Reviews a list of seven Web sites that provide extensive information on software available from educational agencies or companies specializing in media products. Recommends 15 social studies software programs covering a variety of topics including the Mayan civilization, Abraham Lincoln, and the Vietnam War. (MJP)

Identifies the vital aspects of U.S. and world history, and of the related social sciences, to be offered to all Washington D.C. public school students. Identifies the essential learning for the preparation of each student as an effective worker, citizen, and person. Provides in detail the seven content standards for history. (CMK)

Presents the core concept of the History/Social Science Framework; the six guiding principles; reasoning, reflection, research, and content in history and social science; and the core knowledge guidelines for the U.S. and world history that are grouped under commonly-recognized eras. (CMK)

Presents the Texas standards for U.S. history in the following areas: (1) history, (2) geography, (3) economics, (4) government, (5) citizenship, (6) culture, (7) science, technology, and society, and (8) social studies skills. Offers 26 standards in total and provides expectations for the students in each area. (CMK)

Presents the history and social science standards of Virginia for history, geography, economics, and civics (K-3); Virginia studies (grade 4); U.S. history (grades 5-6); civics/economics (grade 7); world history (grades 8-9); world geography (grade 10); U.S. history (grade 11); and U.S. and Virginia government (grade 12). (CMK)

Discusses the three functions that teaching of history serves: (1) intellectual, civic, and moral. Warns against teaching or promoting only one function at the expense of the other two. (CMK)

Considers the use of history in politics and the debate about the national history standards. Discusses the view of history and history teaching in Sweden (providing background information), a comparison between the United States and Sweden, and the history standards in Sweden. (CMK)

Investigates whether ethnocentrism can be reduced when a student is exposed to a person from another country with whom that student can relate. Indicates that open discussion among students, teachers, and resource persons from other cultures seems to be a contributing factor in reducing ethnocentrism (CMK)

Explores a study using a questionnaire that was designed to determine whether public senior high schools operate under a guiding philosophy in regard to student value judgments drawn about cultures or subcultures within the United States. Believes that the results reflected discomfort with and avoidance of the issue rather than a methodological…

Considers the use of globes and maps in the social studies classroom. Addresses place location on maps and globes, using maps and globes in a unit of study, the various types of maps that can be utilized, and the vital generalizations students can make when using maps and globes. (CMK)

Discusses the importance of studying the Vietnam War. Attempts to illustrate the amount and quality of coverage of the Vietnam War in U.S. government textbooks. Explains that the amount of space devoted to the war in most of these texts remains inadequate for student understanding of the Vietnam War. (CMK)

Provides 10 steps to classroom success: (1) develop a course profile; (2) complete the course; (3) return assessments quickly; (4) integrate humor with course content; (5) learn students' names quickly; (6) utilize the textbook; (7) empower students with study skills; (8) develop "targeted homework"; (9) demonstrate flexibility; and (10) exemplify…

Presents a survey of academic freedom indicators which helps clarify five areas to consider in establishing an academic freedom policy: instruction, curriculum, controversy, outside speakers, and student publications. Ways of dealing with censorship are suggested. Available from: Pennsylvania Council for the Social Studies, P.O. Box 6637,…

Describes the creation and use of a history media center for under $200 which will improve history instruction and heighten student interest in the subject. For journal availability, see SO 505 448. (Author/DB)

Describes the use of audio tapes in the social studies classroom. Topics discussed include: using commercial learning aids, using the audio tape, taping directions, accommodating reading levels, recording current events, preparing students to use equipment, and using the tapes for evaluation. For journal availability, see SO 505 448. (Author/DB)