Describes a middle school history unit focused on the African American experience. The unit is constructed around four general types of historical questions that can be applied to any history unit. These are informational, empathetic, methodological, and analytical/evaluative. Provides examples of each type of question. (MJP)

The College of Education at the University of Texas at Austin is collaborating with the Austin Independent School District to improve teacher education through restructuring of the preservice curriculum, infusion of technology into teacher preparation, a research-based internship program, new teacher mentoring, and administrator development. One…

Evaluates the "Handbook of Research on Social Studies Teaching and Learning's" section on interrelations between social studies and other curriculum areas (art, music, literature, science, technology, reading, and writing). Commends the section for advocating integration of curriculum and for showing how limited research is for teaching…

Describes the International Center for the Study of Educational Policy and Human Values at the University of Maryland. Asserts that it has achieved its two original goals of assisting experienced leaders to integrate an intercultural dimension into programs and develop model intercultural programs and training materials. (CFR)

Maintains that research on political socialization began in the late 1950s and died a premature death in the 1970s. Discusses the field's origins and downfall, and predicts a rebirth in a new and sustainable form. Outlines changes in secondary school political science education and political socialization research in other nations. (CFR)

Maintains that, in World War II Europe, a tiny minority of Christians attempted to protect and stand up for the persecuted Jews. Asserts that their selflessness, courage, and compassion stand out in stark contrast to the indifference shown by most European Christians. Discusses characteristics of those who demonstrated this altruism. (CFR)

Presents an interview with Steven Spielberg on his goals and methods for making "Schindler's List." Maintains that the important lessons of truth and tolerance will help prevent the Holocaust from happening again. Describes cooperative ventures with educational groups to develop instructional materials associated with the film. (CFR)

Describes the historical background to the Nuremberg War Trials. Asserts that there is a wealth of evidence in the National Archives documenting atrocities committed by the Nazis. Presents primary source documents used in the Trials and provides seven suggested teaching strategies. (CFR)

Presents an annotated bibliography of 18 recommended publications on the Holocaust. Categorizes the publications into key historical works and teaching resources. Includes some lesson plan collections. (CFR)

Presents seven exemplar lessons on Native American cultures from a spiral curriculum on United States history. Includes lessons from the kindergarten, middle school, and secondary levels. Describes teacher rationale statements and a grading rubric for middle school essays. (CFR)

Presents three reactions to James A. Banks' article, "Transformative Challenges to the Social Science Disciplines: Implications for Social Studies Teaching and Learning." Calls for more emphasis on global education, agrees that teaching and learning strategies should be changed, and recommends changes in preservice teacher education.…

Describes the founding and the history of the League of Women Voters. Discusses curriculum materials and other citizenship education efforts initiated by the League. Concludes that only by creating an active, informed citizenry can the integrity of the U.S. political system be maintained. (CFR)

Maintains that, in recent years, schools and school districts have begun to explore an integrated curriculum approach to arts education. Discusses three areas of concern related to the arts as disciplines and the arts presented through an interdisciplinary approach. Calls for explicit policy directives to provide guidance. (CFR)

Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete…

Maintains that the broad arenas of the social sciences bind multiple areas of study together, giving added breadth and depth to each. Identifies the basic tenets of multicultural, global, and civic education. Includes suggested learning activities on the theme of individual versus community rights and responsibilities in U.S. history. (CFR)