Considers the Holocaust as an area of study and the development of historical empathy as an outcome. Maintains that in order for students to develop historical empathy they must have access to authentic historical sources, employ interpretation and reason, engage in critical examination, and understand the nature of historical conclusions. (CMK)

Contends that Alison Owings' book, "Frauen: German Women Recall the Third Reich," makes an important contribution toward helping students develop historical empathy. Explains that she strives to understand why the women she interviewed behaved the way they did during the Holocaust by situating the womens stories in the context of their times. (CMK)

Suggests that issues-centered education has two implications for the social studies curriculum: (1) the application and eventually the integration of subject knowledge and modes of inquiry; and (2) the development of interdisciplinary patterns of curriculum organization, such as fused or the core curriculum, to accommodate the imperative for…

Proposes that educators answer the question "What is social studies?" by utilizing normative methodology where a concept, in this case social studies, is evaluated and then modified to develop an applicable definition instead of implementing either a descriptive or conceptual methodology. Provides guidelines for arriving at applicable definitions…

Maintains that historical understanding is possible only by taking the student's positionality, or prior understanding of the past, into consideration when teaching historical concepts and facts. Explains that through the ambitious efforts of the history teacher, such as questioning students on their epistemological positions, a student's…

Presents the results from a survey where middle school students discussed women's suffrage that, in turn, demonstrated their views of sexism and power in the United States. Stresses the need for a restructured curriculum that accounts for the historical relationships between men and women in order to dispel these students' stereotyped views. (CMK)

Examines how elementary student teachers' composition of historical narratives constructed from primary and secondary source accounts demonstrated their historical thinking. Finds that the student teachers were ill-prepared about the "know what" and "know how" of history. Concludes that when student teachers' overall knowledge of history is…

Discusses three widely-known curricula on Holocaust education for secondary schools that vary significantly in their contextualization of anti-Semitism, particularly the relations between Christians and Jews, as a long-range cause for the Holocaust. Recognizes two essential contextual elements that still demand greater attention by curriculum…

Summarizes the five reasons why the National History Standards will have a minimal effect on history instruction in U.S. schools: (1) the controversy behind the standards; (2) the unrealistic and impractical nature of the standards; (3) competition with local policies; (4) the formulation of widely adopted textbooks; and (5) the nature of history.…

Considers the role the "National Standards for Civics and Government" will play in measuring and assessing the civic competence and political attitudes of students. Finds that the Standards will also affect the textbooks used in schools, national testing in grades K-12, and the tests taken by students seeking teaching credentials. (CMK)

Reviews the textbook content of the second edition of Taiwanese textbooks that resulted from the 1989-95 revision process. Reviews Taiwan' s national curriculum guide for social studies and basic guidelines for evaluating textbook content. Finds that the 1989-95 version addresses the presentation of local cultures but not controversial issues.…

Proposes a course of study that would have high school students study and practice a public policy analysis model used by public policy professionals. Elaborates on the meaning of and rationale for public policy analysis and presents a detailed conceptual framework. Argues that competence in this activity will strengthen popular sovereignty. (DSK)

Shows how a curriculum focusing on the concept of conflict was tied tightly to social studies and other subject area learning goals and woven around global as well as interpersonal problems. Presents analysis of descriptive vignettes selected to represent evidence of the curriculum process and content and students' developing understandings of…

Focuses on an attempt to teach a graduate social studies seminar democratically. Discusses two key themes, voice and choice, highlighting issues that emerge through efforts to share power and decision making with students. Presents observations and points to implications for democratic teaching methods. (DSK)

Presents a critical commentary on "Toward an Aristocracy of Everyone" by Parker and Zumeta in the same issue. Comments on the strengths and weaknesses of proposals for public policy curricula in high schools, especially as they are able to contribute to citizenship education. Parker and Zumeta respond to these observations. (DSK)