American Forum for Global Education, New York, NY. and Bragaw, Donald
Abstract
This paper provides a definition for the word democracy and examines some of the many definitions and descriptions of democracy that have been offered over time. The paper offers a lesson plan for teaching about democracy, beginning with an introduction: "Democracy as an Argument or a Developing Dialogue" (Donald Bragaw; Michael Hartoonian). The lesson plan cites approximate length and appropriate grade level; addresses national standards; lists essential purposes and essential resources; details an eight step teaching strategy; suggests application; and addresses assessment. The paper also contains: "Why Has Post-Communist Democratization Been So Difficult?" (Stephen Harrison). Discusses the difficulty in implementing democratic reforms in post-Communist eastern Europe. It provides a lesson plan in the same format as the first lesson plan. Contains a student handout. (BT)
International Geographical Union., Gerber, Rod, and Lidstone, John
Abstract
The first of two volumes, this book contains complete texts of 61 papers presented at a 1988 symposium on geographical education. The papers cover many aspects of geographical education in several countries in Western Europe, Africa, and Asia, and are divided into eight sections: (1) "Developing Skills for Living through Geographical Education"; (2) "Developing Learners' Skills and Abilities in Geography"; (3) "Curriculum Developments in Geography for the 1990s"; and (4) "Research in Geographical Education"; (5) "Developing Skills through Continuing Education"; (6) "Curriculum Developments in Geography for the 1990s"; (7) "Teaching Styles in Geographical Educations"; and (8) "Developing Learners' Skills and Abilities in Geography." Many of the papers include figures and additional references. (AS)
Many educators in high schools and colleges have taught about European history and politics in the context of the Cold War and the division of Europe into two blocs. The revolutionary changes in 1989 and the collapse of the Soviet Union have made obsolete the superpower spheres of influence that divided Europe. This curriculum project contributes to a refocusing on a reunited Europe as it has emerged since 1989. The project focuses on two central European nations, Hungary and Poland, and identifies important aspects about these countries for students as they begin to explore central Europe. It provides background information about central Europe in a curriculum review and poses the following question: "What's different about Central Europe?" The project outlines five key differences between western and central Europe to guide student understanding of the history and politics of this area. It concentrates on Hungary and Poland in a comparative historical perspective. This project cites the following considerations in analyzing democratic transitions in Hungary and Poland: (1) undermining and opening the authoritarian regime; (2) legacy of the past; (3) cycle of mobilization; (4) defusing and managing the military or party apparatus; (5) negotiation; and (6) settling past accounts. The paper notes sources for teaching contemporary politics in Hungary and Poland. (Contains 14 references.) (BT)
Published
2002
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