Seven editors from national educational journals, recognizing the need to equip students to cope with environmental disaster, commit themselves to a comprehensive, problem-solving, and interdisciplinary approach to environmental education. (JH)

Suggests strategies and activities related to energy education at the elementary level. The author stresses that learning experiences must be interdisciplinary and based on social and scientific information and concepts. (KC)

Describes a lesson that integrates U.S. history and economics to teach students about hyperinflation in the Confederacy during the U.S. Civil War. States that the students analyze primary documents, examine graphs, and participate in a role playing exercise. Includes copies of the primary sources and information on assessment. (CMK)

Presents a three-activity lesson plan based on Weir Farm, home of Impressionist painter J. Alden Weir and listed on the National Register of Historic Places. Includes three student readings, three maps, and a tabular chart. Outlines step-by-step instructional procedures and a list of books for further reading. (CFR)

Maintains that teaching is, among other things, the art of connecting students with course content in personal, relevant, and exciting ways. Presents three classroom lessons that incorporate journals, plays, and essays into social studies teaching. Includes discussion questions and follow-up assignments. (CFR)

Describes the use of poetry in U.S. history instruction. Contends that using simulations, historical documents, and literature help make students keenly aware of conflicts and the human impact of historical events. Recommends that students write poetry related to historical topics and includes five examples of student-written poetry. (CFR)

Asserts that the guiding principles of the United Nations and the issues it faces are a major part of the interdisciplinary program at Morristown-Beard School in New Jersey. Describes the Model UN club and how it reinforces the content and values presented in the regular curriculum. (CFR)

Describes a cooperative-learning program jointly developed by computer education and world history teachers in which secondary students create mock newspapers. Asserts that the project fulfilled cross-disciplinary objectives and encouraged critical thinking skills. Includes examples from the student-created newspapers. (CFR)

Asserts that the growing interest in multicultural and global education is encouraging teachers to search for new ways to teach history. Describes the use of historical fiction in a sixth-grade, interdisciplinary, multicultural unit on World War II. Includes an annotated bibliography of 33 recommended books. (CFR)

Maintains that using both formal and informal writing assignments is an effective method for learning social studies content. Discusses positive outcomes of writing such as acquiring tools for independent learning, identifying bias, and enhancing thinking skills. Provides suggestions for writing assignments and evaluation. (CFR)

Asserts that the development of the U.S. film industry has been linked to key historical concerns such as the expansion of urban culture, the mushrooming of technology, population and industrial booms in California, and the growth of a coherent national culture. Presents an annotated bibliography of feature films for classroom use. (CFR)

Contends that the integration of history and geography has long been recommended by historians and social scientists. Discusses the five themes of geography and how they can be integrated into an effective lesson plan. Provides an annotated list of resources on this topic. (CFR)

Describes a classroom study of 20 self-selected, college-bound, U.S. history students in which the students created a story, poem, painting, or other art form after studying a unit on immigration. Includes several examples and descriptions of students' poetry, writing, and other creative projects. (CFR)

Contends that instruction in schools from elementary through university levels is a seamless web in which numerous elements of subjects converge with elements from other subjects. Asserts that a variety of disciplines can be taught through a study of Christopher Columbus and the Columbus voyages. (CFR)

Presents two activities from an "Idea Bank for Teaching Germany and Europe U.S. Classrooms K-12." Includes a role playing exercise involving significant individuals from European history and a student project involving cooperative learning about individual European nations. Provides an address for obtaining a free copy of the "Idea…