This framework for social studies curriculum design in South Dakota schools incorporates 10 themes: (1) culture; (2) time, continuity, and change; (3) people, places, and the environment; (4) individual development and identity; (5) individuals, groups, and institutions; (5) power, authority, and governance; (6) production, distribution, and…

The design of this curriculum project allows teachers to introduce the rich Indian culture in a non-threatening way to learners who struggle with writing material. It was initially developed for special education students who read and write significantly below grade level. Some of the project's lessons include showing the students artwork and…

The "Focus" series, part of the National Council on Economic Education's (NCEE) EconomicsAmerica program, uses economics to enhance learning in subjects such as history, geography, civics, and personal finance, as well as economics. Activities are interactive, reflecting the belief that students learn best through active, highly…

Many world leaders and scholars feel that the U.S.-Japan Security Alliance is essential for long-term peace, prosperity, and stability in Asia. The purpose of this curriculum unit is to examine this alliance by introducing students to case studies of international conflict, with a focus on security issues in Asia. Through each of the lessons…

Offers a comparative and transnational study of environmental contacts between California and Australia. Analyzes concepts of the ideal society, the influence of isolation, distant markets, and climate similarities, using world system and cultural landscape theories. Discusses key exchanges of plants and policies regarding irrigation and…

Describes, interprets, and evaluates one secondary social-studies teacher's efforts to engage students in learning about self, others, and the world. Identifies several schooling regularities (classroom environment, student expectations, teaching load, and professional isolation) complicating teachers' efforts. Illustrates how innovative…

Presents three brief articles recalling US teachers' experiences conducting civic education workshops in Bosnia. Pat Feichter writes "Would I Return? In a Heartbeat." Gail Huschle examines "Beauty in the Midst of Devastation." Mary Bristol considers "Making Connections between Cultures." (MJP)

Suggests that high school graduates are basically "globally illiterate," lacking an understanding of the interconnectedness and interdependency of the earth's systems. Advocates an "ideal dialogue" process that engages students in relevant learning activities related to real-life social and environmental issues and that…

Reports on the Third International Social Studies Conference held in Nairobi, Kenya, in 1994. Asserts that problems facing U.S. social studies, such as multiculturalism and individual rights, are not as important as development issues for African nations. (CFR)

Discusses the development of the "World Culture Model," a visual aid illustrating the interconnection and universality of various components of civilization (political, social, economic, historical). Includes a lesson plan using the World Culture Model to identify various aspects of culture found in different interactions and to…

Describes a project in which one school in New York and another in New Zealand corresponded through video, fax, and e-mail. Explains that the project's focus was on the students learning about the Maori culture in New Zealand and the subcultures of New York and promoting cultural pride in all of the students. (CMK)

Summarizes a unit of study in which students learn about the bombing of Hiroshima and Nagasaki through reading about the survivors of the atomic bomb explosions and reflecting on the debate surrounding the 50th anniversary commemorations in Hiroshima (Japan) and the United States. Suggests that students keep journals throughout the unit. (CMK)

Examines multiple perspectives on current classroom practice in global education, including those of master teachers, practicing teachers, and preservice teachers. Notes some commonalities and differences of theories and practice across the three groups. Argues that the theories and practices of teachers can and should inform conceptual…

Describes the International Communication and Negotiation Simulations (ICONS) Project that teachers college students about cross-cultural communication, including the role of foreign language in diplomacy and the complexities of the international system. Discusses the role playing element, Web-based communication between teams, active student…

Analyzes two questions: challenges for peace educators and goals of peace education at the end of the millennium. Discusses the meaning and content of peace education and methods of teaching peace studies. Argues for increased multicultural awareness, envisionment of peaceful alternatives to present society, and increased racial and gender…