This technology is destined to revolutionize our educational system and . in a few years it will supplant largely, if not entirely, the use of textbooks. -- Thomas Edison, 1922, statement on the invention of film Claims of the importance of new technologies by the inventors are not limited to our current cultural advancements. Society's pundits have customarily proclaimed that advances in technology will reshape the face of the human experience. Historians point to the "Gutenberg revolution" as having reshaped the knowledge base, access to information, and learning process of Western civilization. Perhaps not as apparent, subsequent advances such as the chalkboard, ballpoint pen, mass production of paper, mimeograph machine, the public library system, overhead projector, radio, and television also have changed how we learn. The Internet might prove to be second only to the invention of written language itself in its significance as a learning process for society. Marshall McLuhan's declaration--that the problem today isn't that we don't have the answers, but that we don't have the questions--prophesied the new world of information created by the technology we call the Internet.

Social Studies on the Internetis an annotated collection of web sites for use by current and future teachers of social studies at the elementary, middle, and high school levels. It is a new doorway to the best practices, content, and original ideas that are essential to the success of social studies teachers. Mastery of the Internet and its resources can greatly enhance the quality of the learning experience in social studies classrooms. In this second edition, every web site has been checked, updated, or replaced and new web sites have been added to reflect the developments on the Internet. SELECTION OF SITES In selecting the various web sites, four criteria were used: Comprehensiveness.We generally selected web sites that offer the most comprehensive information and resources on topics of importance to social studies teachers. Durability.It takes time, effort, and creativity to integrate the Internet into unit and lesson plans, and teachers need to have some reasonable assurance that their efforts will be usable in future years.

Sponsoring organizations of national or regional reputation that serve as patrons of web sites will more likely provide the long-term stability and permanence that make it possible for teachers to put forth the effort to prepare lessons integrating technology. Self-Renewal.We selected web sites that have a history of improvements and innovations to make the sites more usable, accurate, and up-to-date. Credibility.Content on the Internet is fluid and without assurance that it is accurate. As is true of information in any medium, the source is a major consideration in evaluating its accuracy. The Internet has made it possible for content to be published in such an inexpensive manner that availability is no longer an adequate screening device. The volume of information in relation to the areas of expertise of reviewers has made it impossible for individuals to validate content.

Therefore, emphasis was placed on sites whose patrons have reputations for service to the public good and are affiliated with well-respected organizations. ORGANIZATION OF THE TEXT The chapters in this text are organized as follows: Chapter 1 is an introduction to the terminology of the Internet, various ways to use the Internet's resources, and sites that can provide a tutorial for novices. Chapter 2 deals with Internet safety, legal and ethical issues regarding use of Internet material, and the integration of the Internet into social studies instruction. Chapters 3 through 10 contain a wide range of social studies resources that social studies teachers at every level will find i.