Examines the ideas about citizenship held by a group of 14 African American, middle school students who live in an inner city. Finds that the students exhibited high degrees of political cynicism and low levels of political participation, with most believing they could positively contribute to their communities. Discusses the implications for…

Explores prospective social studies teachers' use of online reflective journals. Discusses the content of the journals in terms of four categories: social science, technical, pedagogical, and procedural. Includes typical and unique journal entries. Considers the classroom implications of technology as a reflective tool. (CMK)

Presents the results from a survey of middle and high school social studies teachers that asked if and how the impeachment of President Bill Clinton was being taught. Discusses implications for social studies curriculum, current issues, the media, and teaching middle school students. (CMK)

Examines why secondary pre-service students choose to major in social studies education, using a survey of pre-service teachers from Ball State University (Indiana), Kansas State University, and the University of Northern Iowa. Indicates that advanced pre-service teachers are interested in the content and attracted by the importance of the…

Compares the development of cognitive sciences in France and the United States. Analyzes some national differences linked to specific connections between the scientific, military, economic, and political worlds. (Author/ CCM)

Examines the significance of the accuracy and legitimacy of computer models through a recent case study of a local authority-operated air-quality model in the British city of Sheffield. (CCM)

Discusses four teaching methods that are fundamental to social studies instruction: (1) the lecture method; (2) guided discussion; (3) reading skills instruction; and (4) project-based instruction. Explains that these methods enable teachers to vary instruction, meet the needs of diverse learners, and develop student understanding. (CMK)

Maintains that in order to involve all students in learning about World War I in a meaningful way, teachers should broaden their strategies, students activities, and assessment to include Howard Gardner's multiple intelligences. Provides various activities focusing on World War I that coincide with each of the eight multiple intelligences. Offers…

Develops a conceptual framework that integrates geography and history instruction by defining both a geographic and historical perspective and providing six questions that merge these two perspectives. Presents a U.S. history lesson that utilizes the principles of this conceptual framework and fits into a unit on industrialization and…

Describes a social studies educator's experience in moving within the United States from the East to the West coast and how aspects of this geographic change intersected with issues and concerns in social studies education. Concludes that social studies needs to be valued and assessed in order to ensure its survival. Provides references. (CMK)

Presents an activity where students examine the perspectives of the indigenous poor of Mexico as well as of the Mexican government in a time of political change. Explains that the students read the background information in the accompanying handouts in order to simulate the negotiations between the government and Zapatista National Liberation…

Gives a variety of resources for geography teachers that enable them to make geography challenging and interesting for their students. Includes the Canadian Council for Geographic Education, Canadian Communities Atlas Project, and other programs. Offers Web addresses and contact information for the organizations and other resources. (CMK)

Contends that many educators believe that social studies as a subject does not have a future in Canadian schools systems. Asserts that social studies is essential and must address four critical areas to actualize its potential for attaining citizenship goals: content, critical thinking, community action, and caring. (CMK)

Explores how the CD-ROM "Tiree, Famine and Clearance 1840-1900" facilitates the development of inquiry skills. Recreates the history of Tiree (Scotland) between 1840 and 1900, and describes the experiences of Tiree emigrants in Canada. Features a range of historical sources including photographs, archival film, and personal reminiscences. (CMK)

Proposes two approaches to using role-playing in the history classroom: (1) providing factual information to the students; and (2) allowing them to discover the experiences of historical actors. Expounds that the recommended role-playing simulations help students discover why Canadians were divided over the conscription issue in World War I. (CMK)