Fourteen Japanese and 28 American social studies textbooks, grades 7-12, were exchanged and reviewed by project participants. The purpose of the research was to seek improvements in the treatment each country gives the other in their respective textbooks. Selective findings of the project are discussed. (RM)

For the purpose of exposing teachers of world history to the story of the legendary twelfth-century sultan of Egypt, Saladin, the article offers details of Saladin's life and times. (DB)

Describes the idea of the null curriculum in the context of teaching about genocide. Explores obstacles that prevent educators from teaching about genocides other than the Holocaust. Explains how teachers can begin teaching about other genocides in their classrooms. (CMK)

Describes an innovative world history class course, "History through Theater", taught at National University (San Diego, California). States that the course integrates the use of different learning styles. Discusses the content of the course and highlights the materials that the students read during the course. (CMK)

Describes a woodcut of the earliest map printed in a vernacular language, circa 1480. Discusses the location and representation of paradise, the winds, rivers, the world sea and islands, countries, and cities. Emphasizes the map as a world view of the late Middle Ages representing the popular culture of the time. (DK)

Discusses the Columbian Quincentenary statement of the National Council for the Social Studies. Recommends that key ideas and basic knowledge of the statement be used to evaluate instructional materials. Suggests questions developed from the ideas in the statement. Includes interconnectedness of world history and effect on Native Americans and…

Describes an experience teaching a world history course to a class comprised of slow learners, students with attention deficit disorders, and English-as-a-Second-Language students. Describes student difficulties, oral presentations, and supplemental materials. Offers reflections on the class. (SR)

Argues against a graduate field of study in world history as too general. Suggests developing a specialization in comparative history to encompass major culture areas. Uses multiple elements to develop comparative history courses. Proposes graduate seminars where students discuss works in cross-cultural comparative history. (NL)

Describes experience of implementing new California History Social Science Framework at the tenth grade level at Edison High School, Huntington Beach, California. Discusses the anxieties felt by teachers as they omitted areas of world history to teach selected topics in greater depth. Presents the world history course structure that was developed…

Suggests that teachers can enliven their world history classroom through debates, plays, improvisations, readings, and drama. Describes how to use drama to enhance the study of the ordinary citizen of the Napoleonic era. (DB)

Argues that the challenge of making history vibrant for students is one of placing their concerns at the center of the conversation. Describes a unit that uses a nonfiction book about plagues to help students to understand how historians think, and to use the past to better understand their present. (DSK)

Describes the development of a new pedagogy for world history. Focuses on the historical analysis designed for the multimedia instructional program "Migration in Modern World History." Considers the risks and benefits of formalizing historical analysis. (CMK)

Asserts that the study of elites should be included when teaching modern world history, since elites significantly shaped the modern world. Explores sources of misinformation resulting from the failure to teach students about landed elites. Discusses how not everyone was happy to see the old elites disappear. (CMK)

States that two primary sources of historical information about the Great Irish Famine are newspaper articles and diaries. Provides six newspaper accounts about the Irish Famine from 1845 to 1848 and journal entries by Elizabeth Smith (a landowner's wife in Ireland) describing the conditions in Ireland in 1847. Includes questions. (CMK)

Provides a definition of what is meant by Eastern Europe and includes statements on important persons or events in East Europe that had impact outside the region. Addresses the reasons why it is difficult to teach about Eastern Europe and offers some tips on teaching about Eastern Europe. (CMK)