Address at the 52nd Annual meeting of the National Council for the Social Studies.

Examines various levels and areas set for minimum competency and concludes that educators and parents should clearly define minimum competency before establishing conflicting minimum competency requirements in schools. (Author/DB)

Suggests that elementary school social studies is the subject that students like the least; is viewed as a subject one knows, not does; the future-oriented applicability of social studies is meaningless to children; and experience enables students to bring meaning to their studies. (KC)

Classifies social educators' attitudes toward indoctrination as those who reject it, those who support imposing procedural and behavioral values, and those who would impose substantive values as well. Concludes that we must accept the fact that some indoctrination is inevitable and that the issue should be carefully analyzed. (KC)

Examines the relationship between science and the socioeconomic and cultural systems of society and how UNESCO has promoted international cooperation in social science, education, science, and culture. Suggests ways American educators can further UNESCO goals. (CK)

Maintains that, in spite of many problems, American history is still a viable subject. Recommends that recent emphasis on special social studies skills and inquiry techniques should not allow Americans to lose sight of their collective past. (DB)

Discusses a study undertaken to assess the status of social studies teacher education. The study involved a survey which asked 58 teacher educators about their views concerning current and emerging issues, trends, needs, programs, and practices in social studies teacher education. Findings and recommendations for action are presented. (DB)

The basis of good social studies education has been the growth of ability to cope with a changing world, and will depend in the future upon the directions and practices of the school of which it is a part. Presidential Address at the 52nd Annual Meeting of the National Council for the Social Studies, November 1972. (JB)

Describes study which focused on the economic vocabulary used in national and international news magazines and papers. Compares findings with definitions of economic literacy proposed by economists and suggests that economics courses include economic news literacy. (KC)

Presents a rationale for making reading a part of students' lives. Suggests ways to use literature, particularly novels, in the social studies classroom to meet the need for differentiated assignments for levels of student ability. (Author/DB)

Despite all the technology at educators' disposal, the field of social studies is more uncertain of its goals and more intellectually confused than ever before. The failure to deal in a rigorous and uncluttered way with current social problems is one of the most unconscionable defects in the social studies today. (RM)

Social studies teachers have long accepted critical thinking as an important and desirable outcome of instruction. However, they have accepted critical thinking in principle without bothering to define the term precisely or to do much by way of direct instruction to see that this goal is achieved. (Author/RM)

Developing an accurate, commonly accepted definition of critical thinking is absolutely essential. This article proposes and discusses such a definition. Critical thinking is defined as the process of determining the authenticity, accuracy, and worth of information or knowledge claims. It consists of a number of discrete skills. (RM)

Theoretical, technical, and practical charges which have been made against the IQ test in recent years are examined. Teachers need to be aware of these issues, since IQ testing directly affects perceptions of, and planning for, their students. (RM)

Four questions are answered by a social studies coordinator: Does the public value social studies instruction?; What is the K-12 social studies program?; How can social studies be better taught--especially when using textbooks?; and What difference does knowing "what" and "how" make to students? (RM)