Instructional time for social studies in elementary classrooms has decreased since the passage of Goals 2000 and No Child Left Behind, with content contracted to align with reading goals. Consequently, opportunities for preservice teachers to observe and teach social studies lessons have diminished. This qualitative multiple case study examines…

Discusses the standards described in the U.S. book "National Standards for World History." Summarizes the book's content and gives examples of specific topics for different grade levels. Believes that world history teachers in Canada should read this book even though it excludes information on the South Pacific, Australia, and Canada.…

Reviews the national social studies standards developed and disseminated by the National Council for the Social Studies. Discusses 3 purposes and 10 operating assumptions of the standards. Responds to six questions that examine the standards within the classroom context. (CFR)

Maintains that children love books, and through carefully selected books, geographic concepts can be taught. Explains how children's literature encourages geographic thinking, builds geographic skills, and develops lasting mental maps of places and regions. Discusses 14 suggested books. (CFR)

Presents an allegory based on the development and dissemination of the National Geography Standards. Uses the allegory to introduce a series of articles dealing with the Standards. Suggests that geography teachers acquire and use the Standards, entitled "Geography for Life: National Geography Standards." (CFR)

Maintains that the National Geography Standards provide teachers with a geographic perspective that will help them teach improved geography content. Asserts that teachers can make connections between the Geography Standards and their own classrooms. Presents five suggested classroom activities based on the National Geography Standards. (CFR)

Asserts that geography is an ideal discipline for environmental education. Argues that geographers study the environment in four major ways: (1) the natural environment; (2) the impact of human behavior on the environment; (3) environmental influences on human behavior; and (4) the landscape. (CFR)

Maintains that the choice of geography as one of the core subjects in the America 2000 and Goals 2000 reform plans provides an opportunity to increase its role in the school curriculum. Argues that those who chose geography have a different view of the discipline than professional geographers. (CFR)

This document presents recommendations of the Social Studies Content Team appointed by the State Superintendent of Schools of Maryland to define core learning goals in government, U.S. History, and world History. The learning goals are to serve as the basis of high school assessment. To obtain a high school diploma in Maryland, students will have…

Maintains that local school districts will soon be confronted with the task of implementing national standards in geography, history, civics, and government. Asserts that the geography community needs strong partners among teachers' unions and other educational organizations. (CFR)

Asserts that the 1994 National Geography Standards provide a new and valuable resource for teachers who want to improve geography instruction. Presents a sampler of additional geography instructional materials developed during this same period of educational reform. (CFR)

Reviews the history of the national standards movement. Discusses the standards developed by the Task Force on Standards of the National Council for the Social Studies (NCSS). Describes the content and format of the NCSS standards, how they could be used, and what resources are necessary for effective implementation. (CFR)

Presents excerpts from "Expectations of Excellence: Curriculum Standards for Social Studies." Defines and explains 10 thematic strands that form the basis for the standards. Includes integrated content from history, geography, other social sciences, and the humanities. (CFR)

Reports on the controversy about the National History Standards, released in 1994 as part of the Goals 2000 program. Argues that the standards encourage critical thinking skills, active learning, use of primary sources, and integration of art and literature into history. (CFR)

Contends that geographic education has received increased attention during the past decade from professional geographers, K-12 educators, and the general public. Reviews current efforts and future directions of geographic education and states that all geographic educators share the responsibility for continuing the progress of the reform movement.…