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Ever heard the groans of students, "When will I EVER need to know this in real life?" or "I learn better by doing!" The boom of the internet, communication and simulation technologies has allowed students more opportunities for authentic learning experiences, such as experimentation and real life problem solving. Authentic Learning focuses on real world, complex problems and their solutions. These learning programs do not revolve around 'teaching english or math.' Authentic Learning tasks are inherently multidisciplinary; they could require skills from more than one subject area. Examples of authentic learning tasks could be setting a budget, or managing a city. Ensuring classroom learning has real life relevance will allow students to feel like their learning will apply to them beyond the classroom setting. Their classroom learning strategies will teach students how to turn information into useful, transferable knowledge. Making different connections across disciplines is an important skill that will aid students once they reach the 'real world' beyond the classroom.Read this article and prepare your students for the real world complexities they will soon face that cannot be solved simply by applying an algorithm!

This article suggests to teachers that they engage their students in social studies by show how the content is connected to real life. To do this, the students should investigate the topic they have chosen from a menu of topics provided by the teacher in real life contexts; an example would be investigating hunger as a social issue by experiencing a food bank/shelter, speaking with the shelter director, volunteering, etc. In experiencing the curriculum content in the present time and in real life, the student will be more actively engaged in the material, see the relevance to his/her own life and the adult workplace, care about and connect with the task and possibly develop a passion for the issue. The article argues the strategy is beneficial to both the student and the teacher and offers concrete examples of the strategy as suggestions to readers who may be teachers searching for new ideas.

Found this journal article written primarily for education professionals, in which the author explores B.C and Canada's social studies curriculum in the age of globalization. In her belief the "absent curricula" is failing to create students who are well informed global citizens. The paper explores the reasons why are curricula is failing and provides suggestions as to how to address them. In addition the article does a great job of comparing our Canadian social studies curriculum to the U.S and U.K curriculum. The article goes on state that In "order to develop a better understanding of our world today, as well as foster critical thinking, students should be introduced to the histories of many nations, both past and present." In addition the paper emphasis the importance of authentic assessment, rather than testing of rote learning. The author also suggests that teachers should mark social study students based on more globalized themed projects and assignments rather than multiple choice, fact-based tests.