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Hostetler, Andrew L. – Social Education, 2012
The author experienced the introduction of the Internet as a high school student. Reflecting on that experience, he now realizes that he did not understand the possibilities offered by chat rooms, instant messaging, and other Internet-based communication tools to increase sociopolitical connectedness. As the teacher of an eleventh grade social…
Descriptors: Social Studies, Internet, Synchronous Communication, Web Sites
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Hatch, Barbara – Social Education, 2010
The Arizona Heritage Project began in 2003 when the Salt River Project (SRP) celebrated its centennial. This Arizona utility sponsored five student groups engaged in documenting Arizona history. Cactus Shadows High School in Cave Creek, Arizona--an old cowboy town about 20 miles north of Phoenix--was one of the recipients of a $3,000 grant to…
Descriptors: Local History, Documentation, Military Service, Veterans
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King, M. Bruce; Newmann, Fred M.; Carmichael, Dana L. – Social Education, 2009
In this article, the authors summarize important and promising research on what they call "authentic intellectual work." It is important because so often schoolwork, not only in social studies but across the curriculum, requires little in the way of deep conceptual learning that also connects to life beyond school, and it is promising because the…
Descriptors: Social Studies, Standards, Learning Activities, Educational Research
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Mitsakos, Charles L.; Ackerman, Ann T. – Social Education, 2009
Schools in the late sixties and early seventies had many options and were engaged in implementing a variety of programs rooted in the social science disciplines with effective pedagogy drawn from social studies educators. With the implementation of the "No Child Left Behind" Act, one can observe the drastic changes made in the way social…
Descriptors: Federal Legislation, Social Studies, Innovation, Scores
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Schug, Mark C. – Social Education, 2007
In this article, the author takes a different approach in teaching U.S. history to young people. His approach is derived from economics but not economics as a long list of concepts embalmed in huge textbooks written for use in Econ 101 and 102. Instead, he suggests, history teachers can do much to improve their instruction by drawing upon a…
Descriptors: Economics, Perspective Taking, World Views, United States History