Suggests that the Judeo-Arabic heritage might play a potential role in the Palestinian-Israeli conflict. Proposes a course of instruction that can be used at the secondary and college levels and is designed to aid teachers in learning and teaching about Judeo-Arabic heritage. Contends that students benefit from analyzing complex historical issues.…

Compares treatment of global education in three curriculum guidelines: California's History-Social Science Framework (1987); the New York Social Studies Program; and the National Commission on Social Studies in the Schools' report, "Charting a Course." Finds the New York program more broadly conceptualized emphasizing all the social science…

Offers a rationale for social studies and home economics teachers to collaborate to promote global awareness and citizenship. Identifies principles common to the two disciplines. Explains how teachers of the two subjects can work together to explore various aspects of a given issue. Includes a sample lesson plan. (SG)

Asserts that moral or behavioral deviants are unlikely to change their attitudes or behavior through traditional moral development or values education programs. Reviews literature on rehabilitation efforts and presents a three-phase model of moral development that reflects developmental stages in a person's life. (CFR)

Traces the origins, growth, and decline of the "New Social Studies" movement between 1960 and 1975. Identifies the movement's curriculum projects, individual leaders, and materials. Discusses reasons for its decline and suggests that the 1990s may bring a revival of another period of social studies reform and innovation. (CFR)

States that cultural pluralism has been important in U.S. society since the founding of the Republic. Identifies four conceptualizations of pluralism, two based on assimilation and two based on the persistence of multiculturalism. Concludes that a multicultural society that acknowledges common core values is essential to the success of the U.S.…

Argues that economic education is an integral component of social studies and citizenship education. Maintains that adolescents are more likely to believe that one's life is controlled by fate rather than conscious choices. Asserts that teaching economic reasoning can improve students' critical thinking skills and citizenship education. (CFR)

Asserts that U.S. global awareness has been heightened significantly during the past decade. Contends that increasing economic interdependence has been a primary reason for this trend. States that the objectives of the world studies program at City University of New York Queens College help student understanding of global interdependence and…

Contends that teaching multicultural courses in social studies often occurs without a complete understanding of the key concept of culture. Asserts that anthropology can provide this understanding because it is interdisciplinary and comparative. Provides four examples of anthropological models to guide multicultural education. (CFR)

Argues that global or world studies should be a key course in the secondary curriculum. Asserts that knowledge of Western culture cannot prepare students adequately for participation in an interdependent world. Describes dominant and alternative approaches to teaching world studies. (CFR)

Discusses the historical and contemporary relationships between global competition and education. Compares similarities between educational initiatives following the launch of Sputnik and those of the Goals 2000 program. Provides examples to encourage students to think about the new world order in social studies classrooms. (CFR)

Asserts that the status of civics, a formal course of instruction in middle/junior high schools, is alarming. Maintains that civic or citizenship education is the central purpose of social studies. Provides a context and suggested content for a civics course. (CFR)

Argues that standardized testing undermines creativity and individuality. Contends that standardized testing has more to do with control of education than excellence, and discusses the impact of the National Assessment of Educational Progress on educational control. Maintains that flexible, alternative testing can evaluate student performance…

Discusses the role of social studies education in a developing nation, both in theory, and as it is practiced in the English-speaking Caribbean. Diagrams a dynamic for teaching social studies in developing societies. Contends that social studies education has a unique role to play in the enterprise of nation building. (DB)

Stresses that the increasing complexity and interconnectedness of the world demands that curriculum and teaching methods be adapted appropriately. Suggests how teachers from a variety of disciplines might emphasize the international dimension of their subject. (DB)