Discusses the 1916 Committee on Social Studies report. Describes the preparation of the report, who was involved and some of the social welfare and efficiency ideas of its authors. Observes that the report culminated in the introduction of the social studies into the U.S. secondary school curriculum. (SG)

Addresses the question of whether the social studies should be abandoned. Discusses Kieran Egan's analysis of the importance of storytelling and Egan's proposal to abandon the social studies curriculum in favor of a pedagogy more consistent with the way children think. Critiques Egan's view and examines implications for educators. (SG)

Discusses the report of a subcommittee of the Committee of Ten dealing with history, civil government, and the political economy. Describes the makeup of the committee, its goals, and its findings on ways to improve the school curriculum. Explains that the committee advocated a broad social studies approach to the teaching of history. (DK)

Presented is a model of curriculum design for history instruction using the concept cluster approach. The importance of proper age/grade placement when teaching historical concepts and the developmental characteristics of children and adolescents are emphasized. (Author/RM)

Asserts that social studies practitioners and researchers often misinterpret their history as an extension of the present. Discusses issues and progress in the small, but growing, field of research into the history of social studies education. Concludes that the field's history has been neglected. (CFR)

Maintains that the field of social studies defines its central purpose through endorsements of citizenship education. Reports on three case studies of elementary teachers using Catherine Cornbleth's three types of citizenship education: the illusory, the technical, and the constructive. (CFR)

Attempts to broaden the theoretical base and practical applications of multicultural education by examining the contributions of European American educators to the process. Advocates members of the dominant culture using their own lives as starting points for studying how that culture is maintained. (MJP)

Asserts that, for citizens in a democracy to understand and act upon complex societal issues, they must be able to integrate knowledge from a variety of subjects. Traces the history of interdisciplinary social studies education and examines arguments of its supporters and detractors. (CFR)

Reports on a study of 11 preservice teachers' beliefs and practices about secondary social studies education. Finds that the preservice teachers held positive conceptions about social studies, stressing active learning techniques and knowledge construction. (ACM)

Maintains that Albert Bushnell Hart was a leading figure in history education. Discusses his contributions to history's emergence as a modern school subject and to its inclusion as a core component of the school curriculum. (CFR)

Reports on a study of 18 social studies teachers' concepts of justice. Finds that three dominant themes emerged: (1) justice as right and wrong; (2) justice as fairness; and (3) justice as an ideal or standard. Concludes that responses suggest that social studies teachers' education in political theory may be insufficient. (CFR)

Reports on a survey of school administrators and teachers regarding the relationship between the status of elementary social studies and the goal of personal development for the greater good of society. Finds that competition for resources, low student interest, and an uneven curriculum have pushed social studies to the background. (CFR)

Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)

Describes the liberal-progressive roots of social studies education. Reports on a review of professional literature since the 1950s and argues that calls for school reform in the 1950s and 1980s were grounded in conservative thinking. (CFR)

Reports on a study of the impact of a transformative curriculum in social studies among 96 11th-grade students in a New York City high school. Illustrates problems teachers face when they assume that students are making the intellectual connections expected of them. (CFR)