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Audoin-Rouzeau, Stephane – 1988
The purposes of this seminar were to examine the role of teaching about the French Revolution in European secondary schools, to examine common interpretations of this historical period, and to define methods of arriving at common perceptions. This report considers: (1) selected problems in teaching about the French Revolution in various European…
Descriptors: Comparative Education, Curriculum Development, Foreign Countries, Instruction

Schlene, Vickie J. – International Journal of Social Education, 1992
Lists eight entries in the ERIC database that concern Christopher Columbus and the effects of his voyages on world history. Includes works on curriculum development, biological effects of the contact, and a bibliography of books for children. Explains how to find and obtain the materials. (DK)
Descriptors: Biographies, Biological Influences, Childrens Literature, Curriculum Development
Thompson, John M. – Today's Education: Social Studies Edition, 1980
Discusses reasons for declining interest in world history courses and suggests guidelines for reversing the decline. World history must concentrate on main themes and problems, be real to students, and be organized from a global perspective. Students should be encouraged to empathize with the history of their fellow human beings. (Author/KC)
Descriptors: Curriculum Development, Educational Needs, Global Approach, History Instruction

Duoblys, Girvydas – European Education, 1993
Discusses the objectives of secondary school history instruction in Lithuania. Presents a comprehensive topic syllabus of world and Lithuanian history as currently taught in all Lithuanian schools. Includes selected titles from the 390 lessons allotted to the topics. (CFR)
Descriptors: Course Content, Course Organization, Curriculum Development, Educational Objectives
Augsburger, Irene – 2002
This study unit for grade 10 world history classes helps students understand the economic, social, and political causes and effects of revolution, using the Hungarian Revolutions of 1848 and 1989 as examples. The unit cites an educational goal; lists objectives; provides a detailed procedure for classroom implementation; describes standards; notes…
Descriptors: Comparative Analysis, Curriculum Development, European History, Foreign Countries

Curtin, Philip D. – Journal of World History, 1991
Argues against a graduate field of study in world history as too general. Suggests developing a specialization in comparative history to encompass major culture areas. Uses multiple elements to develop comparative history courses. Proposes graduate seminars where students discuss works in cross-cultural comparative history. (NL)
Descriptors: Course Content, Course Descriptions, Curriculum Design, Curriculum Development

Fleming, Dan B. – Social Studies, 1991
Compares treatment of global education in three curriculum guidelines: California's History-Social Science Framework (1987); the New York Social Studies Program; and the National Commission on Social Studies in the Schools' report, "Charting a Course." Finds the New York program more broadly conceptualized emphasizing all the social…
Descriptors: Comparative Analysis, Curriculum Design, Curriculum Development, Curriculum Evaluation
North Carolina State Dept. of Public Instruction, Raleigh. – 1989
This document is the report of a committee charged with two tasks: (1) to examine the state recommended sequence of study and the recommended textbooks for purposes of determining whether or not North Carolina's students were afforded adequate opportunities to study the roles of religion in shaping the human heritage in the United States and the…
Descriptors: Curriculum Development, Elementary Secondary Education, Religion, Religion Studies

Chase, Lawrence J. – History Teacher, 1985
World history instruction needs a theoretical framework to help make the history of all mankind intelligible and therefore teachable. A possible source from which this framework might be drawn is the work of a French school of historical studies known as Annales. (RM)
Descriptors: Curriculum Development, Educational Needs, Higher Education, History Instruction

Parssinen, Carol A.; Spodek, Howard – History Teacher, 1992
Discusses the development of a world history curriculum for the Philadelphia (Pennsylvania) School District. Describes a program rooted in chronology and geography with interpretive frameworks for comparative study of change in diverse civilizations. Lists reawakening teachers' interest, updating training, and extending resource availability as…
Descriptors: Curriculum Development, Elementary Secondary Education, Geography, Higher Education
Crabtree, Charlotte, Ed.; And Others – 1992
This volume seeks to answer the question "What history should schools teach?" It makes a case for why the teaching of history is vital, and features an interpretation of both U.S. and world history. The chapter on U.S. history is organized into 14 units that correspond to major historical eras: (1) Three Worlds Meet (1450-1600); (2) The Colonial…
Descriptors: Curriculum Development, Educational Objectives, Historiography, History Instruction

Brodkey, Jerry – Social Education, 1991
Argues that the National Commission for Social Studies 1989 report, "Charting a Course: Social Studies for the 21st Century" is too conservative. Notes the trend-setting recommendation to integrate U.S. and world history, sequencing through grades 9-11 may be impractical. Points out the proposal for intensive study of local history at…
Descriptors: Citizenship Education, Curriculum Development, Educational Change, Elementary Secondary Education

Dunn, Ross E. – Social Studies Review, 1990
Critiques the California History Social Science Framework's structuring of world history. Suggests some ideas for developing conceptual and organizational course models that can effectively accommodate the framework's subject matter recommendations while presenting a more holistic view of world history. (DB)
Descriptors: Culture, Curriculum Design, Curriculum Development, Elementary Secondary Education

Ribar, Joseph P. – Journal of Education, 1998
Recommends four strategies to reduce problems in developing history curricula: (1) segment U.S. and world history into era-limited courses across the grades; (2) focus on vital episodes, ideas, and personalities; (3) collaborate with colleagues across grades to address common key questions; and (4) stress matters important for civic and personal…
Descriptors: Citizenship Education, Cooperation, Course Content, Curriculum Development
Erickson, Mary, Ed.; Clark, Gilbert, Ed. – 1992
Written by teachers from the United States and Canada, these lesson plans focus on integrating the teaching of history and art history. Seventeen lesson plans cover the topics of (1) Slavery, Henry Ossawa Tanner, and His Family--Grades: Elementary; (2) Chinese Landscape Painting--Grades: Elementary; (3) Regionalism: American Art of the Great…
Descriptors: Art Education, Art History, Cultural Education, Cultural Influences