This article is the world history counterpart to a previous paper on American history textbooks, "How Much of the Sky? Women in American History High School Textbooks from the 1960s, 1980s and 1990s," Social Education, January/February 2004. The authors of this article examined six books from each decade, the 1960s, 1980s, and 1990s. The analysis…

Presents background information on creative and destructive conflict between and among nations, treaty negotiations, political decision making, environmental conflicts, and research and training in conflict resolution. Suggestions for individual and group involvement are presented. (DB)

States that the Founders' legacy is our well-modeled government which is limited by law to protect the life, liberty, and property of individuals. Reviews some of the Founding Fathers' thoughts regarding the proper role and structure of our government. Advocates improved citizenship education and introduces the theme articles in this issue. (JDH)

Reviews school curriculum treatment of the Constitution noting inadequacies of early instructional methods and textbooks and a dramatic decline of education about the Constitution which began during the progressive education era. Presents the results of surveys which indicate a lack of constitutional knowledge among our youth. Concludes with a…

This article provides background on the thinking and life of historian Frederick Jackson Turner. Featured is an excerpt from Turner's 1891 article: "The Significance of History." The article includes Turner's definition of history and his views on the relationship between the study of history and citizenship. (JDH)

Reviews the American Federation of Teachers' (AFT) report, EDUCATION FOR DEMOCRACY. States that while the AFT is to be commended for addressing the goal of citizenship education and furthering the ongoing debate, the report shows evidence of shoddy scholarship, dubious assumptions regarding curricular design, and nationalistic bias clothed in…

The author of EDUCATION FOR DEMOCRACY defends its content and position on the teaching of history, geography, and democratic citizenship. Concludes that children must learn the knowledge, values, and habits that will best protect and extend our democratic heritage. (JDH)

States that the proper treatment of issues relies upon the conversion of an interpersonal conflict into an intrapersonal one. Without such conversion, a student is prone to argue with other students and the teacher, rather than himself. Describes five types of statements useful for promoting thoughtful discussions of controversial issues. (JDH)

Describes two recent international incidents which tell a great deal about the Japanese "world view." The incidents regard the content of a new Japanese history textbook (protested by South Korea), and alleged racist remarks of Prime Minister Nakasone. Claims the two are related and provide lessons for our own version of history and conduct. (JDH)

Outlines the structure of the Scottish educational system in general, and the social studies program in particular. Discusses recent and ongoing changes in the social studies designed to decrease rigidity, encourage cooperation across social science departments, and promote student awareness of social problems and contemporary affairs. (GEA)

Presents Swedish views on Iran-Contra hearings and outlines issues for classroom instruction. Stresses the need to examine both the positive and negative effects of the media and the importance of teaching democratic principles. (DH)

Explores a definition of religious literacy; examines the role of religion in U.S. history; and reviews the side effect of neglecting religious history. Examines approaches that integrate religious events and ideas into the existing curriculum. Lists primary source documents. (DH)

Discusses the curricular content and instructional methodology of social studies which have a vital impact on students' attitudes toward men and women and on their knowledge of sex roles. Presents five strategies from the Models of Teaching Program which are designed to encourage critical and creative thinking about men and women in all cultures…

Reviews the U.S. Supreme Court decision in the case of the Hazelwood School District (Missouri) versus Cathy Kuhlmeier, where the Court heard arguments on whether a school-sponsored student publication is protected under the first amendment of the U.S. Constitution. Includes related cases, teaching procedures, and selected resources. (JDH)

Reviews the U.S. Supreme Court decision in the case of the Hazelwood School District (Missouri) versus Cathy Kuhlmeier. Offers quotes from the majority and minority opinions. (JDH)