This report of the status of history in interdisciplinary environmental studies programs is based on 1975-76 HMI survey of 43 schools to determine what is being taught in environmental studies with children aged 8-13 years. (BR)

This report of the status of geography in interdisciplinary environmental studies programs is based on a 1975-76 HMI survey of 43 schools to determine what is being taught in environmental studies with children aged 8-13 years and makes suggestions for improvements. (BR)

Presents the background of the 1975-76 HMI survey of 43 schools to determine what is being taught in environmental studies with children aged 8-13 years. (BR)

This report of the status of science in interdisciplinary environmental studies programs is based on a 1975-76 HMI survey of 43 schools to observe what is being taught in environmental studies with children aged 8-13 years. Some examples of good practice are presented. (BR)

Examines social studies in England in light of political developments such as increase in demand for local educational control in Scotland and Wales and closer economic and social ties between England and the European Community. New directions for citizenship education are recommended which reflect these developments and encourage students to…

Notes that writing can be a more effective tool for social studies learning if assignments require students to generate their own thoughts rather than restate someone else's ideas. Offers a two-day lesson on the reform of child labor practices during the English Industrial Revolution. A wide variety of writing activities are featured. (JDH)

Defines politicization as using the curriculum and informal channels of education to serve the ends of significant power groups. Notes that geography and history were subjects at the cutting edge of the process of politicizing curriculum content. Argues for a balance between content, pedagogy and social education. (KO)

Discusses the Schools History Project implemented in England in 1972. Traces the Project's history and development, and assesses problems that it has encountered. Elaborates on curriculum, curricular change, teaching methods utilized, inservice training of teachers, and the Project's future. Provides a sample syllabus developed by the Project. (RW)

This study is an attempt both to describe and evaluate the goals and practices in English primary and secondary social education. Data was gathered through visits to schools, interviews with students, teachers, administrators, and others, and examination of curriculum guides, syllabi, textbooks, exams, and other teaching materials. The following…

Describes a joint history-technology project undertaken with ten- and eleven-year-old students in an English primary school with a view to developing the cross-curricular theme of Economic and Industrial Understanding (EIU). Outlines the classroom course and discusses the principles of EIU in relation to the British National Curriculum. (DSK)

Summarizes reviews of research in the "Handbook of Research on Social Studies Teaching and Learning," concerning international perspectives. Analyzes social studies research in England, Eastern Europe, and Africa, seeing modern citizenship as a unifying theme. Stresses the value to U.S. educators of comparative cross-national studies.…

This paper describes the Integrated Studies Project, a middle school curriculum project developed at Keele University in England, and designed to integrate the social sciences and the expressive arts. The described materials are available from Oxford University Press. These consist of large fold-out sheets with information, photographs, drawings,…

Maintains that the use of electronic mail to link students from other states and nations is an effective way to heighten student interest and improve instruction. Describes electronic pen pal programs linking students in New Zealand, England, and Kansas. (CFR)

Discusses the 1991 adoption of geography national standards in England and Wales and the subsequent 1995 revisions. The original standards reflected a conservative emphasis on physical geography as well as a complete rejection of problem solving and critical thinking. The 1995 revisions restored some key ideas and broad emphases. (MJP)

Observations of geography instruction in two high schools in London and research at the University of London Institute of Education provide the basis for an overview of pre-college geography instruction in Britain. Because British secondary schools concentrate more on universal education, they are developing a curriculum which is similar to the…