Argues that the California History Social Science Framework brings challenges to elementary teachers. Reviews five of these challenges and recommends solutions. Contends that staff development is the key to successful implementation of the Framework. (CFR)

Describes a teacher-developed simulation designed to teach cultural geography to students in the middle grades. Contends that this interdisciplinary activity can be adapted to fit teacher or curriculum needs. Includes student instructions and descriptions of six pilgrimages. (CFR)

Recommends the use of song lyrics in secondary school U.S. history, government, and economics courses. Contends that using music meets the criterion of cultural literacy in the California History Social Science Framework. (CFR)

Presents an annotated bibliography of 23 computer software programs selected for their applicability to the fifth-grade curriculum outlined in California History Social Science Framework. Categorizes the recommended software programs by eight chronological units in the course. Includes the current price for each program and a list of sources for…

Contends that feature films can heighten student interest in history. Proposes having students create film presentations based on historical topics. Includes a model research unit on Roman civilization. (CFR)

Presents a lesson plan for a second-grade class project. Suggests that the students will learn to identify the word "famous," complete a timeline for a famous person, learn facts about the person, and express individual thoughts and feelings. Explains the steps involved in the presentation of a living museum where students portray famous people.…

Presents a lesson plan for seventh-grade students in which they learn respect for themselves and others and apply social studies skills. Explains that the students create timelines, interview someone of an older generation, and create a Venn diagram comparing that person's life to their own. Includes suggestions for writing assignments based on…

Suggests a lesson plan in which history students discuss the effects of the Vietnam War on individuals and society. Explains that the students compare their responses before and after hearing a reading of two different works on the war. Includes suggested readings and questions for students to use in interviewing people in the community. (DK)

Presents two lesson plans integrating social studies, art, music, and literature to teach geographic themes using the concepts of human settlement and transportation. Explains that comparing two paintings of rural life illustrates the themes of relationships with places and movement. Suggests that comparing songs about great projects uses the same…

Describes nine entries from the ERIC database dealing with democratic participation. Lists works on democratic values, recent changes in the societies of formerly socialist countries, educational goals, curriculum, and community service for young people. Includes information on how to obtain copies and additional entries. (DK)

Discusses constructivist theory and its role in educational reform. Defines the theory as a focus on active rather than passive learning. Relates constructivism to the reflective inquiry approach to social studies. (CFR)

Reviews the results of the October 26, 1992, national referendum on the Canadian constitution. Describes the impact of the results on the provinces of western Canada. Concludes that a new national election should be called to resolve further the constitutional issues. (CFR)

Describes the state of confusion that exists among the Canadian government, society, and the Canadian Indian Community. Reviews the ongoing constitutional debate in Canada. Calls for better communication between the Canadian majority population and Canadian Indians. (CFR)

Discusses changes in the writing of Canadian historical writing during the past two decades. Argues that neo-Marxism and socialism form the current model on which most Canadian historiography is based. Concludes that Canadian history teaching suffers from this trend. (CFR)

Contends that evaluating teaching is just as important as evaluating students. Argues that most teacher evaluation does not examine what students actually learn from the teacher. Recommends the use of written entry performance tests and subsequent written tests to evaluate teaching effectiveness. (CFR)