The study of human rights is inseparable from social studies. Beyond the basic political, economic, and social freedoms and rights spelled out in The Universal Declaration of Human Rights, hundreds of specialized topics have developed that demonstrate the complex nature of human rights in the twenty-first-century world--environmental exploitation…

In this article, the author shares some ways that social studies teachers in the United States have worked to scaffold knowledge, skills, and dispositions that over time create global awareness and worldmindedness--habits of the mind that foster knowledge, interest and engagement in global issues, local/global connections, and diverse cultures.…

In today's culturally diverse and interconnected world, elementary teachers have a primary responsibility for opening students' eyes to the world and its peoples. Without understanding diverse cultures locally and globally, young people cannot make sense of issues and events that affect their lives nor can they make informed economic, political,…

The primary goal of global education is to prepare students to be effective and responsible citizens in a global society. Toward this end, students need to practice real-life skills, gain knowledge of the world, and develop expertise in viewing events and issues from diverse global perspectives. How are social studies teachers preparing young…

This article begins with an overview of how WebCT is used within a Masters in Education (M.Ed.) program in social studies and global education. WebCT is a class management system that allows instructors to choose from a variety of electronic technologies for a single course or integrate coursework across an entire academic program. In the M.Ed.…

Web-based resources have the potential for improving classroom instruction through access to new scholarship, diverse perspectives on historical events and current issues, and online connections to people under study. This study is based on a three-year examination of how social studies teachers make decisions on using websites to rethink their…

Focuses on the use of threaded discussion and its application within graduate courses in social studies and global education. States that threaded discussion, when used with face-to-face alternatives, can add to developing a culturally diverse learning community, deepen discussions on controversial issues, and increase educational equity. (CMK)

Presents the results of an interview which asked 15 South Africans what United States teachers should be teaching about South Africa. Correlates the eight major points made by the South Africans with the contents of the theme articles in this issue of SOCIAL EDUCATION. Includes a list of curriculum materials which covers the issues teachers should…

Reports on study of teacher decision making regarding instruction about Gulf War. Finds teachers were influenced by student grade level, number of students in class from another culture, and their own knowledge of Middle Eastern history and geography. Concludes that local and state curriculum officials should provide more flexibility so teachers…

Examines multiple perspectives on current classroom practice in global education, including those of master teachers, practicing teachers, and preservice teachers. Notes some commonalities and differences of theories and practice across the three groups. Argues that the theories and practices of teachers can and should inform conceptual…

Compares social studies education in Malawi, Nigeria, and Kenya, focusing on the content of the curriculum, instructional materials utilized, and courses offered. Examines the problems each country faces in developing and implementing its curriculum. Includes the historical, political, and economic factors influencing the social studies…

Presents three reactions to James A. Banks' article, "Transformative Challenges to the Social Science Disciplines: Implications for Social Studies Teaching and Learning." Calls for more emphasis on global education, agrees that teaching and learning strategies should be changed, and recommends changes in preservice teacher education. (CFR)

Discusses an examination of six teacher education programs designed to foster global awareness. Concludes that the programs possess (1) similar views of global education; (2) diverse program offerings and support services; (3) strengths in content achievement and collaboration with other schools and organizations; and (4) institutional support.…