World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state…

Religion plays an important role in social studies content and is difficult to ignore, especially because of current world events. In our global society, it is more important than ever to know about and understand the religious beliefs of others. The social studies curriculum is infused with religion, but teachers circumvent the issue, mistakenly…

By building the simulation exercise around something like the Vietnam war or the situation in Eastern Europe or the Middle East conflict, the undergraduate social science student will become familiar with important current international issues during the semester at the same time he is preparing for simulation at the end of the semester.…

Presents a basic organizational plan, patterned after the U.S. Department of State, which can be used as a model for teaching secondary level contemporary affairs. Each student becomes a specialist in a chosen global region while developing skills in geographic analysis and independent research. (AM)

Examines two viewpoints that secondary students can adopt when studying world people and issues. First is the insider perspective of the individual who lives and experiences a situation as a participant, and whose interpretations are subjective and practical. Second is the outsider perspective of the observer whose outlook is objective and…

Presents the results of an interview and survey of returned Peace Corps volunteers who are currently teaching secondary social studies in order to determine what influence their experience has had on their instruction. Questionnaire results are included along with four generalizations summarizing the findings. (JDH)

Believing that a positive national identity facilitates the development of global mindedness, the authors encourage social studies teachers to be aware of the possible negative influences of students' sociocultural backgrounds on their feelings of national identity. (AV)

Because mankind may annihilate itself by war or by multiplication, it is suggested that nations peacably merge and develop a "super" world-race as a common new goal. (ND)

In teaching, the policies of the great powers must be considered if one is to understand developments affecting two-thirds of the world's population. Ways are listed to guide students to awareness of how policies of the developed world affect, and are affected by, conditions in the underdeveloped world. (Author)

The author discusses the necessity for social studies revision in order to cope with current world problems. Social studies focus on population growth, resource allocation, urban life, and intercultural relationships is emphasized. (DE)

Suggests that the Judeo-Arabic heritage might play a potential role in the Palestinian-Israeli conflict. Proposes a course of instruction that can be used at the secondary and college levels and is designed to aid teachers in learning and teaching about Judeo-Arabic heritage. Contends that students benefit from analyzing complex historical issues.…

Addresses the importance of teaching young people about foreign policy issues. Discusses state sovereignty and interpersonal and international conflict. Describes a reflective teaching approach in which a problem is identified, defined, and explored by probing questions. Suggests identifying value assumptions and alternatives, predicting…

An analysis of African social studies curricula shows that African students probably study about other countries more than American or British students. Two reforms are needed: in the United States there needs to be more coverage of world affairs; African students ought to learn more about their own countries. (RM)