Suggests that courses in world civilization can be structured around models of the traditional society and modern society. (DC)

In fall 2003 New Jersey Governor James E. McGreevey and Commissioner of Education William L. Librera asked Achieve to review the new academic standards the state had developed in social studies to learn how New Jersey's new standards compared with those of other states. This summary report outlines the main findings from Achieve's review of the…

Describes a four-week college history unit on Hiroshima designed to stimulate creativity and imagination in a large class. Activities included readings, films, short essays, and dramatizations and emphasized a multisided approach. (CK)

Study results reveal: students in the auto-tutorial (AT) section learned more and gave more positive evaluations of the course than those in the traditionally taught (TT) world civilization course, and that the attitudes toward history of the AT students improved while those of the TT students remained the same. (AYC)

A study compared the reading fluency, comprehension strategies, and content test scores of 16 students with mild disabilities who participated in a nine-week world history class taught using peer tutoring or teacher-directed guided notes. Students who were participated in peer tutoring significantly outperformed the other students on content-area…

Reflects on a personal experience that occurred when listening to a Holocaust survivor informally speak. Discusses the importance of teaching about the Holocaust to promote understanding and collective remembrance about this historical event. Addresses the reasons why remembering the Holocaust is vital. (CMK)

Presents a mathematical metaphor for the birth and decline of historical eras. Identifies conditions necessary for transition from one era to the next. Argues that each era is characterized by sigmoidal growth that declines to saturation. Suggests that only synergetic, innovative people can open new areas and criteria to issue in a new era. (DK)

Presents a class activity on the demise of the Hellenic period and the factors responsible for the domination of Greece by Macedonia. Asks students to decide whether the Persian and Peloponnesian Wars were justified. Focuses on the role of Demosthenes and his championing of Greek liberty. (RW)

Asserts that the Haitian Revolution should be included in the history classroom because it is considered the first successful slave revolt in modern times. Provides information on the Haitian Revolution and addresses its impact on the Western hemisphere and globally. Includes suggestions for classroom discussion. (CMK)

Describes a course entitled "The Trial of Napoleon Bonaparte" that focuses on a fictitious mock trial of Napoleon Bonaparte to answer the question: did Napoleon pervert or preserve the gain of the French Revolution? Discusses the strengths and weaknesses of the course. (CMK)

Reviews three works that each examine a specific area of metahistory: (1) "World Historians and their Goals" by Paul Costello; (2) "The Structure of Big History" by Fred Spier; and (3) "The Myth of Continents" by Martin Lewis and Karen Wigen. (CMK)

Historically, the cold war was a watershed that separated two epochs: the time of abnormal, although compelled, partnership of two political systems and the period of peaceful coexistence with barely hidden hostility. The peacefulness of the latter, however elusive and vulnerable it was from time to time, has to be credited to the cold war, a…

The National Assessment Governing Board (NAGB) is considering creating a National Assessment of Educational Progress (NAEP) for world history education. On the surface, a national assessment in world history appears to be a sensible and essentially unproblematic decision. However, problems lurk below the surface challenging the creation of a…

The views of the author's students about history caused her to reflect on her teaching, specifically, what she was lacking in her attempts to teach civic competence through history. This process led her to research historical thinking and design a study in which she exposed her students to the rigors of history. Grant's (2001) study of 9th grade…

This article explores the possible contribution to Jewish education found in the resources of Judaica scholarship. It begins by exploring the complex and often uneasy connection between the world of the university and the world of education and then offers an alternative to this tension by suggesting ways that Jewish subject matter scholarship…