Provides a basic framework for the design and delivery of a U.S. history course that consists of eight topics for the upper middle or secondary school level. Explains that teachers can develop each of the topics thematically in an in-depth manner. Discusses how project-based learning can support this type of thematic instruction. (CMK)

Describes a project inspired by the 100th day of school in which first-grade students created a self-portrait of themselves at 100 years old and wrote an accompanying essay. States that the students drew wrinkles on the faces, age-appropriate clothing, gray or white hair, and even glasses as a finishing touch. (CMK)

Presents a lesson where students make faux Chinese bronze vessels through slab or coil clay construction after they learn about the history, function, and design of these vessels. Utilizes a variety of glaze finishes in order to give the vessels an aged look. Gives detailed guidelines for creating the vessels. (CMK)

Asserts that when people use the cliches "Remember" and "Never Again" in reference to the Holocaust, they must step back and realize that genocide has been perpetuated time and again since 1945. Provides activities that stress contemporary acts of genocide when studying the Holocaust in order to understand these terms. (CMK)

Illustrates how the transformation approach can be used to enhance the social studies curriculum. Describes a project where elementary students analyze primary documents and firsthand accounts of a shared, class experience in order to help them understand the role that cultural perspective plays in the recording of history. (CMK)

An assistant professor approaches students' unconventional research topics (like crystal healing) as ordinary research endeavors, asking students if they want their work to be credible, what academic discipline they plan to use, what research question should be asked, and what resources are necessary to understand the topic. (MLH)

Describes a study of individual differences among high school students that relate to and predict their use of computer-mediated communication (CMC) tools--e-mail, Usenet news, and a multimedia notebook--to support project-based science learning. Findings indicate that skill and experience with computers, parental education, access to computers,…

Describes the Multiple Intelligence search (used by the author with 6th and 9th graders) based on Ken Macrorie's "I-Search" and Howard Gardner's theory of multiple intelligences. Describes the process as students conducted a search using library resources and technology; became experts on topics they are passionate about; created a professional…

Describes a university course that explored the novel "Moby Dick" by Herman Melville and its relation to art highlighting the two student initiatives. Provides the opening statements from each of the 12 students at the National Association for Humanities Education Convention from their presentation on the course where they each related…

Describes an honors-level fine arts seminar that culminates in the creation of an 'unnamed' object. Stresses direct manipulation of materials leading to works free of conceptual pre-determination. Argues that naming follows creation; leaving a work unnamed allows artists to experience the dynamic of creation. (NB)

Students at Jamestown High School (Jamestown, New York) develop language, media, and critical thinking skills while producing video programs. With almost complete responsibility for their learning experiences, students conceive, plan, write, and produce the programs, then critique their own work, which must satisfy state academic standards in…

Describes the cross-national educational network, Schools for a Living River Elbe. The project is thought to be the largest educational water-quality project in the world. The establishment of the project and the results of an initial survey show that the project is in a position to develop instructional and ecologically stimulating activities.…

Discusses how the students at New Vista High School in Boulder, Colorado, created simulations and embedded them in web pages. The process has helped them better understand social studies content. Considers examples of student projects, addresses the benefits of using computer simulations, and highlights the challenges of using this technology.…

Examines the ability of third grade students to meet technology standards. Results from this classroom-based investigation strongly suggest that students in this classroom are making good progress toward meeting technology competencies for Grades three through five as specified in the ISTE (2000) NETS for Students. Moreover, students have met the…

Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the…