As the world reckons with the existential threat posed by climate change, the US remains deeply divided about the need for action. The solution to this problem, many have argued, begins with teaching environmentalism in primary and secondary schools and fostering receptivity to environmental issues and environmental science among the next…

While project-based learning can be traced back to centuries-old theory, new research shows how it is linked to a variety of efforts for change in innovative schools.

Combining the sophistication of modern communication technology with the simplicity of an unadorned mobile room, Portals are making it possible for people around the world to connect and recognize their shared humanity.

COVID-19 offers a unique opportunity to transform the K-12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume--leading…

Challenge Based Learning (CBL) is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities…

The potential dangers teachers face when their classes begin to study human rights are discussed and advice on how to minimize the dangers are offered. (RM)

"Teachable Moments" are teaching aids about global perspectives in education. Number 1 explores disparity between what people say and what they think and do. Number 2 requires students to compare objects/concepts to illustrate that some see only differences, others see only similarities, and some see both. Number 3 examines growing…

Key psychological considerations that teachers should weigh when teaching children and adolescents about human rights are discussed. Specific examples of classroom practices are provided. (RM)

Discusses principles, methods, places, and outcomes of nutrition education. Suggests that in order to have the active cooperation of participants, healthy relationships between the various agencies, officials, local functionaries, and nutritionists should be maintained. (Author/KC)

This ERIC Digest discusses issues relating to teaching about U.S. foreign policy in the changing international environment following the end of the Cold War era and the disintegration of the Soviet Union. The document treats: (1) the need and rationale for teaching and learning about current foreign policy issues; (2) main themes in foreign policy…

"Teachable Moments" are teaching aids about global perspectives in education. Number 1 describes an activity that lets students feel what it is like to be a refugee. Number 2 involves discussion of why people are hungry, rich, or poor. Number 3 helps students learn to deal with experts' opinions on global problems. Number 4 uses…

Questions of disarmament and the legitimacy of the nation-state system should be the core of peace education and should comprise a major aspect of citizenship education. The approach to peace education should be cognitive and affective, intellectual and political, and should be initiated in the early elementary years. (Author/KC)

Discusses the teaching of world hunger in the classroom. Controversial questions and map skills for students are discussed as well as activities for home economics and science classes. A list of resource materials is included. (AM)

Possibilities for nurturing and supporting an ethical practice of witnessing in the context of informal and school-based communities of memory are explored, and suggestions are made for developing a principled way to decide what to retell or pass on when teaching about historical events of trauma. (SLD)

Classroom activities for examining effects of war and contemplating world peace are derived from the story of Sadako, a Japanese girl who died as a result of atomic bomb radiation. Making paper cranes, as Sadako did, and participating in schoolwide programs are suggested for primary, middle, and upper grades. (SLD)