Stresses three reasons for teaching about Korea and its people in the United States: (1) Korea's potential assistance in solving environmental issues; (2) the role of Korea in promoting world peace; and (3) the economic potential of Korea. Discusses resources for teaching about Korea and provides an appendix with Internet sites on Korea. (CMK)

Discusses the usefulness of the Korean hand game called "Flying Wild Geese" in the social studies classroom that appeals to the young learner, enables students to gain an appreciation of another culture, and assists Korean American children to adapt. Describes how to play the game and provides suggestion on using the game. (CMK)

Discusses the benefits of using young adult literature and trade books when teaching social studies to middle school students, especially in relation to student motivation and reading level. Addresses how to use young adult literature, student choice of books, and cooperative learning. Describes two classroom activities for a follow-up to…

Considers the reasons for utilizing artifacts when teaching social studies to children. Describes seven artifact kits: (1) an object box; (2) resource kit; (3) primary source enhancement kit; (4) symbol kits; (5) economic process kit; (6) packs; and (7) a kit for an archaeology dig. Provides an appendix for sources of artifacts. (CMK)

Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. (CMK)

Examines the change in perspective concerning the universe to a nonlinear interpretation of the universe. Speculates about the the possible impact of the nonlinear interpretation on the field of social studies in the twenty-first century. Provides examples of topics that can be used in the classroom using the nonlinear interpretation. (CMK)

Draws from experience as a Fulbright scholar in Ghana from January to June in 1997. Compares Ghanaian and U.S. social studies teachers' backgrounds, their choices of global issues to teach, and their rationales for teaching from a global perspective. Describes Ghanaian teachers' views of interdependence and identity. Includes three lesson plans…

Provides information on Manifest Destiny and the expansionist ideals of the United States, especially during the 19th century. Offers a lesson plan that will help students understand the concept of Manifest Destiny, including an assessment activity, how to expand the lesson, an appendix, and references. (CMK)

Contends that the source of school violence is children's insensitivity to others' feelings. Explains that young children should experience sensitivity training, while older children must learn about the "social contract," including topics on determining criminal blame and the issue of punishment. States that educators and the juvenile justice…

Discusses the authors' analyses of literature, particularly of works on the relationship between democracy and pluralism, delivered to educators during the National Council for the Social Studies College and University Faculty Assembly annual meetings. Presents three analyses: (1) "The Story of Freedom"; (2) "A Light in Dark Times: Maxine Greene…

Discusses the differences between cognitive and social constructivism. Suggests a planning process that integrates cognitive and social constructivism to help social studies teachers make curriculum and instructional decisions that result in meaningful learning experiences. Addresses social studies education for the twenty-first century. (CMK)

Explains free-market environmentalism, demonstrating how it is integral to environmental economics. Discusses issues such as market and government failures; the "tragedy of the commons"; and how to avoid said tragedy, focusing on the role of private property rights. Provides suggestions for history, social studies, and economics teachers on…

Explores teacher attitudes regarding economics and the environment through telephone interviews with 157 Wisconsin science and social studies high school teachers. Questions attitudes toward market approaches, facts about environmental improvements, and doomsday orientation. Suggests that teachers generally approve of nonmarket solutions and…

Discusses an interdisciplinary unit on Africa that was used with four-year-old students, mostly African Americans. Students studied African plains animals, built African round and square houses, experienced African music and stories, made African costumes, and took an imaginary trip to Africa. Includes an annotated bibliography. (CMK)

Describes the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study. Compares the National Assessment of Educational Progress (NAEP) Civics Report Card with the IEA Civic Education Study. Focuses on the gaps in the NAEP that the IEA research will fill. (CMK)