Search

Compares treatment of global education in three curriculum guidelines: California's History-Social Science Framework (1987); the New York Social Studies Program; and the National Commission on Social Studies in the Schools' report, "Charting a Course." Finds the New York program more broadly conceptualized emphasizing all the social science disciplines. (CH)

Common threads running through the social studies curriculum reform recommendations include the following: (1) the study of democratic beliefs; (2) student civic participation; (3) the study of modern issues that call for global interactive connections; and (4) restructuring survey courses to avoid repetition and add depth. (MLF)

Discusses the debate over world history survey courses. Examines eight world history textbooks. Compares the treatment of the following topics: Hammurabi's Code, Buddhism, the fall of the Bastille, and the Korean War. Also reviews goals, use of maps, visuals, and skills involving analysis of primary and secondary sources. (RW)

Presents a study addressing the confusion over social studies skills. Documents the historical background leading to this confusion by reviewing the professional and research literature from the early 1900s to the 1980s. Stresses the problem of imprecise terminology, pointing out that the citizenship, inquiry, study, and thinking skills movements have interwinded. (CH)

Evaluates the coverage of the Korean War in 12 high school history textbooks. Lists the books, and reviews the coverage of each in the areas of: total coverage and illustrations; Korean war background; causes of the War; the Truman response; waging the War; the Truman-MacArthur controversy; and the results of the War. (GG)

Concludes that most high school history textbooks have little coverage of major events in the history of journalism. (FL)

A survey found that secondary U.S. history textbooks provided the most coverage of propaganda and included the largest number of examples for student analysis. Very little coverage of propaganda was found in world geography and world history texts. A few government texts provided excellent coverage, but most gave the subject little attention. (RM)

Provides an introduction to the global education and textbook theme articles in this issue, giving special attention to the National Council for the Social Studies curriculum guidelines. Reviews literature on international political socialization and textbook content and draws implications for achieving a more positive and accurate global awareness via social studies instruction. (JDH)

The Accelerated Christian Education (ACE) Program offers students in 5,000 schools a complete curriculum for all grade levels that stresses Christian values and American patriotism through structured individual packets, which allow each student to work at his or her own pace. Evaluates social studies units for grades 7 to 11. References included. (CJH)

Maintains that recent statements from United States Department of Education officials are in direct opposition to National Council for the Social Studies (NCSS) curriculum guidelines. Provides examples from seven high school textbooks to demonstrate accurate treatment of totalitarian regimes and urges social studies educators to oppose official exhortations to introduce more critical treatments. (JDH)

Examined the treatment of Social Security, civil rights, political power, and population trends in 19 secondary schools' United States history and government textbooks. Found that only Social Security was given adequate treatment. Concluded that the coverage of aging issues in secondary textbooks was generally weak and insufficient. (Author/NB)

Stresses the importance of critical reading skills for high school students in social studies courses. Suggests that educators develop social studies materials dealing with critical reading and that they undertake research to develop better methods of instruction in critical reading. (DB)

Explains why critical thinking/reading skills are important within the context of social studies and presents information about assessing critical reading skills. (DB)

Evaluates how U.S.-Latin American relations are presented in high school U.S. history textbooks. An examination of 10 textbooks published between 1977-81 revealed inadequate coverage of Latin American cultural diversity and United States foreign policy from the Latin American perspective. (AM)

Describes a study which analyzed 10 current and widely used secondary U.S. history textbooks for their coverage of the Vietnam War to determine their accuracy, completeness, and objectivity. Most of the textbooks studied offered a too sketchy account of the Vietnam War. Certain key topics are often neglected. (RM)

Stresses the importance of recognizing bias in written language (often referred to as critical thinking/reading) and suggests activities to help elementary school social studies teachers improve their bias recognition skills. A multiple choice quiz is presented in which teachers are directed to analyze bias in quotations from newspapers and social studies textbooks. (DB)

Ten recent editions of secondary school-level United States history textbooks were analyzed to determine coverage and balance of the Vietnam War. Treatment of topics such as Vietnamese culture, the roles of wartime leaders, the aims of the United States government, the antiwar movement, and costs of the war are discussed. (PP)

Presents a critical examination of six high school geography textbooks to see how they varied in their treatment of world politics, and comments on the degree of nationalistic bias in each one. Suggestions for teachers are included to help them deal with political concepts and bias in textbooks. (Author/AM)

Reviews conditions in the United States supporting the need for the treatment of terrorism in social studies textbooks and reports the results of a survey of 19 high school government and history textbooks. Concludes that only two books offered students any help in defining or understanding terrorism. (JDH)

A study involving 2,000 8th and 11th grade students showed that males and females appear to be different in their news knowledge and news acquisition habits. Boys knew more about national and international events than girls, watched more television news, and read newspapers more often. (RM)

Argues that an understanding of American ideals and democratic values should be part of high school minimum graduation competencies. (Author/SJL)

Discusses the need to increase emphasis upon European countries, particularly Germany, in geography and social studies instruction. Cites research indicating that postwar Germany has been ignored in the classroom. Expects textbook coverage of Germany to increase, but recommends student and teacher exchanges to broaden U.S. awareness of Germany. (SG)

Reviews difficulties publishers have in adequately representing world regions. Recommends that teachers: (1) use textbooks analytically, (2) provide alternative perspectives, (3) use supplementary materials, (4) incorporate analysis of mass media, (5) take advantage of local resources, and (6) continuously examine and modify their social studies curriculum. (JDH)