Provides a list of 20 knowledge, skill, and attitude goals for teaching about Europe in high school European history courses. Stresses education for international understanding, avoidance of simplistic stereotypes, and recognition of the diversity and power of Europe in the contemporary world. (JDH)

Argues that an in-depth, interdisciplinary course in European history is a positive addition to the typical high school history curriculum. Provides a rationale, brief history, course outline, assignments, and a selected bibliography for an elective high school history course covering Russia and Austria around the turn of the 20th century. (JDH)

The area of rhetorical criticism has rarely been perceived as having a valid or useful role in the high school speech curriculum. However, a rationale for the inclusion of rhetorical criticism in high school speech instruction may be found in the accepted goals of speech instruction, because the failure to teach students the skills of rhetorical…

Two minipresentations by second-language teachers describe their classroom efforts to instruct their students. The first article focuses on using computers to help students improve their writing skills. The second zeroes in on incorporating speaking activities into the daily life of the classroom. (CK)

Reviews several issues involved in the reform of history teaching and suggests directions in which American history educators might proceed. Stresses the British model of understanding, cause and effect, and chronological sequence. (TRS)

Prepared as a sequel to the College Board Educational Equality Project's "Academic Preparation for College: What Students Need To Know and Be Able To Do," this book examines curricular ideas, teaching strategies, arts learning rationales, and related issues. The arts are defined as separate fields of study which offer a distinctive…

Describes the art education program in Moncton, New Brunswick (Canada) from elementary school through senior high, emphasizing art as a serious discipline that demands a coherent structure, definite objectives, sequential learning skills, reasonable expectations of both product and process, a regular place in the timetable, and trained teachers…