Elementary and secondary students do not consider social studies to be very important because it has little meaning for their future lives. Students do not find social studies particularly interesting. They feel that both social studies subject matter and teaching methods are boring. (RM)

Presents study results of how children reason about international trade. Explains that open ended questions were posed to students in grades 1-11 asking why nations trade, the benefits of trade, and their understanding of barriers to trade. Concludes that teaching fundamentals of international trade can be introduced as early as grade six. (DK)

A survey of 6th and 12th grade students in a Midwest school district reveals largely indifferent or negative attitudes toward social studies subjects. Forty-six students responded to questions which asked them to name the most important, favorite, and least favorite subjects and to recall what was interesting and uninteresting in former social…

Argues that economic education is an integral component of social studies and citizenship education. Maintains that adolescents are more likely to believe that one's life is controlled by fate rather than conscious choices. Asserts that teaching economic reasoning can improve students' critical thinking skills and citizenship education. (CFR)