During the COVID-19 pandemic, anti-Asian violence in the United States has risen significantly. Many Asian American students have been disproportionately harassed in schools and fear resuming in-person learning. Thus, educators must resist returning to the old normal. Instead, they can reimagine the pandemic as a portal to justice for Asian…

A quarter of a century has passed since lawmakers enacted the New Jersey Holocaust education mandate, and it seems responsible and timely to ask if it, the original Holocaust education mandate, actually encouraged substantive learning about the Holocaust. Despite repeated fanfare about the mandate and its inclusion in educational curricula…

A review of "The September 11th Education Program: A National Interdisciplinary Curriculum" reveals a sensitive and well-created program for the 5-12 social studies teacher to use in teaching about the challenging subject of 9/11. This program provides an opportunity for teachers to find a balance among understanding, critical analysis,…

Discusses the U.S. Department of Education's publication "What Works: Research About Teaching and Learning," focusing on those sections that are most pertinent to the goals and methods of social studies teachers. Reviews and draws implications from its suggestions for improving education at the levels of home, classroom, and school. (AEM)

Reports a study reviewing the status of social studies education within selected special education programs. Identifies factors effecting social studies programs in special education and argues the importance of social studies instruction for handicapped students. (AEM)

Identifies existing problems in the area of social studies education, focusing especially on those generated by the lack of a universally accepted teaching philosophy in the field. Describes a teaching model by which students learn to be internally oriented, experience self-motivated instruction in a democratic classroom, and thereby learn social…

Examines four approaches to global education: the traditional approach, the world-centered approach, the world-order approach, and the single-issue approach. States that global education needs to be reexamined for similarities that could be synthesized into one curriculum. Argues for refinement of the current definition of global education. (GEA)

Modeled after a traditional cooking recipe, this article synthesizes aspects of a successful social studies course/program. (JDH)

The six stages of citizenship development through which a child passes from the time of birth are discussed, and the teaching methods and curriculum for citizenship education that are appropriate at the various levels are described. (RM)

Basic characteristics of the more influential curriculum development models in social studies are discussed. For a curriculum development model to be effective, it must provide for extensive teacher involvement. The most successful school practices are those that are school-based and collaborative. (RM)

Briefly recounts social studies curriculum change efforts from 1955 through the late 1970s. Addresses three key questions: why has the traditional social studies curriculum endured despite serious reform challenges, what aspects of social studies are least/most amenable to change, and which change strategies offer most/least promise of being…

Maintains that the national reform efforts, termed "the new social studies," failed to involve parents and teachers in curriculum revisions, violated norms of local schools, and lacked significant dissemination efforts. Provides two vignettes of significant local social studies change and offers three "lessons" which we've…

Outlines a participatory approach to social studies education called "skills-in-living." This approach defines schooling and classroom work not as preparation for life, but life itself and emphasizes the application of social science concepts and generalizations to the real life decision-making, participation, communication, interaction skills of…

Research findings of interest to teachers wanting to establish a curriculum about nuclear war are examined, and general themes appropriate for a course about war and peace are suggested. Specifically discussed are students' views and moral reasoning about war. (RM)

An analysis of African social studies curricula shows that African students probably study about other countries more than American or British students. Two reforms are needed: in the United States there needs to be more coverage of world affairs; African students ought to learn more about their own countries. (RM)