This article points to the study of contemporary Europe which was squeezed out with the emergence of the new social studies. It calls attention to a re-examination of the curriculum to correct the deficiency. A list of sources which assist social studies teachers in preparing and teaching European history is provided. (JR)

The author proposes the inclusion of the study of the religions of the non-Western world to enrich the world history curriculum. Resource materials for use in studies of these cultures are suggested. (SM)

The author develops a rationale for teaching about the non-West in the social studies curriculum in public schools. Suggestions are made concerning curriculum development and teaching methods. (SM)

A modified chronological or narrative historical approach for teaching world history is suggested and evaluated for both positive and negative factors. Essentially a topical-chronological approach, this technique allows for the grouping of materials under broad units that may overlap in time. (Author/JR)

This collection of curriculum projects is the result of the participation of 15 teacher/authors in the 1998 Fulbright-Hays seminar in Morocco. Projects in the collection focus on various topics in Moroccan society. The following curriculum projects are outlined in the collection: "Studies in African Cultures: A Course Syllabus" (Dinker…

This lesson plan focuses on China's Silk Road (300 B.C.-1300 A.D.), specifically the exchange of goods and ideas along its route. The lesson consists of four activities: (1) "Geography"; (2) "Matrix"; (3) "Advertisement"; and (4) "Oral Presentation." The lesson presents goals, provides background, and…

A nationwide survey of state education departments was conducted in order to learn the extent to which study of Asia is included in precollegiate education. It was found that there is a place for Asia in the curriculum. A course in world history, world geography, and/or world cultures is reportedly offered as part of the common course sequence in…

This unit of study on ancient India is geared to last about four weeks or 20 school days and is appropriate for secondary school students. The unit provides a day-by-day program, beginning with an introduction to the material on the first day which opens with an Indian poem, "Six Blind Men and the Elephant," and a slide presentation.…

Presents the Bradley Commission on History in Schools' recommendations that history become the core of the social studies curriculum. Identifies six themes of historical inquiry, and outlines topics for the study of U.S. history, Western civilization, and world history. Analyzes the place of history in all grades. Suggests changes in curriculum.…

Urges that the teaching of social studies should be integrated with other subjects. Recommends starting out with a story that the teacher has cleared for reading level, elements of literature, and social studies content. Suggests novels combining literary elements with information on different cultures and historical periods. Includes lesson…

This lesson was developed to be one of three or four similar components of a projected final unit entitled "Understanding Contemporary International Conflicts in the Light of the Past" in a 10th grade world cultures class. The lesson examines how cultural differences contribute to international conflicts. It presents an objective, cites…

This lesson on India is suggested as a culminating activity to bring together previously taught units about infrastructure, Islam, Buddhism, Hinduism, ancient India, and contemporary India. The lesson's goals are to examine how a country's cultural background can influence change and to study the development of modern infrastructure. The students…

Developed as an annotated guide to instructional materials for teaching about the Arab world, this publication is a resource tool for classroom instruction, development of curricula, professional development, and selection of library resources. Recommendations are made based on a careful evaluation of educational soundness, ethnic authenticity,…

Intended for high school students, two humanities lessons on India approach India from a "world cultures" perspective. In the first lesson, "Story Scrolls," pairs of students create and present stories from Hindu mythology using traditional methods. The lesson gives content objectives, skills objectives, and…