Describes an academic bridge course designed to prepare advanced students in an intensive English program (IEP) for university studies. Findings reveal that this course is an effective tool for preparing English-as-a-Second-Language students for an American university. (21 references) (Author/CK)

Advocates adapting a postmodernist approach to history instruction. This would mandate recognizing the subjectivity of all knowledge including the historical record. Recommends embracing this subjectivity and focusing less on history as a subject and more on the development of critical-thinking skills. (MJP)

Explores contributions to educational policy and practice of tensions about and aspirations for the future of Hong Kong. Examines political and economic influences on educational development during five historical periods, 1844-1997. Presents three recent case studies of connections between the "1997 factor" and educational policy,…

Canadian schools have not respected or honored the history of Canada Natives. Much of what is taught are stereotypes or myths. Native organizations have developed materials that present a more honest and respectful perspective on Aboriginal culture. But for effective change to happen, teachers must develop the will to learn for themselves and make…

Asserts that history departments in undergraduate programs should train secondary social studies teachers. Asserts that history professors are content experts and previously may have been successful secondary teachers, willing to experiment with teaching methods. Discusses how history departments can train secondary social studies teachers. (CMK)

Advances a line of research that investigates the potential of hypermedia resources and scaffolding for supporting problem-based social studies and developing critical reasoning. The line of inquiry consists of a series of generative design experiments that informs problem-based curriculum development. The experiments examined 11th grade U.S.…

Identifies problems plaguing social studies' future developments, including the content-process approach debate. Recommends a synoptic approach, based on meeting psychological students' needs and connecting ideas to learners. Argues against a uniform national social studies curriculum. Urges compromise among social studies teachers and researchers…

Provides a sequence of skills development from grades 9 through 12 for students who are taking advanced-level courses. The skills are sequenced through a program that includes ninth grade government and geography, tenth grade world history, and eleventh and twelfth grade Advanced Placement history courses. (GG)

Sketches the biographies of 12 Hispanic women who contributed to Texas history. Suggests 13 activities pertinent to instruction on the topic. Describes the compilation of 20,000 items for the Texas Women's History Project by historian Ruth Winegarten. (GG)

Addresses the problems of the U.S. history course structure from two vantage points: (1) agreement with instructional goals; and (2) agreement between current issues and the content of the established curriculum. Outlines an approach for structuring historical content around current problems and issues. Suggests several curricular models for an…

Describes the Vietnam Decision-Making Computer Simulation, a computer activity designed to enhance student understanding of the Vietnam War by placing them in the decision-making role of President Lyndon Baines Johnson. Outlines variables in the simulation. Discusses the use of class journals in combination with the simulation. (RW)

Urges that the changes in the ethnic, religious, and cultural pluralism in the United States, as well as those in politics of the educational system, be taken into account when designing history curricula. Argues that world history should replace the western civilization course. (KO)

Describes the JASON project, a joint project of the National Council for Social Studies and the National Science Teachers Association. Provides a sample lesson on the Punic Wars in which students study the relationship between shipbuilding and Rome's ascendancy to power. Explores the links among technology, science, and social studies. (RW)

Presents ideas for using children's literature to make social studies more engaging for students and to enhance student learning about people. Suggests that literature can be used thematically and offers several illustrations for different grade levels. (LS)

Lists nine ERIC documents and journal articles selected specifically for secondary and college-level history teachers. Documents cover U.S. history and government, intellectual history, political issues, and women's studies. Several also provide teaching methods or lesson plans. (LS)