Provides an introduction to the global education and textbook theme articles in this issue, giving special attention to the National Council for the Social Studies curriculum guidelines. Reviews literature on international political socialization and textbook content and draws implications for achieving a more positive and accurate global…

Reviews myths, misconceptions, and unintentional biases about Africa in United States K-12 social studies textbooks. Summarizes common topics and recommends additions. Provides the names, addresses and phone numbers of 10 university-based African Studies centers. Concludes that improvements to textbooks must continue. (JDH)

Notes the problematical elements of diversity within Latin America, establishes priorities for the social studies curriculum, and reviews what should be taught about its geography, resources, people, religion, customs, economics, politics, history, and international relationships. Lists Latin American Studies programs and published instructional…

Reviews the shortcomings of existing textbooks' treatments of the Middle East and suggests a more balanced approach. The areas covered are: geography, resources, people, economics, politics, colonialism, independence movements, international relations, and religions and customs. Identifies instructional resources for teachers and students. (JDH)

Surveys the existing treatment of Asia in upper elementary and secondary social studies textbooks. Treats improvements needed in such areas as: (1) global issues important to Asia, (2) content and approach, (3) economics and politics, (4) geography and resources, (5) international relations, and (6) treatment of subregions. Provides a…

Reviews difficulties publishers have in adequately representing world regions. Recommends that teachers: (1) use textbooks analytically, (2) provide alternative perspectives, (3) use supplementary materials, (4) incorporate analysis of mass media, (5) take advantage of local resources, and (6) continuously examine and modify their social studies…

This article provides a brief history of the development of the 1984 National Council for the Social Studies (NCSS) scope and sequence document and introduces the series of articles in this issue. (JDH)

Going back to the late 1800s, this article characterizes the various attempts which have been made to establish a social studies scope and sequence for public schools in the United States. The article concludes by listing six categories of individuals who will continue to try to change the prevailing scope and sequence model. (JDH)

Presents an alternative scope and sequence for the social studies. Offers an integrated social science and humanities approach, placing history and geography at the center of the curriculum. Scrapping the prevailing pattern of repeated history surveys, the proposed alternative emphasizes a different historical period at each grade level to give…

Contends that decisions about scope and sequence are most appropriately made by local curriculum committees and teachers. Provides guidance for this work by identifying four goals for the K-12 social studies curriculum, along with seven major themes, including social history, cultural heritage, and development of a global perspective. Key…

Offers a conception of the K-12 social studies curriculum based upon a probing treatment of problems, ideas, and values of democracy. Maintains that democracy must be practiced in the schools if effective democratic citizenship is expected. Offers four guidelines for curriculum development, and identifies seven curriculum strands. (JDH)

Proposes a K-12 social studies curriculum designed to support a democratic civic culture with active participation of individuals in the improvement of society. Seeks to have students develop firm and thoughtful attachment to the core values of justice and equality. Provides a flexible sequence of conceptual themes to guide the curriculum at each…

Maintains that the extraordinary privileges and responsibilities attached to contemporary and future United States citizenship demands a more global approach to social studies. Proposes four essential elements and three major themes to set the boundary for the scope of the social studies. Provides an illustrative example of appropriate grade level…

This teaching example shows how to use students' own experiences to help them learn social studies terminology. The example must be told as a story spoken to the class. The teacher's responsibility is to guide and facilitate the students' presentations. (JDH)

This exercise shows how to turn the expository treatment of a topic or event into a mystery or puzzling situation that students are asked to solve. Once a puzzle is presented, students may pose only questions that can be answered yes or no. Three sample lessons are included to illustrate the process. (JDH)