This project investigated the learning process and outcomes of a study abroad course in England and France that focused on dramatic social shifts in the world war eras. Well-established adult learning theories provided the course framework, and this study examines the characteristics and elements contributing to transformative learning. Eleven…

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in…

The authors describe an inquiry-based learning project that required students in a first-year world history course to reflect on and analyze critically the nature of the knowledge found in Wikipedia--the free, open-content, rapidly evolving, internet encyclopedia. Using a rubric, the authors explored students' perceptions of the collaborative and…

Over 17 months, pupils' abilities to evaluate documentary evidence and to deduce concepts and changes in their attitudes toward the course were assessed. Results emphasize the importance of syllabus and teaching technique, rather than maturation, indicating limitations in studies of children's historical thinking narrowly based on Piagetian…

Maintains that the Holocaust is an integral part of the Canadian secondary history and social science curriculum. Asserts that pedagogical considerations for the Holocaust should not differ from the study of other major events. Discusses content selection, skill development, appropriate resources, and student sensitivities. (CFR)

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's…

Asserts that the end of the Cold War and new world realities present challenges to social studies teachers. Presents suggestions for helping students change their way of thinking about the world and the place of the United States within it. Encourages teachers to examine the existing social studies curriculum for relevance. (CFR)

Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)

A teacher's guide to developing global perspectives about nuclear arms control among proactive action students in rural schools oulines the historical development of the current nuclear situation, describes a nuclear age curriculum, explains the importance of proactive and global perspectives, covers simulated situations, and provides a glossary…

A colleague of the author once observed that papers from first-year history students often feature blinding flashes of the obvious: (1) sweeping declarations that war is bad; (2) social inequality is unfair; or (3) that China is a big place. These sorts of papers sometimes begin with mind-boggling generalizations like "Throughout history, all…

Points out the difficulties in helping students understand the importance of history. Presents the educational benefits of using television, cartoons, newspaper comics, pop music, local architecture, and personal archival material in history classes. Suggests classroom activities for incorporating these materials into the curriculum. (RW)

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)

Explores the rationale for including the Holocaust in the social studies curriculum and analyzes how aspects can be introduced at elementary grade levels. Outlines course objectives for studying the Holocaust that are relevant to major issues in social studies. Notes 34 states do not require world history courses and textbook content is uneven.…

The bilingual (Chinese/English) journal published annually for Hong Kong educators contains articles in a wide range of areas and at all levels of education. Articles include: "Micropolitics in Managing Bi-Sessional Primary Schools: A Case Study of the Interactions between Partner School Heads" (Cheung Wing-ming); "On Features of…