In England, there has been a push towards changing the history curriculum to be compulsory until a higher age level. The teaching of history has been placed under review that the lessons are taught to an extent and then cut off at the age of 14. Sir David Cannadine, wanted the education to be extended. He argues that it is not the topics themselves but that they are squished together into a 3 year course. He wants to see history remain compulsory until 16 similar to other countries. If the time is extended, it provides the material to breathe. Knowledge of History can help provide students with a deeper understanding of today's society. It also offers students a place within a wider story, providing the basis of identity. This however has been neglected in England in their education system for a very long time and requires change. In Canada, the study of history is well rooted in the curriculum, and seeing this issue elsewhere really helps us value our history curriculum. Being taught history within 3 years in England which has been around longer then Canada is hard to believe and quite shocking. Though this article talks about a location in Europe, it is relevant to us here in Canada because we can see how important history education is and how well we have history rooted in our education system.
http://www.telegraph.co.uk/comment/telegraph-view/8907557/Lessons-of-history.html

http://www.heraldextra.com/news/local/education/precollegiate/professional-volunteers-teach-students-gis-technology/article_02a78241-fef7-5e9a-bd4f-0b9d5f85d655.html

Throughout Utah County, 4 hundred students from grades 4 through 12 participated in a full day of geography based learning and activities, learning about a variety of skills and occupations related to Geographic Information Systems. These students had the opportunity to participate in this globally recognized event in conjunction with National Geographic week. The main purpose was to educate people regarding geography and the many applications of GIS in day-to-day life to help encourage and help others gain an appreciation of geography. Students learned about maps and learned how geography could expand knowledge. All the knowledge presented is relevant and can assist the youth when planning for the future. This program provided mentors for the youth, getting them excited about geography, developing an appreciation for the subject. The geography week, and the lessons and activities, indicate how important it is to teach geography since the programs and other geographic information systems are used daily. This article is important because you can see students reflecting on their appreciation for what they have learned. Similar activities and implementing a Geography week within our schools can be beneficial since it can potentially encourage learning. The example and success of the National Geographic Week can be very useful, and proves beneficial to both teachers and parents since students of varying age can develop an appreciation for geography.

This article discusses new, innovative, educational products that can be used for teaching geography and history to make the subject matter fun. To steer away from books, maps and globes, there are more exciting teaching methods and tools such as puzzles, games, high technology resources, projects and hands-on activities. The article looks specifically at 4 new educational products that can assist in teaching these subjects. First there is the interactive smart globe which provides several facts on geography, politics, etc. It can be programmed based on age and grade level. The benefit of this globe is that since things change worldwide continuously, the database can be upgraded by being connected to the internet. This allows the information to keep up with the changes of world affairs, politics and geographic borders. Next, there are the 3D Atlases which allow children to explore landmarks in 3D. Third, there are many history and geography games that are interactive, such as puzzles and brain teasers. These are good ways to teach and there are many sources and ideas provided online. There are even telephone apps that have interactive games in this subject matter. Lastly, there is the geography cookbook which is a kid-friendly and educational teaching source. Not only can children cook, they'll be learning about regional recipes and ingredients. Overall, this is a relevant source since teaching has taken a turn away from being led by teachers, and there is more of an emphasis on student based learning. These interactive activities and technological products can assist in teaching in our continuously modernizing schools. The article specifically targets parents and teachers, providing ideas of how to teach these subjects in a way that will encourage children to learn.

http://www.catalogs.com/info/education/teaching-children-geography.html

Video learning utilizing video conference technology has been used between two high schools to deliver a shared curriculum allowing both schools to share teaching capabilities. A geography teacher trialed a "connected classroom" and it was a success. Students learned the geography curriculum using the virtual technology. Other subjects could also be taught, sharing teaching between schools. A video link was used allowing classes located on different sides of town could be together in one room. Not only could students see and hear the other class, they could see the information being taught and videos presented on an interactive whiteboard making the lesson more engaging. The new technology was clearly a benefit to these schools and could be the future in other schools where there is a limited number of children or in specialized subjects. This article informs, not only the public, but has the potential to excite educators worldwide of this technology as it's modernizing the world of education. It is valuable to the PLC since young teachers are being trained more on technology which is continuously advancing and entering schools everywhere. Video learning is a new phenomenon that can be beneficial in schools as it can reach several types of learners, both visual and auditory. Technology continues to advance and as it does all schools will have to grow with the progress.

http://www.portnews.com.au/news/local/news/general/video-learning-a-taste-of-future-classrooms/2340577.aspx

This article discusses the importance of trying to include the gay rights movements into the curriculum in public schools in the states. Councilman Danny Dromm thinks that the curriculum should begin in kindergarten, demonstrating to children that people come from different sexual orientations and that they too have accomplished great things and deserve the same rights and respect as everyone else. The lessons should include social, political and artistic contributions of notable lesbian, gay, bisexual and transgender individuals since the LGBT community has contributed a lot to history and that children should know the truth. Including these lessons into the curriculum would apparently not cost any additional money to the Department of Education since schools are constantly buying new textbooks and events are always being added and revised. Furthermore, since history is generally taught according to themes, LGBT history could be included with the black civil rights movement and women's suffrage since many see similarities. Lastly, in schools discrimination and bullying towards those who are, or are assumed to be, LGBT is relatively high. Educating the children can lead to greater understanding of diversity and can even make schools safer for LGBT youth, helping prevent stereotypes.
This article is relevant since the gay rights movements and LGBT have generally been excluded from history books and the topic is usually not taught in schools. However, it is important that children not be shielded from knowing the truth. This article is not only directed towards the public, but is also trying to educate teachers and parents about the necessity of including the gay rights movement in the curriculum. As Dromm explains, "It is better to learn about different things that exist in the world rather than be surprised by them."

http://www.qchron.com/news/queenswide/dromm-teach-lgbt-history-in-public-schools/article_b70f3591-ea8d-53dc-8712-4cf0d23ec92f.html

http://www.education.ualberta.ca/en/FacultyOfEducationNews/2011/January/Studentsidentifykeyeventsinhistorythroughpersonalconnections.aspx

This article looks at a study that was done in Alberta, looking at how students' ethnic identities influence their perceptions of what is historically significant in Canada's past. Not every student interprets Canadian history the same way, since many interpret some events personally. There are some small sections in a history textbook that a student may relate to personally and therefore may leave a lasting impact on them. The researcher argues that there is not enough research done that explores the connections students make between their ethnic identities and their understandings of history. Common questionnaires ask questions regarding the background of parents, which leads us to categorize people. However, if asked and given the opportunity to explore identity, many may identify themselves in various unexpected ways. The students who took part in this study wrote very sophisticated and original pieces about ethnic, cultural and national identities which shocked the researchers. If students can learn to think historically they will be able to understand their identity and it will influence their own understandings and interpretations of history. This article is important since it indicates to teachers and TECs that social studies, in particular, history, can be interesting to students if they have a better understanding of themselves.

This article looks at the placement of September 11th in the social studies standards in high school classrooms. Though it is not an objective in the LPS social studies standards, many teachers from various states in America do not hesitate to address the event. The 9/11 attacks are not only mentioned in history classes, but also in government and politics classes. Unfortunately, many teachers are faced with the challenge of time since the amount of history that is covered exceeds the time limit they have in the classroom. One teacher reflects on how in the eighties, the Vietnam war was barely discussed, but as time passed that event became a main topic in the social studies curriculum. Referring to 9/11, though it was only a decade ago, provides a means of trying to understand where we are at the present time and how we got there. Furthermore, the event predates many of the students in elementary schools, and since they are exposed to the events and they try to make sense of the issue, the social studies class is the best place for them to pose their questions. As a result, this article seems to stress the importance of how the social studies are progressively developing. History, in particular, does not stop; rather we are continuously making history and as time goes on it is important to address the current events within the classroom. This article is important since it also addresses the importance of the curriculum standards to be constantly revised, adding new teaching objectives as time passes.
http://journalstar.com/special-section/september-11/culture/article_dd667d3a-6b8c-50ad-9398-7004b973db64.html

Duncan, looks critically at the curriculum in The United States, outlining how the social studies have been greatly undervalued. In his perspective, it is crucial that the curricula be expanded so that students have access to all of the core disciplines in order to widen their opportunities and get a well-rounded education. A well-educated person needs to learn much more than math, science and English. He believes that more time needs to be designated for social studies and that they should no longer be treated as second-class subjects. He also mentions that testing should be improved to better assess development. However, the intention of improving testing is not to grade upon content knowledge but to help students be "engaged and thinking citizens," who are prepared for college and careers. In his perspective, "The social studies plays a critical role in creating civically competent young people who make informed and reasoned decisions for the public good and who contribute to an increasingly diverse, but independent world." Duncan ends with an interesting but moving quotation from James Leach, the chairman of the National Endowment for the Humanities, stating, "a society that fails to study history, refuses to learn from literature, and denies the lessons of philosophy 'imprisons [its] thoughts in the here and now," (p. 125).
http://higherlogicdownload.s3.amazonaws.com/SOCIALSTUDIES/8b42cf1d-bada-43c0-a806-65645795b396/UploadedImages/Social_Education_75-3_ArneDuncanArticle.pdf

This article, "Tests show improvements in math, literacy skills," looks at the results of the latest provincial testing indicating that the statistics have slowly been improving over time. However, many think that the provincial test is limiting as it only covers reading, writing and mathematics. Many education activists believe that this form of testing is limited, ignoring important subjects such as geography, history and physical education. This article was released by CBC and is most likely directed to the general population. The article voices the concern of the limits of the provincial testing which has remained the same for an extended period of time. This article outlines the need for change and progress in the education system, as well as in the way children are assessed in school.