Praises the resolution passed by the Texas Council for the Social Studies Executive Board that calls for a four-year high school social studies curriculum that includes a required course in world geography studies. Argues that this coursework will help prepare students for college, and might lead to successful geography-related careers. (LS)

Recounts personal observations of a former resident of the People's Republic of China during the events of the summer of 1989. Notes changes including a new sense of purpose and a spirit of openness, as well as improvement in the standard of living. Considers the impact of the tragic incident in Tiananmen Square on these improvements in Chinese…

Discusses the California History-Social Science Framework (1988), in which history is at the center of the social sciences. Traces the sequencing of history courses from the elementary grades through high school, highlighting the interplay between world and United States history which provides a global context for learning. Examines the…

Discusses the importance of studying history topics in-depth and how California's History-Social Science Framework (1988) has incorporated in-depth instruction into units of study. Describes the U.S. history and geography curriculum for grades 5, 8, and 11. Concludes that the Framework provides teachers with more time to plan and teach while…

Offers suggestions about what to teach within the five themes of geography in California's History-Social Science Framework (1988). States that the use of these themes (location, place, relationships, movement, and regions) along with the 15 basic concepts of geography provide a structure for understanding the substance of geography and its…

Examines the economics course description in California's History-Social Science Framework (1988), discussing each of its five sections: fundamental economic concepts; comparative economic systems; microeconomics; macroeconomics; and international economics. Identifies economic skills students must learn and presents a game that teaches about…

States that even though California History Social Science Framework (1988) is an improvement because of its inclusion of women's history, Framework is not entirely bias free. Discusses strengths and weaknesses of Framework's coverage of gender issues. Concludes that teachers, texts, and educational leaders must edit and amplify the Framework…

Proposes a practical approach for implementing the seventh grade curriculum of California's History-Social Science Framework (1988). States that the emphasis placed on each of the 11 units can be framed in the context of the individual classroom. Advocates building a context (including content and thinking processes) which makes information…

Discusses the benefits of using literature in classroom instruction and describes its inclusion in California's new English-Language Arts Framework as well as in the new History-Social Science Framework. Lists several works appropriate for use in K-6 instruction. (GEA)

Examines the role of literature in the California's History-Social Science Framework (1988). Surveys the goals of incorporating literature into the Framework and identifies types of literary works used to enhance content learning at each level. Presents criteria for evaluating and selecting instructional materials and lists major purposes for…

Surveys the 17 "distinguishing characteristics" listed in the introduction of California's History-Social Science Framework (1988), and evaluates its strengths and weaknesses. Points out inconsistencies and argues that the arbitrary omission of some important items was unnecessary. (GEA)

Examines the use of recorded music to teach about the civil rights movement of 1955-68. Barnes uses a combination of spirituals, popular and protest songs that were adapted to civil rights needs to introduce, review, or heighten students' interest in the 1950s and 1960s. Includes song list, learning activities, and questions to stimulate critical…

In response to a class assignment on the 1960s, the student author used the device of a fictional character paging through a family photograph album to demonstrate how the Vietnam War and the events of the sixties affected one family. Reveals details of daily life, such as the cost of bread, as well as major events. (LS)

Defines the "structure of history" in terms of five key concepts. Contends that the goals of studying the past are: to understand human behavior; to view the past with empathy; to experience the past in its own terms; and to use the methods of the social science disciplines. (LS)

Provides a simulation based on Marco Polo's journey. Demonstrates the hardships of 13th century travel by presenting students with difficult choices under challenging and primitive environmental conditions. Includes suggestions for class activities prior to using the simulation. (LS)