make connections between diet and temperature, location and climate, safety and energy,…

After World War II the United States centered its foreign policy on the containment of communism, at home and abroad. Although it was aimed primarily at containing the spread of communism in Europe, the policy also extended to Asia. Asia proved to be the site of the first major battle waged in the name of containment: the Korean War. Dividing…

Maintains that, throughout U.S. educational history, expectations of what students should learn have changed only a few times. Discusses competency-based education in social studies and curriculum standards established by the Illinois State Board of Education. Includes criteria standards for social studies. (CFR)

This chart presents the focus, format, status/timelines, implementation plan, dissemination plan, professional development, and contact information for standards in arts, civics/government, economics, English, foreign languages, geography, history, mathematics, physical education, sciences, social studies, industry skills, and health. (SK)

Explores the way in which the U.S. history standards debate was conveyed to the public in selected newspapers particularly focusing on who was given a place in the public dialogue. Finds that the most represented group were the academicians/educators while students and K-12 teachers had little voice in the debate. (CMK)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…