Argues that social studies in Saudi Arabia has gone through three periods since the 1920s. Reviews the first two periods as an introduction to contemporary developments. Notes the goals of social studies in Saudi Arabia. Reviews the results of a series of studies on the social studies curriculum and instruction. (DSK)

Presents an annotated bibliography of educational resources from the ERIC database related to history for Canadian educators. The materials include digests, monographs, journal articles, and academic papers. The citations include all relevant bibliographic information and a short abstract, as well as information on locating and ordering the…

Reviews the Global Telecommunications Helping Inquiry, Negotiation and Knowledge (T.H.I.N.K.) simulation project developed by Lloyd Christopherson. Interviews Christopherson about the development, goals, and use of Global T.H.I.N.K. Provides a World Wide Web address for finding the project and teachers' guidebooks for running the simulation. (DSK)

Introduces a new way for students to evaluate the quality of sites on the Internet. Takes the students through six main points to accomplish this evaluation in the classroom. By following these guidelines, students can develop their critical-thinking skills about the quality of accessible technology. (MJP)

Proposes new ways to get students involved in the classroom by using new information technology such as CD-ROM atlases. Maintains that using technology in the classroom allows students to learn at different rates, promotes critical thinking and problem solving, and encourages global awareness. Includes an evaluation of several CD-ROM atlases. (MJP)

Presents a lesson plan that uses experiences and examples from World War II to examine some universal human emotions such as hope and fear. Students use oral histories, film clips, newspaper accounts, literature, and other sources as evidence of the emotional reactions to events preceding and during World War II. (MJP)

Presents guidelines for students attempting to find historical information about their school. Identifies and outlines a variety of sources and approaches. Students who apply these investigative techniques can develop a more thorough acquaintance with their school. In addition, they can employ these techniques in other areas of historical…

Outlines a lesson examining architectural and social history by investigating the changing uses of color in public and private buildings from 1830 through 1920. Describes several activities including examining historical black-and-white photographs of buildings and attempting to determine their true color and examining the chemistry of paint. (MJP)

Discusses the challenges of censorship in the social studies curriculum that new teachers will have to face in controlled school environments. Maintains that new teachers must be trained and prepared to effectively deal with these challenges in school systems that are not supportive of certain academic freedoms. (MJP)

Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while…

Defines "authenticity" in learning as the cumulation of the following components: higher-order thinking, depth of knowledge, substantive conversation, and connections to the world beyond the classroom. Includes a sample lesson plan incorporating these elements into a study of global trends. The lesson plan includes brainstorming, student research…

Outlines the processes, and some of the obstacles encountered in promoting global education within the schools. Identifies the most prominent obstacle as competing demands for time and resources. Maintains that teachers and principals must take the lead in integrating global education into their local curriculum. (MJP)

Presents a lesson plan that is designed to engage school staff in thinking about, developing, and sharing their conception of what it means to be a "global school." Staff is divided into small groups with an emphasis on diversity. These groups then discuss and draw illustrations of global school models. (MJP)

Maintains that in an increasingly multicultural and globally interdependent world, learning to value diversity will become a curriculum imperative. Outlines two activities designed to facilitate this goal. The activities consist of students examining either random facts or visual images that reflect global perspectives, and responding to…

Maintains that if students are to make informed and prudent judgments about the international role of the United States and its foreign policy they need to understand the major elements of international relations and how world affairs affect them. Connects this goal to the National Standards for Civics and Government. (MJP)