Students at an international school learn the history and geography of their host country, Israel, through an historical narrative communicated through participation in a game activity. (RM)

Secondary students participate in a library scavenger hunt to find answers to questions raised by the press release containing President John F. Kennedy's telegram to Nikita Kruschev congratulating the Soviets on the first successful manned space flight. Issues for classroom discussion are also presented. (RM)

U.S. history teachers should consider using historical novels as valuable supplementary reading experiences for students. Good historical novels for young adults are annotated. (RM)

Reports the revision of the 1983 National Council for the Social Studies Standards for Preparation of Social Studies Teachers. Recommended guidelines include suggestions that teacher education programs be challenging, have high standards for admission, and include well-supervised field experiences. Included also are recommendations for program…

The second in a three-part geographical education series, this article focuses on human-environmental relations in the geographical area including Central America, Mexico, and the Caribbean Sea. The article examines how the historical and cultural roots of the people of Middle America have influenced their interaction with and modification of…

Identifies the difficulties of teaching the Vietnam War. States that lack of adequate materials, student disinterest, and the complexity of the issue hinder instruction. Describes how some instructors approach the subject and concludes that interest in this area should be encouraged. (GEA)

Reviews the author's Vietnam War experience and his conviction that students cannot think critically because they are not challenged to do so. Identifies materials from the Center for Social Studies Education curriculum on Vietnam as a framework to be used to teach critical thinking in order to be able to evaluate similar situations appropriately.…

Reports the results of a study of 12 recently published U.S. history textbooks' content on the Vietnam War. Concludes that, overall, the textbooks of the mid-1980s provide an improved treatment of the war when compared to earlier books. States that texts still lack depth on the topic, making use of supplementary materials as necessary. (GEA)

Traces the development of "The Lessons of the Vietnam War," a set of units which cover legal, cultural, and historical questions of the war in greater depth than do survey textbooks. Examples of the 12 topics are "Introduction to Vietnam: Land, Culture, and History" and "Taking Sides: The War at Home." (GEA)

Surveys the author's contribution to the Center for Social Studies Education curriculum on the Vietnam War. Focuses on "How the War Was Reported," a unit which raises four questions concerning the responsibilities of the government and the press for keeping the public informed. Encourages use of the curriculum in teaching about the Vietnam War.…

Discusses a graduate course on teaching the Vietnam War in which 15 secondary teachers participated. Analyzes the shortcomings of textbooks, particularly in the coverage of the human aspects of the war. Notes methods used by some participants to increase student interest in the subject. (GEA)

Describes a course on the Vietnam War presented by the author to 19 secondary school teachers. The course sought to increase competency in teaching about the war by using readings, lectures, and guest speakers. Concludes that the course was a success because participants encouraged others in their departments to include the topic in their…

Discusses the use of primary sources in teaching about the Vietnam War. The approach encourages student questioning and discussion of issues surrounding the war. Urges educators to be certain that students know and understand the reasons for the war and not just repeat the rhetoric. (Author/GEA)

Describes a course taught to U.S. Air Force officers at Air University in Alabama. Discusses special problems confronted when teaching veterans of the war and new officers looking for answers. Maintains that studies of the war should look beyond "lessons learned" to search for the processes of policy analysis which will enable the nation to meet…

Describes the author's experience with the Vietnam War as a deferred civilian. Traces his movement from general knowledge of the war to active opposition to it. Discusses his involvement in the peace movement and his experiences in teaching a course on the war. (GEA)