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Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following articles: (1) Supreme Court Issues 9-0 Ruling in Religious School Case; (2) White House Honors Champions of Change; and (3) CAPE Notes.

The author wrote a piece called "What Our Children Should Learn about 9/11." In that piece, the author made just four simple points. These include: (1) children should know the facts; (2) once they had a grounding in the facts, the children should not abjure moral judgment; (3) children should learn to make both analytical and moral distinctions; and (4) children must learn to live with uncertainty, and specifically to understand the difference between living in fear and living with fear. Ten years have passed 9/11 and more than nine years have passed since he wrote that piece. He would not change a word had he to write it over again, but he has learned plenty over the past decade. Without repeating that little essay, the author wants to go back over each of the four points, especially the first one, in order to reflect on what the past decade has wrought. In this article he focuses on the first point: the importance of basic facts. (Contains 8 online resources.)

On March 28-29, 2009, FPRI's Wachman Center hosted 43 teachers from across the country for a weekend of discussion on teaching the nuclear age. In his opening remarks, Walter A. McDougall observed that although students today are not made to crawl under their desks in air raid drills, that atomic power remains, and it is still necessary to raise a nuclear-literate generation. Sessions included: (1) Nuclear Weapons (Jeremy Bernstein); (2) Nuclear Weapons in International Politics (Andrew L. Ross); (3) The Decision to Drop the Bomb (Richard B. Frank); (4) The Nevada Test Site (Troy E. Wade II); (5) The Nuclear Age in the Classroom (Paul Dickler); (6) Cold War Arms Control (Avis Bohlen); (7) Nuclear Weapons Post-Cold War (James Goodby); (8) Does Nuclear Deterrence Apply in the Age of Terrorism? (Adam Garfinkle); and (9) Nuclear Weapons and the Cold War (Hans Mark.)

On July 26-27, 2008, FPRI's Wachman Center hosted 37 teachers from across the country for a weekend of discussion on teaching U.S. Military history. Sessions included: (1) The Revolutionary War and Early American Military History (Kyle Zelner); (2) The Mexican-American War (Paul Springer); (3) The Civil War (Mark Grimsley); (4) The Frontier Years (Vance Skarstedt); (5) The American Military and Society (Peter Karsten); (6) The Spanish-American War and the Philippine War (Brian McAllister Linn); (7) World War I (Michael Neiberg); and (8) Panel discussion (Paul Herbert and Paul Dickler.)

This essay is based on the author's presentation at the Wachman Center's July 26-27, 2008 history institute, co-sponsored and hosted by the Cantigny First Division Foundation of the McCormick Tribune Foundation. For Europeans, World War I remains the epochal event of the twentieth century. For Americans, the war falls between two much larger and more emotive events in American history, the Civil War and World War II. Although the war did not result in destruction for Americans on the European scale, it nevertheless had deep and sometimes forgotten impacts on the United States. It led to fundamental, long-term changes in the way America and Americans relate to the outside world. On the American home front, the idea of intervening in a bloody and seemingly inconclusive European war for unclear gains generated tremendous controversy. Others believe that the mass movement of people across the nation, the shared military service of Americans (in segregated units) raised across the nation, and increased government standardization of the economy laid the groundwork for the emergence of a national mindset. The author concludes that World War I is a critical part of American history and deserves a greater place in the curriculum than the parenthesis to which it all often gets relegated. (A list of suggested readings and websites are included.)

This essay is based on the author's book, "The Palestine Mandate and the Creation of Israel." As the sixtieth anniversary of Israel's independence in May 2008 approaches, that country remains a focal point of world attention. Israel's origins do much to explain why the Arab-Israeli conflict has been so hard to resolve, but also provide a glimpse of the possibilities of peace. Luxenberg presents ten concepts for students to learn: (1) Nation vs. State; (2) Anti-Semitism and the Origins of Modern Jewish Nationalism, or Zionism; (3) Historic Connection to the Land of Israel; (4) A Land Without a People?; (5) The Thrice-Promised Land?; (6) The British Mandate for Palestine; (7) Establishment of the Jewish State; (8) The Altalena Affair; (9) Can Israel and Palestine Co-Exist?; and (10) Final Thoughts on creation of a democratic state by immigrants coming from overwhelmingly non-democratic countries. A selection of related media (articles, books, films, maps, and key documents) is included.

On September 29-30, 2007, FPRI's Marvin Wachman Fund for International Education presented a weekend of discussion on "Teaching Military History: Why and How" for 35 teachers from 22 states across the country. The institute was held at the First Division Museum in Wheaton, Illinois and co-sponsored by the Cantigny First Division Foundation. Sessions included: (1) Why Teach Military History? (Jeremy Black); (2) Teaching About War in the Ancient World (Kimberly Kagan); (3) Critical Analysis Case Study: Thucydides (Karl Walling); (4) War and Diplomacy (Angelo Codevilla); (5) Warfare and Technology (Martin Van Creveld); (6) The First Division at War: A Case Study (Paul Herbert); (7) War and the East (Andrew Wilson); and (8) War and the West (Williamson Murray.) (Contains 1 note.)

On May 5-6, 2007, FPRI's Marvin Wachman Fund for International Education hosted 41 teachers from 17 states across the country for a weekend of discussion on Living Without Freedom. The Institute was held at and co-sponsored by the National Constitution Center and the National Liberty Museum in Philadelphia. Individual sessions included; (1) The Soviet Gulag (David Satter); (2) China: The Cultural Revolution and Beyond (Wei Jingsheng); (3) Living Without Freedom in China (Edward Friedman); (4) North Korea: The Nadir of Freedom (Kondgan Oh); (5) Cuba: Repression Disguised as Social Justice (Carlos Eire); (6) Marxist-Leninist Totalitarianism (Michael Radu); (7) Genocide and Living Without Freedom (Alan J. Kuperman); and (8) Freedom: The History of an Idea (J. Rufus Fears.)

On March 24-25, 2007 FPRI's Marvin Wachman Fund for International Education hosted 44 teachers from 23 states across the country for a weekend of discussion on teaching about the Military in U.S. history. The Institute was held at and co-sponsored by the Cantigny First Division Museum. Sessions included: (1) War and the Military in American History (Walter A. McDougall); (2) Teaching About the Military: Some Basics (Paul Herbert); (3) Teaching the Classics: What Americans Can Learn from Herodotus (Paul Rahe); (4) The Creation of the U.S. Armed Forces (Peter Maslowski); (5) Writing Narrative Military History (Rick Atkinson); (6) The Social Dimensions of the Civil War (Mark Grimsley); (7) WWII and Its Meaning for Americans (David Eisenhower); and (8) The U.S. and Unconventional War (Brian McAllister Linn.) Additional speakers included Paul Herbert, David Eisenhower, and W.W. Keen Butcher.

On October 15-16, 2005, FPRI's Marvin Wachman Fund for International Education hosted 45 teachers from 14 states across the country for a weekend of lectures and discussion on Teaching 9/11 and the War on Terrorism. Sessions included: (1) Presidential Leadership in Times of Crisis (David Eisenhower); (2) Terrorism in Historical and Comparative Perspective (Michael Radu); (3) Understanding Terror Networks (Marc Sageman): (4) Understanding and Teaching Jihadism (Mary Habeck); (5) The Question of Homeland Security (Stephen Gale); (6) Technology and Terrorism (Lawrence Husick); and (7) What's Iraq Got to Do with It? (Harvey Sicherman.) (Contains 1 note.)

On May 3-4, 2003, the Foreign Policy Research Institute held its tenth History Institute for Teachers. Forty-two teachers from fourteen states participated in a weekend of lectures and seminars, featuring seven outstanding scholars. Although Muslims define themselves and the Christian West in terms of religion, Western countries view relations among themselves and with Islam in national terms. Understanding America's distinctive encounter with Islam is fundamental to understanding both the American and Islamic perspectives on the war on terrorism. Sessions included: (1) Islam and the West (Edward Peters); (2) Islam in America (Philip Jenkins); (3) Religion and the Arab-Israeli Conflict (Adam Garfinkle); (4) American Foreign Policy and Islam (Harvey Sicherman); (5) Political Islam (John Calvert); and (6) Mapping America's Middle East (Eric Davis.)

This document includes the following issues of this journal: volume 18, number 3, Summer 2002; volume 18, number 4, Fall 2002; volume 19, number 2, Spring 2003; and volume 19, number 3, Summer 2003. The summer 2002 issue of "The Bill of Rights in Action" views problems related to victims of war. It focuses on the internment of Japanese Americans in camps during World War II, the court case that upheld it as constitutional, and subsequent attempts to compensate those held in the camps; examines the massacre of Chinese by Japanese troops just before World War II, and at the war crimes trial following the war; and examines how victims of World War II are attempting to get compensation through lawsuits. Each article includes questions for discussion and writing, a central activity, and a list of book for further reading. The Fall 2002 issue examines issues related to the environment; shows that humans have been experiencing environmental problems since the agricultural revolution; explores a current environmental issue, global warming; and discusses the Native American southwest and the environmental problems of the Anasazi people. Each article includes discussion questions and other activities for the classroom and addresses content standards. The spring 2003 issue looks at some historically important ideas and some issues surrounding intellectual property; examines Marxist ideas and theories of Communism; discusses social Darwinism and U.S. laissez-faire capitalism by exploring the ideas of social Darwinism espoused by Herbert Spence, ideas which significantly impacted the late 19th century U.S.; and discusses copying music and movies from the Internet and discusses current issues of intellectual property. Each article includes classroom activities. The summer 2003 issue examines three controversial issues that resonate today. The articles discuss competing visions put forward by three African-American leaders at the turn of the 20th century; explores the Armenian genocide that took place during World War I, which generated charges and counter charges among the Turkish and Armenian peoples.; and looks at the current controversial change in U.S. foreign policy. Each article includes classroom activities for discussion and writing and lists selections for further reading. (BT)

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)

The Fall 2003 Idea Book features: "Save Our History Study Guide: Our Documents"; "History International Study Guide: Pyramids"; "The History Channel Study Guide: Lewis and Clark" (Ideas from Our Teachers Contest Rules; Ideas from Our Teachers Context Winners); "A&E Classroom Study Guide: Post Impressionists"; and "The Biography Channel Study Guide: Fidel Castro." Each of the study guides addresses national standards and curriculum links; provides a vocabulary, discussion questions, and learning activities; and lists Web sites and books. (BT)

This publication discusses issues related to imperialism. It examines the 1857 uprising against the British in India; examines how Hawaii became a U.S. territory at the turn of the 20th century; and reviews oil and U.S. energy policy, particularly the debate over drilling in the Arctic National Wildlife Refuge, an issue relevant to September 11, 2001, U.S. energy policy. Each article provides student activities for writing and discussion. The Postscript section lists resources and materials for civic education. (BT)

This publication is dedicated to social studies education at all levels. Articles and teaching ideas in this issue are: "Defending Multicultural Education, Academic Freedom, and Democracy in the Wake of 9/11/01" (A. Singer); "Teachers Respond to 'Defending Multicultural Education'"; "'Any Other Day': Dealing with the Tragedy of the World Trade Center Disaster" (L. Klein); "Civic Learning through Deliberation" (R. H. McKenzie; L. Hellerman); "Representative Democracy: A New Perspective" (A. Rosenthal; M. Fisher); "Defending First Amendment Rights in Schools" (M. Pezone); "Human Rights Education at the Dawn of the 21st Century" (D. N. Banks); "Nuclear Controversy: Sourcebook for an Inquiry Curriculum" (A. Shapiro); "A History of Great Britain and the U.S. in the Middle East" (A. Singer); "Understanding a Globalized World" (P. Bell); "Book Reviews"; "Talking with Children about War, Peace and Hope" (J. Y. Singer); "What Social Studies Teachers Should Know about AIDS in South Africa" (S. Hoffman); "Museum of Slavery Project" (S. Hunte; R. G. Thompson; R. Kurtz); "Stand and Deliver: A Technique to Bring the Teaching of Essential Questions to Life" (K. Sheehan; G. Kalner); "Current Events Matters for Elementary Students and Teachers" (A. Libresco); "Ideas for Using Computers in Your Seventh Grade Social Studies Class" (J. Debler); "Social Studies Resources on the Web" (P. Trapani); "Reconstruction: A Failure or a Success?" (A. Stevens); "The American Civil War as a Cause for Canadian Confederation" (D. June); "From Yenan to the Yangtze: A Unit on Chinese Geography" (C. Snyder); and "Jazz Up Social Studies" (C. B. Weatherford). (BT)

This publication opens with a statement by the 2001-2002 National Council for the Social Studies (NCSS) President Adrian Davis on the horrific events of September 11, 2001. Davis said that social studies educators need to reinforce the ideals of tolerance, equity, and social justice against a backlash of antidemocratic sentiments and hostile divisions. The article, "A Shared History, A Shared Tragedy," documents that New York and New Jersey have transcended political differences to cooperate in times of emergencies. Other articles in this issue include: "Are We Teaching 'Greek Myths' in the Global History Curriculum?" (A. Singer); "Teachers Respond to Teaching 'Greek Myths'"; "High-School-Level Activity: Editorial Board Meeting for a Textbook Publisher" (D. J. McNamara);"Demythologizing Subject Matter" (D. Cowell); "Review of the New York State Great Irish Famine Curriculum Guide" (K. Sheehan); "Teaching about the Great Irish Famine: A Response" (M. Murphy); "Teaching Writing with Documents" (J. Balantic; A. Libresco); "High School Classroom Activity: Teaching about the French Revolution--A Play" (M. Pezone); "Using Personal Family Documents in Document-Based Instruction" (E. Putnam); "Bridging Differences of Time, Place, and Culture" (J. Y. Singer); "Celebrating African American History: A Play" (C. Goodman); "Using Geography To Integrate Science and Social Studies" (H. Dircks); "A Science Teacher Looks at Social Studies: How Does Geography Shape History?" (S. M. Hines); "Eighth Grade Study-Travel Trip to Washington, DC" (R. Morris; J. McNeelly); "Web Site Directory on Economic Globalization" (K. W. Leman); "Tale of Two (New Jersey) Canals" (H. Green); "Middle-Level Activity: Towpath Canals of New Jersey" (L. Barth); "'Erie Canal: New York's Gift to the Nation': Review" (E. Samora), "Excerpts" (F. D. Larkin), and "Lesson Activities"; and "Genessee Valley Canal" (D. June). (BT)

This publication explores issues related to Africa. It examines the U.S. response to the Barbary pirate states (Morocco, Algiers, Tunis, Tripoli) in the early 19th century; the current AIDS crisis in Africa; and 14th century Mali and other Islamic lands through the eyes of Ibn Battuta, who traveled throughout the Muslim world. Each article provides student activities for writing and discussion. The Postscript section contains one lesson from "America Responds to Terrorism," a frequently updated feature of the Constitutional Rights Foundation's Web site. (BT)

This issue of "Bill of Rights in Action" explores issues raised by empires and imperial law. The first article, "Clash of Empires: The Fight for North America," looks at the clash of empires and the fight for North America during the 18th century. The second article, "When Roman Law Ruled the Western World," examines Roman Law, which helped hold the empire together and is the basis for many modern law codes. The final article, "Puerto Rico: Commonwealth, Statehood, or Independence?" looks at the future of Puerto Rico, a U.S. territory acquired during the Spanish American War. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This issue of "Bill of Rights in Action" explores questions of military authority. The first article looks at the French Army mutinies in World War I and how the French Army dealt with them. The second article examines President Truman's firing of popular and powerful General Douglas MacArthur during the Korean War. The final article looks at how the U.S. military is dealing with the harassment of women and gays in its ranks. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This theme issue of the "Bill of Rights in Action" looks at labor issues. The first article examines the unionization efforts of the Wobblies in the United States at the beginning of the 20th century. The second article explores the protests of the Luddites during Britain's Industrial Revolution. The final article looks at whether international labor rules should be adopted. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This theme issue looks at three issues of religious tolerance. The first article examines a case recently decided by the United States Supreme Court on student-led prayers at school events. The second article explores the persecution suffered by members of the Mormon religion during the 19th century. The final article looks at Martin Luther and the Protestant Reformation in Europe. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This issue of "Bill of Rights in Action" looks at historical and recent innovations in law. The first article examines the code of laws developed by the ancient Hebrews which influenced Roman law, English law, and the U.S. Declaration of Independence and Constitution. The second article explores Thomas Jefferson's writing of the Declaration of Independence and the source of his ideas for that document. The final article looks at the animal-rights movement, an active movement seeking recognition of basic rights for animals. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This theme issue looks at three historical and recent instances of civil disobedience. The first article examines the Free Speech Movement, which arose on the Berkeley campus of the University of California in the 1960s. The second article recounts the struggle of Mahatma Gandhi to free India from the British Empire. The final article explores the anti-abortion rescue movement. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This theme issue examines three historical and current problems surrounding wealth and power. The first article looks at King Leopold of Belgium and his exploitation of the Congo. The second article explores John D. Rockefeller and the Standard Oil monopoly. The final article examines the antitrust case against the Microsoft Corporation. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

These newsletter volumes deal with topics in U.S. history, world history, and U.S. government relating to the Bill of Rights. The newsletters present background information for classroom reading, in some instances provide a list of topical issues, and offer activities for discussion and writing. Some of the topics considered in the newsletters are: political scandals, the National Endowment for the Arts, the Romanovs, the separation of church and state, welfare, the Aztec Empire, origins of Islamic law, the Napoleonic Code, bombing civilians in World War 2, and censoring the Internet. (BT)

This issue of "Bill of Rights in Action" looks at individuals who have stood on principle against authority or popular opinion. The first article investigates John Adams and his defense of British soldiers at the Boston Massacre trials. The second article explores Archbishop Thomas Becket's fatal conflict with England's King Henry II. The final article examines Dr. Jack Kevorkian and the issue of mercy killing. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)

This document is the eighth volume of a series designed and written for the young reader aged 9 and above. It contains three issues and covers individuals whom young people want to know about most: entertainers, athletes, writers, illustrators, cartoonists, and political leaders. The publication was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry combines at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies and honors and awards. Each of the entries ends with a list of easily accessible sources (both print and electronic) to lead the student to further reading about the individual. Obituary entries also are included, written to provide a perspective on an individual's entire career. This volume includes profiles of: Sarah Michelle Gellar, John Glenn, Lynn Johnston, Shari Lewis, Oseola McCarty, Mark McGwire, Frank Sinatra, Sammy Sosa, Venus Williams, Jennifer Aniston, Kobe Bryant, Sharon Draper, Savion Glover, Jeff Gordon, David Hampton, King Hussein, Shania Twain, Mitsuko Uchida, Jesse Ventura, Ben Affleck, Maurice Ashley, Sadie Delany, Bessie Delany, Lauryn Hill, Slobodan Milosevic, Natalie Portman, J. K. Rowling, Gene Siskel, John Stanford, and Natalia Toro. (LB)

This ERIC Digest reports on the outcomes of a conference of teachers, college history professors, teacher educators, and state and local school board members. The theme of the meeting was that if, according to the standards-based strategy for democratic school reform, all students in every school are to be offered an equally solid and engaging study of history, then all teachers need an equally rigorous preparation to teach them. The problems treated were how to explore conditions under which subject matter mastery can be nurtured among history teachers, and how to determine the changes needed to bring about and sustain those conditions. Conferees recommended that prospective teachers of history in the middle and high school should have a college major organized around main topics and significant questions in specific areas of history and their related areas of study. Conferees recommended that colleges of education reduce the required number of generic methods courses in order to offer more courses by subject experts and experienced practicing teachers. Recommendations were made to history professors that university administrators must establish personnel policies that end the disincentives for history faculty to work with outside departments and to mentor preservice teachers. State departments of education must redesign teacher licensure and expect that certification examinations are rigorous. Local districts need to establish procedures and criteria for evaluating teacher candidate subject area qualifications. College governing boards must insure that changes occur in admissions, core course requirements, incentives for faculty, and department majors. (EH)

This ERIC Digest outlines what world history is and why and how world history should be implemented into social studies curricula. The Digest offers suggestions on how to improve the study of world history in schools. Topics discussed in the Digest include: "What Is World History?"; "Why World History in the School Curriculum?"; "Major Themes and Habits of Mind for Teaching and Learning World History"; and "Teacher Preparations and Instructional Strategies." Included is a list of references and ERIC resources related to the study of world history. (RJC)

This series is designed and written for young readers, aged 9 and above. The volumes cover individuals that young readers want to know most about, including entertainers, athletes, writers, illustrators, cartoonists, and political leaders. Each issue contains numerous sketches arranged alphabetically. Each entry provides at least one picture of the individual profiled, with additional information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, honors, and awards. Each entry also ends with a list of easily accessible sources for further information on the individual and a current address. Obituary entries are included and are written to provide a perspective on the individuals entire career. Each issue concludes with a guide to the indexes, a name index, general index, places of birth index, and a birthday index (by month and day). Individuals featured include: Kofi Annan; Diana, Princess of Wales (obituary); Hanson (Ike, Taylor, Zac); Jimmy Johnson; Dominique Moceanu; Alexandra Nechita; LeAnn Rimes; Mike Vernon; Reggie White; Neve Campbell; Sean Combs (Puff Daddy); Leonardo DiCaprio; Walter E. Diemer (obituary); Ruth Handler; Livan Hernandez; Tara Lipinski; Betty Shabazz (obituary); Mother Teresa (obituary); Bella Abzug (obituary); Dalai Lama (Tenzin Gyatso); Jewel; Jody-Anne Maxwell; Brad Pitt; Emily Rosa; David Satcher; Kordell Stewart; Shinichi Suzuki; and Kate Winslet. (EH)

This issue of "Art to Zoo" focuses on Japanese art and is adapted from materials developed by the education department of the Smithsonian Institution's Freer Gallery of Art and the Arthur M. Sackler Gallery. After learning how to look at paintings, students make paper screens that resemble Japanese screens. Background essays about Japan place the art lessons within a larger social studies unit on Japan. Sections of the lesson plan include: (1) "Geography of Japan"; (2) "Looking for Clues: Paintings as Information Sources"; and (3) "Japanese Screens." Worksheets, take-home pages, and a resources list conclude the unit. Lessons are designed for grades 4-9 and address art, geography, and social studies. (EH)

This digest discusses the need for teaching about the Vietnam War, possible reasons for the negligible treatment the subject receives in social studies classes, and some instructional approaches to the material. Currently, students lack a systematic and detailed knowledge of this turning point in U.S. history. The impact of the Vietnam War on U.S. foreign policy, domestic politics, and social history cannot be overestimated. The controversial nature of the War and its ensuing political opposition are reasons teachers shy away from this subject. They also are discouraged by the superficial and often distorted textbook coverage, time constraints, and a lack of worthwhile supplementary materials. Three aspects of the Vietnam conflict that should be covered in social studies instruction are identified. These are the conflict itself, the geographic concepts of places/regions and physical systems, and the gamut of homefront issues ranging from the anti-war demonstrations to the political ramifications of the War. To these ends, the digest lists several educational resource kits and theme issues of social studies journals. It also provides an address list of Southeast Asian resource centers and veterans' organizations thats often publish resource packets and teaching materials. In addition, journal articles, annotated bibliographies, and teaching guides are noted. (MJP)

This document consists of the first four issues of a serial publication, "Bringing History Alive in the Classroom!" The volumes focus on: (1) "A Sampling of Renaissance Instruments," which includes: information on Christopher Columbus, Leondardo da Vinci, and William Shakespeare, a timeline from the middle ages through the renaissance, Queen Elizabeth I, and renaissance recipes; (2) music and curriculum aids for the medieval, renaissance, baroque, and classical, and early American periods; (3) music relating to "All Hallow's Eve"; and (4) "Early American History & Music Resources for Teachers." Each issue contains teaching suggestions and ideas, resource materials, and visual aids. The materials are geared toward middle- and high-school students but could be adapted for other levels to supplement instruction. (EH)

The bilingual (Chinese/English) journal published annually for Hong Kong educators contains articles in a wide range of areas and at all levels of education. Articles include: "Micropolitics in Managing Bi-Sessional Primary Schools: A Case Study of the Interactions between Partner School Heads" (Cheung Wing-ming); "On Features of Implementation of the Whole School Approach to Guidance" (Xiaodong Yue); "Quality Distance Education--The OLI Model" (James Y. W. Tong); "Team Development: A Multidimensional Approach" (Allan Walker, Kenneth Stott); "The Investigation of the Management Technique and Leadership Strategy a Primary Headteacher Should Possess Through Historical Events of the Ancient China During the Second Century" (in Chinese) (Chan Ling Hay); "Change in Education and Social Involvement--Hong Kong Experience" (in Chinese) (Au Yeung Chi); "Managing Tutors in Distance Education: Further Issues for Consideration" (Kenneth Chee-kwong Chao); "Review of Cycle Timetabling System" (in Chinese) (Ho Kwok Keung; Wong Wai Keung); "Students' Misconceptions in Solving Mechanics Problems" (Lo Lam Fat and Au Yeung Po See); "Environmental Education in Hong Kong Secondary School: State of the Art" (John Chi-kin Lee); "Promoting Teachers Use of Instructional Technology in Hong Kong" (Sabrina Su-fen Chin); "Chinese Language Teachers' Self Evaluation on Their Professional Knowledge" (in Chinese) (Ho Man-koon); "Fieldwork in Geography: A Review of Purpose and Practice" (Philip Stimpson); "Preparing 'Small' Environmentalists Through Activity-based and Interdisciplinary Environmental Teaching" (Tammy Kwan); "Common Errors of Using Chinese Words Among Junior Secondary Students" (in Chinese) (Tse-Shek Kam; and others). (MSE)

These three issues of the newsletter offer editorials, action plans for Holocaust programming, testimonies of experiences of survivors and liberators, project ideas, and teaching suggestions. The brief newsletters are intended to provide resource ideas and materials, as well as thought-provoking ideas, for implementation of Holocaust instruction into the classroom. (EH)

This ERIC Digest discusses the National History Standards and their implementation in elementary education. The National Standards, along with recent research on history learning, have influenced curriculum guides, textbook revisions, and new instructional materials in various formats. This digest summarizes research on children's ability to learn history and different teaching methods. It explains that the National Standards project divides thinking skills into five categories: (1) chronological thinking; (2) historical comprehension; (3) historical analysis and interpretation; (4) historical research capabilities; and (5) historical issues analysis and decision making. Content standards are divided into three sets: (1) K-grade 4; (2) U.S. history for grades 5-12; and (3) world history for grades 5-12. The set of nine content standards for grades K-4 is divided into five topics: (1) living and working together in families and communities, now and long ago; (2) the history of students' own state or region; (3) the nation; (4) the history of peoples of many cultures around the world; and (5) historic discoveries in science and technology. This digest lists 10 periods or eras in which the 32 content standards in U.S. history are distributed. The 36 content standards in world history are distributed within 8 historical periods. The digest identifies teaching practices that develop historical knowledge, thinking skills, and interest in learning history. Good teaching practices include the use of children's literature, videotapes, and field trips. An 11-item list of references and ERIC resources is included. (DK)

These two issues of "Virginia Resolves" provide articles of interest to the social studies reader and provides ideas for social studies instruction and curriculum. The fall issue features seven articles: (1) "Death and the Young Child" (Rosanne J. Marek); (2) "Simulations: Bibliography for the Middle and Elementary Teachers" (William Coleman Redd II); (3) "Biography-Centered Learning for the Social Studies" (Marie Bittner); (4) "Multicultural Literature Update: Native Americans and East Asian Americans" (Katherine T. Bucher); (5) "Judicial Nominations" (Linda Karen Miller); (6) "A More Open China" (L. K. Miller); and (7) "Address to Virginia Social Studies Educators" (Terry Knecht Dozier). The spring issue contains six articles: (1) "The Social Sciences and the Social Studies: An Essay on the Development of and Need for Citizenship Education" (Mark Crockett); (2) "18th Century Crafts for 20th Century Children: The Apothecary" (Alice P. Wakefield); (3) "The United States Holocaust Memorial Museum: An International Tribute and Educational Resource" (S. Rex Morrow); (4) "Obscuring the Second Amendment" (Mark D. Polston); (5) "Simulations: Bibliography for High School Teachers" (William Coleman Redd II); and (6) "The Columbian Quincentenary: An Educational Opportunity" (an official position statement developed by the National Council for the Social Studies). Contains 26 references. (CK)

This digest discusses "Lessons From History," the report of the National Center for History in the Schools at the University of California, Los Angeles. The report provides a rationale for the study of history throughout the K-12 curriculum and specifies core ideas, themes, and topics that undergird both content and performance standards in United States history and world history. The study of history must reflect the three ultimate purposes of education in a free society: to prepare individuals for (1) active citizenship, to safeguard liberty and justice; (2) a career of work, to sustain life; and (3) the private pursuit of happiness, or personal fulfillment. Many recent reports from a variety of sources have emphasized that the importance of history requires a significant increase in the time currently devoted to the subject in most schools. No less than four full years of history should be required of all students between grades 7-12, and history should also be included in ways appropriate to the students' capabilities in the K-6 grades. Three years and two years respectively are recommended for U.S. history and world history. Selecting specific historical topics and content requires an organizational structure based on enduring themes and questions that exemplify the human experience. This digest lists and discusses the major themes presented in "Lessons From History," namely: (1) the development and changing character of human societies; (2) the economic and technological development of societies, resulting in the continual quest to sustain and improve the quality of life; (3) peoples' understanding of themselves, their place in the universe, and the quest for meaning; and (4) the development of political theories and democracy. The digest concludes by describing seven principles found by the report to be associated with effective teaching and learning of history. A list of ERIC resources is included. (DK)

In 1991, the 50th anniversary of the United States' entrance into World War II was observed. This is an opportune time to reevaluate and renew the teaching of this cataclysmic event. Most people have been affected by the political, economic, and social consequences of the War. But perhaps the most important reason to rededicate ourselves to teaching about World War II is that the experience is still near enough in time to provide retrospective interest for those who lived through it and to spark intellectual curiosity among those unborn at the time. (Author)

The voyage of Columbus in 1492 is a turning point in world history. After 1492, people and civilizations of long-separated regions began to develop connections that have led to the incipient global community of the 1990s. It is their global significance that justifies a prominent place in today's curriculum for the four voyages of Columbus to the Western Hemisphere, not the mere fact of their 500th anniversary in 1992 and thereafter. Educators, therefore, should use the Columbian Quincentenary as a ripe time to renew and reform teaching and learning about these events of long ago that still affect most peoples and places of our world today. (Author)

A Holocaust survivor recently implored social studies teachers to "remember our faces." This becomes an especially poignant plea when one considers the ages of the Holocaust survivors, rescuers, and liberators. This generation will soon be gone. Who will remain to tell their stories? As the 50th anniversary remembrance of World War II continues, the significance of the European Holocaust and its implications for teaching social studies at the middle and high school must be considered. Too often the Holocaust is forgotten in the recitation of dates and battles, commanders and campaigns. The annihilation of more than six million Jews cannot be described in the one or two paragraphs devoted to the Holocaust in the average social studies text. Though Auschwitz, Dachau, Bergen-Belsen, and other Nazi death camps are synonymous with horror, what of the identities of the victims of those camps? How do educators teach about those individuals who died in the camps, of those survivors who left the camps forever changed, or of those rescuers who risked their lives to help others? The goals of this ERIC Digest are to: (1) present a rationale for Holocaust education; (2) discuss curriculum placement for inclusion of the topic; (3) list organizations and resources available to help educators in teaching about the Holocaust; and (4) provide a bibliography of relevant materials in the ERIC database. (Author/DB)