Describes a unit on North American colonization taught in an eighth-grade history class. Profiles the students' knowledge of colonial history before and after the class through in-depth interviews. Discusses current reform movements in social studies instruction and how they relate to this unit. (MJP)

Expresses concern about how teachers will implement the California Framework for History-Social Science Education. Focuses on the need for staff development based upon four criteria: assessment, articulation, alignment, and allocation. Explaining these criteria, the author assesses how they can be used to implement the Framework. (LS)

Forces inhibiting change in Greek university education are examined, and trends in university curriculum development are analyzed, using four disciplines as examples: chemical engineering; physics; economics; and history. The extent of influence of government populism and state patronage on the university curriculum is explored. (MSE)

Discusses the role of citizenship education from the post-World War II period to the present. Finds that social studies teachers may not be providing students with participatory experiences such as community projects, even though research indicates that these activities encourage civic participation. (CFR)

Discusses key concerns regarding issues of rationale, methodology, and resources when teaching about the Holocaust. Identifies 12 objectives and 5 content criteria for the topic. Includes five frequently asked questions about the Holocaust and their answers from the United States Holocaust Memorial Museum. (CFR)

Presents a map indicating the path of the "Einsatzgruppen" (mobile killing units of the German SS) military assault through Poland into the Soviet Union in 1941. Provides a map of the six extermination camps in Poland. Offers two maps illustrating the Jewish population of Europe before and after World War II. (CFR)

Presents a Holocaust chronology timeline of the years 1933-1948. Includes political, military, and social events of the time period. Identifies anti-Semitic laws and information about German death. (CFR)

Reviews the role of political history throughout 100 years of historiography in the "American Historical Review." Presents 2 choices available to political historians who wish to reclaim their central place in history. Reviews recent research and interpretations of political history. (CFR)

Presents a chronology of important dates and events in the struggle for women's rights and women's suffrage. Begins in 1648 with the first call for women's suffrage in Maryland and concludes in 1920 with the passage of the 19th Amendment by Tennessee. (CFR)

Maintains that between 1848 and 1920 when the 19th Amendment was ratified, women repeatedly petitioned both state and federal governments for the right to vote. Presents a lesson plan on a women's suffrage petition submitted to Congress in 1869. Includes the background of the petition, the petition's text, and suggested teaching activities. (CFR)

Maintains that the primary goal of social studies instruction is the development of civic competence. Describes a Vietnam War interview project incorporating oral history techniques. Includes a grading sheet, a project description sheet, a list of interview questions, and a sample interview. (CFR)

Reports on a study of instructional strategies and beliefs among 18 middle-school U.S. history teachers and 60 middle-school students. Finds the most widely used strategies involve active learning, group projects, and student participation. Includes a table of the 10 most used strategies and 4 recommendations for instructional design. (CFR)

Maintains that a recent survey of historians reveals a love of history and of history teaching, and a commitment to civic betterment. Discusses the issue of cultural diversity and unity within the profession and contemporary historical writing. Outlines the discipline's relation to a larger public, including graduate students. (CFR)

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.…

Asserts that most high school students are novices at historical research and have difficulty formulating a research question. Maintains that historical fiction can give students background and serve as a springboard for research projects. Provides a 15-item annotated bibliography of recommended novels. (CFR)