Ansel Adams and Dorothea Lange's photojournalist activism during World War II was a direct response to President Franklin Roosevelt's Executive Order 9066 (EO 9066), which led to the incarceration of 120,000 Japanese and Japanese Americans in 10 camps across seven mostly western states. Approximately two-thirds of those imprisoned were U.S.…

Many U.S. politicians have criticized the trade relations between the United States and countries like Canada, Mexico, and China. They argue that more is imported into the United States from these countries than is exported to these countries from the United States. Political action is needed, they claim. This article is designed to help educators…

This lesson prompts students to explore the ways that individuals, groups, communities, and nations define who belongs and who does not. The outlined activities examine what it means to belong by introducing the idea of a "universe of obligation," the term sociologist Helen Fein coined to describe the circle of individuals and groups…

The Industrial Revolution is the subject of one of the high school inquiries of the New York State Toolkit. Social Education presents the following excerpts from the inquiry as an example of a typical Toolkit lesson. The supporting questions include: (1) Where did people move to and from during the Industrial Revolution?; (2) How did daily life…

Once the Ottoman Empire joined the Central Powers on October 28, 1914, the fate of the Empire hinged on the outcome of World War I. The Ottomans waged war on multiple fronts: in the Caucasus against Russia, and to defend the Gallipoli Peninsula and the Arab territories against the British and French empires. One hundred years later, we live in a…

Although adolescent students often do not have knowledge of specific laws, they usually have a keen sense of justice and fairness. In this article, the author discusses the Universal Declaration of Human Rights (UDHR) as a powerful tool to channel students' sense of fairness into visible actions. Adopted in December 1948 by the General Assembly of…

Addressing the topic of rescue efforts poses particular challenges for teachers planning Holocaust curricula. While the issue leads many students to develop an engaged empathy with rescuers, teachers must avoid overemphasizing what was a limited occurrence within the overall Holocaust. This article presents a plan for using music to teach about…

Mock excavations, or "dig boxes," offer students a hands-on opportunity to explore artifacts and their importance and to learn the principles of context and stratigraphic association. The dig box can be central to discussing differences that existed between classes, races, ethnic groups, and the sexes at different times in history. By…

In this article, the author points out that in this increasingly visual world, outstanding films can engage classes and lift the curtain on the cultures and modern history of Latin America. He recommends some of the most gripping and perceptive films on this topic, and offers advice on how teachers can provide the background to these dramas and…

On October 5, 1957, the headline on the front page of the "Baltimore News-Post" proclaimed "Russ "Moon" Circling Earth." The "Russ" Moon was Sputnik I, launched by the Soviet Union a day earlier. The launch had far-reaching and unexpected outcomes for the United States. Almost immediately, President Dwight…

The fascination with buried treasures and lost civilizations transcends all ages and serves as an effective magnet for drawing students toward the study of archaeology. Connecting students to the past gives them a better understanding of their own present and future. In this article, the author describes how the scientific method of investigation…

Describes how the author teaches a four-week course on the Vietnam War giving attention to the books, films, and guest speakers used. States that the course enables students to understand the significant and complex issues raised by the war so that they can appreciate the different truths contained in diverse perspectives. (GEA)

An examination of the ways moral education was taught in elementary public schools during the first three decades of the century suggests that moral education should be (1) indirect--not taught as a isolated subject; (2) comprehensive--include all aspects of school life; and (3) broadly conceived--moral education is multifaceted. (RM)

Suggests ways in which art can be used to introduce students in high school level social studies classes to Japanese culture. Methods include showing students pictures of screens or buildings, asking students to write paragraphs about daily life, asking students to analyze woodblock prints, and directing students to read and try their hand at…

Presents descriptions of social studies learning activities which teachers have found useful in social studies classes at various grade levels. The teacher developed activities focus on studying sociology through investigative reports, conceptualizing through questions, identifying vocabulary use differences between the United States and Great…