Advocates teaching computer literacy and ethical behavior in allocation of computers in the schools. Suggests that, if citizens are computer illiterate, technology can threaten a democracy by allowing elite groups to manipulate information. Observes that computer education is available more often to privileged groups that perpetuates the status…

Surveys the frequency of social studies methods courses in Louisiana colleges and universities. Shows that 9 of the 12 responding institutions require the courses. Finds that social studies methods textbooks are the primary resource and are supplemented by lectures and discussion. Identifies the most frequently taught content topics as the…

Sketches the biographies of 12 Hispanic women who contributed to Texas history. Suggests 13 activities pertinent to instruction on the topic. Describes the compilation of 20,000 items for the Texas Women's History Project by historian Ruth Winegarten. (GG)

Lists 66 books, Educational Resources Information Center (ERIC) documents, articles, and organizations that provide information and multicultural materials for the classroom. Special emphasis is given to the annotated bibliographies of the children's books. Materials can be located through the school, public library, and the ERIC database. (GG)

Discusses the pros and cons of the contributions of ethnic additive, transformation, decision-making, and social action approaches to multicultural curriculum development. Suggests that movement from a mainstream-centric approach to social action approach is gradual and cumulative. (GG)

Addresses the way that popular music depicted the anti-war sentiment during the Vietnam war era, as opposed to country western music which defended government action. Advocates supplementing textbook readings with song lyrics, and suggests a slide presentation to help integrate the two media. Lists three tables with songs organized around specific…

Critiques the California History Social Science Framework's structuring of world history. Suggests some ideas for developing conceptual and organizational course models that can effectively accommodate the framework's subject matter recommendations while presenting a more holistic view of world history. (DB)

Describes experience of implementing new California History Social Science Framework at the tenth grade level at Edison High School, Huntington Beach, California. Discusses the anxieties felt by teachers as they omitted areas of world history to teach selected topics in greater depth. Presents the world history course structure that was developed…

Discusses activities that allow students to explore epochs in time by studying real artifacts, museum replicas, student-created reproductions and dramatizations, and video and computer software. Presents two model lessons of how artifacts can be used to enliven a history lesson. (DB)

Argues that, to maximize a child's educational experience in history/social science, it is imperative that teachers utilize a whole-brain teaching approach by using a variety of experiences that stimulate both sides of the brain. Discusses the three general modes in which students appear to learn: oral, visual, and kinesthetic. Suggests specific…

Argues that entertainment media, especially feature films, have a powerful impact in shaping knowledge and beliefs about the world. Presents four ways that teachers can use feature films to enhance the teaching of world history and to counteract misconceptions that students acquire through the mass media. (DB)

Describes the 75 hours of primary source material compiled on videotape, covering 2217 individual units, and spanning 93 years of world history found in "The Video Encyclopedia of the 20th Century." Presents strategies for using the "Video Encyclopedia" themes for world history, as well as descriptions of sample units contained in the…

Suggests that teachers can enliven their world history classroom through debates, plays, improvisations, readings, and drama. Describes how to use drama to enhance the study of the ordinary citizen of the Napoleonic era. (DB)

Suggests that the most effective way to motivate student enthusiasm and interest in the social studies classroom is through the use of educational simulations. Discusses the advantages and disadvantages of simulations, and presents three of the most effective commercial simulations available today. (DB)

Explains the ramifications of connections between Michigan and Ontario, Canada over time. Focuses on six themes: (1) the Indian earth; (2) the arrival of Europeans; (3) the creation of the political boundary; (4) the problems of the nineteenth century; (5) the significance of the automobile; and (6) the current situation. (DB)