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• W1567451796 abstract "In Robert Heilbroner's prophetic book, An Inquiry into the Human Prospect, published in 1974, he examined three threats to the survival of humanity that he believed world leaders would have to address in order to avert disaster--nuclear annihilation, over-population, and environmental catastrophe. (1) In recent years, the emerging possibilities of nuclear terrorism, the struggle of the community of nations to contend with massive starvation and major disasters, and frequent revelations on the impact of climate change have become more deeply etched into our consciousness and underscore the prescience of Heilbroner's forecast. It is best done after consideration of one or more current foreign policy issues. Scholars Online video clips on this topic also provide a useful introduction to the topic. They are available from the Scholars Online section of the Choices Program website, www.choices.edu/scholars. [ILLUSTRATION OMITTED] These are worldwide problems, inextricably connecting national interests to global solutions. Will the rising generation be equipped to deal with the world they are inheriting? And what is our responsibility as social studies educators? We all know that our students need more than the facts. They need a basic understanding of our history--where we came from or how civilizations have evolved and interacted. But they also need to understand why this knowledge is important and how it relates to their present. They need to appreciate how this knowledge is useful as we create the next chapter, the one they will co-author. And they need to believe it--that it is their chapter. History doesn't just happen; it is made--made by real people who faced real challenges, who had uncertainty about the future, just as we do today. Author David McCullough has said, ... history is not about the past. If you think about it, no one ever lived in the past.... They lived in the present. The difference is it was their present, not ours. They were caught up in the living moment exactly as we are, and with no more certainty of how things would turn out than we have. (2) Astute social studies teachers move with ease between past and present; it is their stock-in-trade. We want students to understand what it was like to live at critical moments in history, to feel the moment as those living it did. We also want them to understand that history can be an important instrument that informs our approach to critical issues today. Just as McCullough reminds us that history is made in the present, it is also important to remember that when history is made it becomes a piece of our world, a factor in our future decisions. In September 2002, media coverage had increased public awareness of brewing policy regarding U.S. plans in Iraq. By early 2003, the country and the wider world were in turmoil over what approach to take concerning Saddam Hussein. As Washington debated a plan of action, students in more than 4,000 classrooms, guided by their teachers, wrestled with a set of alternative policy options articulated in an online curriculum resource. If we try to put ourselves back in that moment, it is difficult now to remember that the United States was wrestling with the question of what to do about Saddam Hussein and his alleged weapons of mass destruction and which nations would join with us. Should the United States (1) act alone to remove Saddam Hussein from power and eliminate his weapons of mass destruction; (2) work with the international community to eliminate Iraq's weapons of mass destruction; (3) reject war--at least now--and continue to contain and deter Saddam Hussein; or (4) reject the use of military force and reduce our foreign policy profile? All were tough choices with real consequences. When the nation went to war with Iraq in March 2003, Washington had made its choice; and with it, a new chapter in history began to take shape. …" @default.
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• W1567451796 title "Explore the Past to Understand the Present and Shape the Future." @default.
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