The introduction of standards-based instruction ushered in a movement to clearly articulate the academic outcomes for students across the curriculum. State departments of education and local school districts across the nation have invested tremendous resources to define what students "need to know and be able to do" in English Language…

The content decision-making process involved in developing Holocaust curricula is unusually complex and problematic. Educators must consider factors such as historical accuracy, selection of topics covered, potential teaching materials (such as textbooks and literary texts), and graphic materials (such as films and photographs) as they plan their…

Provides a lesson plan designed to increase student map skills. Objectives are to (1) trace a route on a street map; (2) use symbols for locating skills; and (3) employ mileage scales to determine distance. Includes the procedures and an answer key. (RW)

Points out the importance of a geographic perspective for those making complex public policy decisions. Identifies issues which might be affected by this perspective. Suggests that the geographic themes of location, place, human-environment interactions, movement, and regions would be useful in analyzing such issues. (KO)

Provides a sample fact lesson for teaching Japanese Geography. After participating in the lesson, students should be able to locate Japan on a world map, match printed names of Japan's four main islands to the correct islands, and understand the inconsistency between the tiny size of Japan and the position of Japan as a world power. (DB)

All students are entitled to a respectful and meaningful education in this decade of No Child Left Behind, and yet attention to the gifted wanes with the emphasis on standards-based education and testing. Educators of the gifted have wrestled with this dilemma for many decades, even as early as the 1920s when Leta S. Hollingsworth, noted…

We cannot assume that youngsters will be drawn to a study of the past on their own initiative, and the public education system has dismissed the study of history as irrelevant. Native-born Americans cannot gain the same insights through osmosis that foreign-born citizens acquire through supervised study. (MT)

Presents a simulation which can be used in any secondary social studies course to teach about the Equal Rights Amendment. It can be played with as few as ten and as many as 40 students. Playing time varies from three to seven class periods. (RM)

Reviews the role of history in the U.S. social studies curriculum. Explains that differing interpretations of history and the purposes of history have had a significant impact on the structure of the K-12 social studies curriculum. Argues that the time is ripe for historians and social studies educators to renew cooperative efforts. (CFR)

Purpose: This final article covering the topic of the interplay between decoding, comprehension, and content versus structure knowledge describes a set of language initiatives that are focused toward content area learning. Inspired by the work of their colleagues from diverse fields and their own work, the authors offer suggestions to clinicians…

Social work doctoral candidates and others without much or any formal teaching experience or training are frequently invited to teach a variety of graduate-level social work courses. This beginning teaching experience can be quite challenging both personally and professionally. Yet, it is seldom discussed in the literature, especially from a…

Discusses the importance of geographic knowledge and understanding for learning history. Emphasizes five themes of geography: location, place, relationships within places, movement, and regions. Provides specific lesson suggestions. Argues for geography instruction's integration into all areas of social studies with maps and geographic themes. (DK)

Suggests using an example versus nonexample format to teach geographical concepts related to landforms in the elementary grade classroom. Describes lesson plans and includes objectives, methods, and instructional strategies. Recommends using a conceptual framework rather than rote memorization. (NL)

Discusses the value of structured simulation games in elementary social studies. Suggestions are given for using simulation games in the classroom, stressing the importance of the briefing and debriefing activities. Teaching instructions for four role-playing simulations are included. (AM)

Social studies educators share the responsibility for identifying gifted students and helping them to reach the limits of their abilities and talents. A set of recommendations with steps that social studies supervisors and teachers can take to differentiate instruction to meet the needs of gifted students is presented. (SR)