Notes the current attempt to replace social studies with U.S. history and geography. Delineates the two strands of thought in the social studies reform movement and argues that there is a strong tradition of the social studies as a unified, issue-centered field of study. (SLM)

Urges teachers to use historical maps as teaching devices in history classes in order to illustrate the changing record of geographic knowledge. Offers lesson plans for using these maps. Directs teachers to sources from which historical maps of this nature may be obtained. (KO)

Emphasizes the use of geophysical hazard maps and illustrates how they can be used in the classroom from kindergarten to college level. Depicts ways that hazard maps of floods, landslides, earthquakes, volcanoes, and multi-hazards can be integrated into classroom instruction. Tells how maps may be obtained. (SLM)

Asserts that most representations of non-Western cultures are inherently tainted with Eurocentric and colonialist precepts. Argues for, and describes, a variety of strategies to deconstruct these perceptions. Maintains that issues of ethnicity, inclusion, and difference are more complex than normally thought. (MJP)

Reviews five computer programs that will give students the chance to start working cooperatively. Evaluates each program, and gives hardware requirements, cost, age range, supplemental materials available, and ordering information. (TM)

Presents a high school unit about the U.S. Industrial Revolution featuring the Boott Cotton Mills of Lowell, Massachusetts. Includes student objectives, step-by-step instructional procedures, and discussion questions. Provides two maps, five illustrations, one photograph, and three student readings. (ACM)

Maintains that educators can use Vietnamese history and culture to teach about human-environment interaction, adaptation, and modification. Describes Vietnamese water puppetry and recommends its use in U.S. classrooms. Includes five photographs, a description of water puppetry, and instructional suggestions. (CFR)

Investigated seven-year-old children's understanding of certain geographical terms. Found that children this age have considerable difficulty with some concepts and that even vernacular terms are often misunderstood. Results support the idea of children's alternative conceptions and suggest that, for teaching to be more effective, children's prior…

Discusses methods of teaching world geography and culture through student involvement and describes lessons that teach students about Africa. One uses maps; one uses computer-assisted instruction; and one uses various resources to recreate an African school day. A sidebar by Janine Onffroy Shelley describes the use of telecommunications systems in…

Suggests a social studies unit on escaping geography. Examines escape from dangerous places including an airliner, hotel fire, or war zone or from a social situation such as a boring speech or party. Describes historic escapes such as the Underground Railroad and the Berlin Wall. Lists learning strategies such as awareness of space and cognitive…

Several activities to help teachers focus students' attention on learning at the end of the year include quiz games, mystery boxes, map games, videotapes, gift making, author birthday parties, yard sales, ice cream science, and summer safety activities. Younger students can create murals, play editing games, and enjoy special ceremonies. (SM)

This chart presents the focus, format, status/timelines, implementation plan, dissemination plan, professional development, and contact information for standards in arts, civics/government, economics, English, foreign languages, geography, history, mathematics, physical education, sciences, social studies, industry skills, and health. (SK)

Describes a project undertaken by students and their teachers at Bolin School in East Peoria, Illinois, to send stuffed animals person-to-person around the world and back via friends and families. Journals attached to the animals recorded their travels, and hundreds of letters were sent to the school as a result of the project. (MDM)

Contends that geographers in North America, Australia, continental Europe, and developing nations generally teach larger classes than do British geographers. Asserts that British higher education is being transformed from an elite system to a mass educational system. Presents suggestions for teaching large classes. (CFR)

Contends that primary teachers have an opportunity to teach basic geographic knowledge while they teach social and academic skills. Discusses how primary teachers can identify geographic concepts present in the developmentally appropriate activities currently being used in the classroom. (CFR)