Presents the work of four students who participated in a a twelve-week unit on the antebellum south in the United States. Explains that the students' stories, all historical fiction, focused on slavery. Presents four examples of student writing to demonstrate that children can interpret the past. (CMK)

Describes a study unit focusing on the book, "A Street through Time" (Anne Millard). Explains that the unit incorporates small group work within learning centers and daily class discussions. Outlines the student activities and individual projects within the learning center. (CMK)

Addresses the use of children's literature within the social studies classroom on the topic of memory boxes. Includes discussions of four books: (1) "The Littlest Angel" (Charles Tazewell); (2) "The Hundred Penny Box" (Sharon Bell Mathis); (3) "Wilfrid Gordon McDonald Partridge" (Mem Fox); and (4) "The Memory Box" (Mary Bahr). (CMK)

Describes a project for first-grade students at the Friends' Central School (Philadelphia, PA) founded by the Quakers in 1845, in which students learned about the experience of traveling westward during 1845. Explains that the project also focused on Quaker history; the school; and that the centerpiece of the project was a covered wagon. (CMK)

Describes how elementary school teachers can develop service learning projects that educate for social justice in order to promote change as opposed to charity. Provides examples of how charitable projects can be changed into social justice projects. Discusses how service learning projects can be done without leaving the school grounds. (CMK)

Describes an interdisciplinary unit, "Rollin down the River," where second grade students at the Winship Geography/History Magnet School (Macon, Georgia) learned about the local Ocmulgee River and the town of Macon. Includes a bibliography of children's literature and teacher resources. (CMK)

Describes how Red Bridge Elementary (Kansas City, Missouri) participated in the "Reduce, Reuse, and Recycle--Make a Difference in Our Community" campaign that coincided with the 1998 Make a Difference Day Campaign. Discusses the project, including the planning, publicity, donation collection, donation distribution, and campaign results. (CMK)

Compares two approaches to character education: (1) the centralized, national approach in South Korean elementary schools; and (2) the legislatively mandated initiative in Georgia (United States) specifically looking at Friendship Elementary School in Hall County. Discusses the similarities and differences between the character education…

Provides an activity that enables students to learn and remember the names of the original thirteen states in the United States. Uses a humorous story that incorporates a mnemonic (a memory aid) strategy. Includes a copy of the story and a map of the original thirteen states in 1776. (CMK)

Discusses how teachers can include their students in classroom management by building a teacher-student partnership in the classroom. Explains that an increased role for students will enable them to practice their citizenship skills, improve instruction, and instill order in the classroom. Addresses how to expand the students/teacher roles. (CMK)

Presents the results of a survey that explored whether there is a common set of values and beliefs that parents and teachers agree should be taught in elementary classrooms. Reports that eight of the 18 elementary teaching choices on the questionnaire were agreed upon by teachers and parents. (CMK)

Discusses how the book, "The 7 Habits of Highly Effective People" (Stephen Covey), can be used in the elementary school to teach character education using an informal approach in a school-wide effort. Relates the seven habits to the book, "Swimmy" (Leo Lioni). Includes a trade books list and the habit(s) each address. (CMK)

Describes a family history project for kindergarten students involving families where the children and/or family members write stories and share memories based on research questions asked by the children. Explains that children can share family artifacts. States that family was defined in a broad sense. (CMK)

States that toys can be used in the social studies classroom to help elementary students learn and retain relevant content. Discusses how to incorporate toys into the classroom. Lists toys, games, and lesson plan ideas that can be used when teaching history, geography, and economics. (CMK)

Describes a biography writing project in which second- and fifth-grade students interview each other and write biographical sketches. Explains that this project helps to develop students' reading and writing skills, uses cross-age mentoring, and introduces students to biographical research and writing. Includes a list of ten biographies for…