Discusses the inadequate justifications for teaching world history and addresses the author's justifications for teaching world history. Describes important considerations when teaching world history to all levels. Offers seven practices useful for teachers, such as the importance of discussions and to look at trends, periods, or developments…

Students' views on history inspired the author to reflect on her own teaching and to explore historical thinking. She decided to research the impact of a three-step approach to reading primary documents on ninth grade world history students, she was curious as to whether developing and using a consistent series of strategies with various primary…

Social studies, particularly in the elementary grades, has been pushed to the back burner in schools. Time is the biggest nemesis. Increased attention to math and language arts under the federal No Child Left Behind law is squeezing out social studies. Many states have standards in social studies so teachers are expected to cover the topic, but…

Gerda Weissmann Klein was 15 years old in September 1939 when Germany invaded the city of Bielitz (present-day Bielsko), Poland. In her memoir, "All But My Life," she recounts the horror of losing family and friends, of life in concentration camps, of the death march and of liberation in 1945 by an American soldier named Kurt Klein, who…

The author describes the issues raised for him by team-teaching a course on the Shoah that aimed to incorporate familial, historical, and rhetorical perspectives. Considering firsthand testimonies, songs written by camp inmates, renderings of others' stories such as Art Spiegelman's "Maus," and works of fiction and poetry by writers without…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about…

These teacher-developed materials are designed to help educators integrate economic concepts into the teaching of history. The materials include readings on the Industrial Revolution in England and a series of activities that require students to analyze the impact of industrialization first on English peasant farmers, and then on workers in early…

These materials consist of sample lesson plans for teaching about the Japanese attack on Pearl Harbor on December 7, 1941, in both U.S. and world history classes. The lesson plans challenge students to examine how current attitudes toward the Japanese may be rooted in World War II and Pearl Harbor. Selected bibliographies on Pearl Harbor, World…

This book includes a listing of literature for students that discusses explorers and exploration. The volume divides the last one thousand years into ten periods, each characterized by either geographical location or time frame. The progression is not smoothly chronological. Each chapter contains a brief narrative of the period as well as an…

This paper examines the content of the proposed national standards for U.S. history and world history. The document suggests shortcomings of the developed standards as being without an emphasis on the themes of democracy and western civilization and an overemphasis on multicultural ideas. Specific standards in each of the areas are addressed with…

These materials provide narratives about selected topics of cultural importance in the Hispanic world from the pre-Columbian past until after the Spanish conquest. The materials are designed for enrichment of current programs, and can be used in a variety of areas by elementary school teachers. The topics are treated in a story format so that…

African history is a relatively new discipline and its sources, methodology, and content may be unfamiliar to those trained in European or U.S. history. Through presentations by African scholars, this document offers new strategies for integrating Africa into world history courses. Each presentation is followed by commentaries from experienced…

Based on the premise that world history courses should stress general educational goals, Fenton examines his curriculum package which focuses on six major objectives: developing positive attitudes, self esteem, learning and inquiry skills, acquiring knowledge, and valuing. (JR)

The World History Project of Indiana University for secondary students which introduces students to the total human experience in a global perspective is examined. (Author/JR)

This paper discusses and explains how one college revitalized its history program, first, by reorienting its history curriculum toward a global perspective, and secondly, by implementing an inquiry approach. Three questions answered by the faculty provide a framework for a brief explanation of the changes necessitated by the introduction of global…