Proposes two motivational instruments that can help students gain an understanding of the issues and analyze their importance. The first step, F.I.N.D.(ing) an article, involves identifying Facts, Issues, Nation(s) Involved and Dilemma. The second step incorporates seeing R.E.D., (R)ecognizing the Issue, (E)valuating the Issue, and (D)efending the…

Offers five themes from political geography that could be incorporated into college geography courses: historical specificity of geography; (2) interconnectedness of regions; (3) interpenetration of the human and natural worlds; (4) centrality of culture in social reproduction; and (5) use of political economy to uncover social relations. (MJP)

Describes an inservice course for sixth-form teachers to examine ways of moving away from course books and discussing ways of getting pupils to be more competent orally, especially in the context of discussion issues as opposed to general conversation. Two intensive courses were used as the basis for the inservice day. (CK)

Explores the mismatch between pedagogical intentions and learner outcomes and argues for learner centeredness as a central (yet relative) concept. Ways in which the relationship between teachers and learners and teaching and learning can be strengthened, e.g., experiential content, language content, and learning process, are explored, and examples…

Explores the rationale for including the Holocaust in the social studies curriculum and analyzes how aspects can be introduced at elementary grade levels. Outlines course objectives for studying the Holocaust that are relevant to major issues in social studies. Notes 34 states do not require world history courses and textbook content is uneven.…

Provides direction for developing appropriate and meaningful social studies instruction for the development of responsible citizenship in adolescents. Suggests that curriculum design should have some relationship to physical, social, emotional, and intellectual development. Identifies concerns with the self, right and wrong, others, and the world…

Outlines a course designed for undergraduate sophomores and juniors that examines racial and sexual stereotypes as portrayed by women writers of the Harlem Renaissance. Questions the canon that has excluded Black women writers from interpretations of the Harlem Renaissance. Explains the course's three themes: sexuality, passing (for white), and…

Discusses difficulties of overcoming classism, racism, and sexism in the classroom. Addresses hostile reactions by white male students, silencing and marginalization, and the "inappropriate other"--a minority or female in the traditionally white male role of professor. Stresses that gender and race are inseparable parts of identity,…

Outlines a lesson for high school students covering religious controversies in New York City schools in the 1840s. Issues pertain to Irish-Catholic immigrants' objections to public school religious instruction and attempts to obtain public support for parochial schools. Includes handouts concerning religious freedom, Bishop John Hughes' opinion,…

Discusses a survey of 56 advanced placement (AP) U.S. history teachers. Explores the scope of AP history and types of posttest activities used after Advanced Placement examinations. Concludes that public school courses developed more deeply into post-1960 events than the private schools did. Describes movies, debates, simulations, and local…

Criticizes character education programs that tend merely to present moral values to students, believing this produces socially responsible behavior. Argues listing values is simplistic and ineffective. Recognizes the situational complexity that confounds making moral choices. Suggests character education must contend with value conflicts and guide…

Describes a course in global environmental politics. Argues specialized courses are needed that focus on the economic, social, and political dimensions of environmental problems. Argues such a course should be part of the core undergraduate curriculum. Includes a survey of course topics to prepare students for future challenges. (NL)

Applies educational theories of Paulo Freire to social studies curriculum development and instruction. Contends that education either functions as an instrument to integrate young people into the current system or becomes an instrument to achieve freedom and progress. Argues that social studies teachers and students should become partners in…

Instructors who consider creation of an experiential course in race relations at the university or college level may benefit from information provided in this article. One of the coauthors, a licensed psychologist and pioneer in this type of educational experience, provides insights regarding challenges of the course from an instructor's…

Delivering a discussion-intensive curriculum via online instruction can pose a variety of challenges. This article presents an overview of a contemporary issues online graduate course, and analyzes the degree to which the course encouraged feelings of community, a tone of thoughtful and willing reflection, and an overall understanding of…