Discusses recommendations for the change of social studies curricula made by the National Commission on Social Studies in the Schools (NCSSS). Suggests that classroom impact of the report will depend on who likes, who opposes, and who is apathetic to the recommendations. Argues that tradition, state control of public education, and the textbook…

Proposes enhancing the critical thinking skills of secondary school students with learning activities centered on predicting U.S.-Philippines military bases negotiations. Explains objectives and suggests several teaching-learning activities. Lists start-up resources to support objectives and activities. (NL)

This book is used as a two-day workshop for teachers in how to use the "History Alive!" program. The three premises of the program include: (1) cooperative interaction; (2) multiple intelligences; and (3) the spiral curriculum. The strategies developed focus upon: (1) Interactive Slide Lectures; (2) Social Studies Skill Builders; (3)…

Presents three responses to the perennial student question, "Why study history?": (1) the acquisition of higher-order thinking skills; (2) the construction of history through a consistent and clear lens; and (3) the safeguarding of American individualism. Asserts that teachers need to provide frameworks that allow students to interpret…

Asserts that integrating music with core curriculum subjects can improve student achievement in production, perception, and reflection in general music classes. Describes the Arts PROPEL approach, based on the philosophy that students learn best when they are active constructors of their own knowledge. (CFR)

Describes "Western Gunfighters--Myths and Realities," a database for teaching about the Wild West. Includes a focus on process objectives such as identifying cause and effect, formulating hypotheses, distinguishing between fact and opinion, and arranging information in usable forms. Offers instructions and advice for setting up or…

Reviews the debate about history education and curriculum restructuring in Great Britain. Discusses three aspects of these efforts: (1) public discussion about the emerging national history curriculum; (2) attention to promote experiential learning outside the classroom; and (3) increased awareness of the role of American studies. (CFR)

Presents a lesson plan based on the military decisions made at the Battle of Manassas, or Bull Run, in the Civil War. Provides historical background and outlines the military strategies of both the North and South. Includes role-playing description handouts and possible choices for students involved in the role-playing. (CFR)

Discusses the concept of social mathematics in which numerical information is connected to the people and issues of social studies. Maintains elementary students can learn that data represent information from the real world. Includes class activities using historical timelines, data collection, and database computer programs. (CFR)

This article describes a project that integrated technology into a classroom unit as part of a project (Project MEET) sponsored by the Massachusetts Department of Education. The project goals were linked to the Massachusetts History and Social Science Framework that focuses on the differences between work and play, and was based on the use of…

Andrew Wrenn describes his work with Barry Williams and the teachers of the history department at Ailwyn School (11-14 comprehensive), Ramsey in Cambridgeshire. Devoting equal attention to the "what" and the "how" of history assessment, he shows how this group of teachers developed a fresh approach to assessment out of the…

Advocates adapting a postmodernist approach to history instruction. This would mandate recognizing the subjectivity of all knowledge including the historical record. Recommends embracing this subjectivity and focusing less on history as a subject and more on the development of critical-thinking skills. (MJP)

Maintains that U.S. history did not begin with the colonization of North America by Europeans but with the Native American tribes that flourished prior to colonization. Discusses economic issues that determined the history and culture of various tribes. Provides a lesson plan based on economic decisions made by the Choctaw tribe. (CFR)

Reviews the computer simulation, "Civilization," and asserts that it offers exciting possibilities as an interactive introduction to world history and historical thinking. Includes a course syllabus in which "Civilization" serves as a central feature and two writing assignments based on the simulation. (CFR)

Describes the experiences of one high school class as they attempted to sort out the conflicting representations of Christopher Columbus. The students examined several textbooks and other histories. They then conducted a mock trial to determine if Columbus should be considered a criminal, a hero, or both. (MJP)