Discusses a social studies classroom unit for use with elementary students. Focuses on comparing the age of exploration and space age exploration. Provides background information on both explorations and compares the similarities and differences between the two. Includes suggestions and questions for using this interdisciplinary approach. (CMK)

Discusses the problems related to cultural pluralism, differences among the groups living in Israel, and social studies education within Israel. Focuses on the sociology curriculum, offering a rationale, description, and information about intercultural education. Addresses how this curriculum format has affected students in terms of their…

Presents the results of a study in which four African American teachers were interviewed. Focuses on what experiences and attitudes they take into their social studies classrooms. Concentrates on the ideas of democracy and citizenship. Emphasizes six themes that were uncovered in the research. Includes references. (CMK)

Discusses the use of the inquiry cycle during a professional development program for social studies teachers. Focuses on controversial issues, specifically the problems in Kosovo. Describes the inquiry cycle in detail and the three-phase cycle that helped teachers understand the importance of social studies. (CMK)

Presents an annotated bibliography of Web sites that can be useful for geography classroom teachers and of interest to students. Includes Web sites for the United States Geological Survey, the Central Intelligence Agency, University of Wisconsin-Stevens Point, and GlobeXplorer. (CMK)

Offers an overview of the results from the International Association for the Evaluation of Educational Achievement (IEA) United States Civic Education Study (CivEd). Focused on topics such as: civic achievement, different contexts of civic knowledge, student understanding of democracy, citizenship and government, student attitudes related to civic…

Describes a unit for third-grade students on China, focusing on the first class session and the key elements that were used in the unit (artifacts, literature, and artwork). Discusses how the students' attitudes and understandings about China changed and explores the students' reflections on the class activities. (CMK)

Discusses the philosophy of global education and distinguishes between international and global education. Clarifies the definitional ambiguities in the field of global education. Outlines the "Hanvey Definition" and explores three patterns that permeate definitions of global education. (CMK)

Reviews key curriculum models to illustrate how geography is facing increased competition for class time. Addresses the need for a standards-based scope and sequence. Focuses on a project that prepared a content-specific scope and sequence, displayed as a matrix, and a teacher's guide for geographic education in grades K-12. (CMK)

Discusses using verbal interactions to foster social studies learning, the language and content needs of immigrant students, and strategies that are effective with non-native English learners. Introduces two technology-enhanced, verbal-interactive activities, using personal narratives and storytelling in social studies, for both middle and high…

Explores nine myths about questioning techniques for teachers in social studies, such as questioning does not require planning, higher-level cognitive questions elicit higher-level answers, and teachers give students enough time to answer. Offers an alternative, with a description of its application, to each myth. (CMK)

Contends that picture story books meet the goals of social studies, promote social inquiry, and are compatible with social studies curriculum standards. Describes the use of picture story books in the classroom. Includes an annotated bibliography, and discussion of the bibliography, that is meant to encourage social consciousness in students five-…

Explores the procedures that were used to assess student learning in a seventh-grade social studies class, with its instructional focus on drama, as the students studied ancient world history. Examines the meanings students constructed when learning social studies through drama. (CMK)

Introduces and celebrates a new series on Harold and Earle Rugg, founders of the National Council for the Social Studies. Includes the reprints of two articles by the Rugg brothers that appeared in the May 1921 issues of "The Historical Outlook" (the parent of today's "The Social Studies"). (CMK)

Provides historical information on Harold Rugg and the Social Reconstructionist movement. Contends the social issues-centered method should be used within social studies education. Discusses a social issues model that exposes preservice teachers to the social issues-centered model and focuses on a case study on California Proposition 187. (CMK)