Since the early 1980s Holocaust education and genocide studies programs at the primary, secondary and post-secondary educational levels have become commonplace and an accepted element of public school curriculum. As these programs and their curricula gained acceptance within public education, efforts to increase awareness of genocidal events…

The overwhelming response of history teachers to the final version of the National Curriculum (2014) was one of relief that their insistent, penetrating critique of the first draft had been heeded. Jamie Byrom shares that profound sense of relief and celebrates the achievement of the history education community in making its voice heard. However,…

Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

Describes the "History with Civics" course taught in upper level secondary schools in Denmark. Discusses course content, student assessment, teacher qualifications, instructional materials, and teaching methods. Includes an appendix that presents a topical course syllabus. (CFR)

Contends that the commonly held notion that non-European peoples have had no experience with democratic practices is not supported by the evidence. Maintains that aspects of self-government have appeared in many non-European societies throughout history. Urges historians to recognize these examples and include them in their teaching. (CFR)

With an acute awareness of learning problems among inner-city students, the teachers in New Haven, Connecticut, modified their courses to relate to the opportunities and challenges of modern education. They reorganized the traditional, year-long, survey history courses into quarter miniunits which emphasize the inquiry approach to analyzing…

Contends that end of Cold War increases need for students to understand causes and aftermath of World War II. Recommends spending less time on military aspects of the war and more time on the economic, social, and cultural impact of total war. Provides a selected list of resources to be used in a college level course on the war. (CFR)

A scope and sequence for incorporating humanities into the existing K-12 curriculum contains 8 sections. Following an introduction, the first section outlines characteristics of an effective humanities program. The second and third sections contain teacher and student objectives for a humanities program, minimum requirements, and alternatives for…

This sixth-grade level social studies framework is intended to help teachers develop programs best suited to their students' needs. There are two main sections to the guide: a teacher notebook and a syllabus. The teacher notebook elaborates on the key features of the program, suggesting relevant classroom applications. Discussed are concept and…