Suggests that children learn about society's history and traditions by focusing on those societal relationships which are meaningful to them personally. The school should be thought of as a laboratory for understanding, appreciating, and engaging reflectively in real-life experince. (Author/AV)

Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

Explains how all secondary school subject matter can be learned and taught philosophically. Reviews basic components of a philosophical lesson (truth, values, faith, logic) and describes a classroom activity based on a reading from a Berthold Brecht play. (Author/AV)

Discusses the lack of consensus among social studies educators as to definition of and rationale for the field. The relationships between social studies rationales and goals and between goals and objectives are examined. (RM)

Recommends that education should be general and integrated, rather than fragmented into many discrete subject matters. Suggests 10 questions around which an integrated social studies curriculum can be built. Questions include "How can poetry and physics interact?""How can vision be added to our fund of facts?", and "What is the relationship…

Explains how philosophical thinking can be integrated into the teaching of reading and writing. Resulting skills in critical reading and critical writing will enable students to act intelligently within a social context. (Author/AV)

A bibliographic essay which identifies materials for teachers and students in programs of philosophical education. Citations include rationales for teaching philosophy to children, teaching approaches and practical guides, reference or supplementary materials, journals, audiovisual materials, and resource organizations. (Author/AV)

The article examines due process of law and shows its relationship to the process of freedom. Explains how teachers can integrate these concepts into the social studies curriculum. (Author/DB)

Describes a project to reconceptualize the base for citizenship education and to determine implications of experiential learning for curriculum and instruction. (Author/DB)

A high school philosophy curriculum would prepare students to cope with social issues and would develop their integrative skills, understanding, and critical judgment. Complaints about student immaturity, uncertified instructors, overcrowded social studies curricula, and the impractical nature of philosophy are refuted. (AV)

Examines how social studies and history teachers can help students understand the intellectual origins of German Nazism during World War II. Suggests discussion questions and learning activities. (Author/DB)

Discusses the conditions present during and after World War I which led to the creation of social studies as a discrete component in the U.S. school curriculum. Describes these conditions as a public awareness of impending crisis, perception of citizenship as a major social concern, alternatives to traditional citizenship education, and…

Reviews the origin, implementation, and principles of the Amherst Project, a teacher education workshop that was one of the leading examples of the "new social studies" in the 1960s. Discusses the strengths and weaknesses of the project and briefly notes similar programs still in existence. (MJP)

Explores the transnational character of social studies in Australia from 1930 to 1970 and the far-reaching nature of ideas and decisions made during this time. Specifically examines a historical case study of the adoption of social studies in Queensland from 1950 to 1970. Discusses the influence of U.S. based pedagogy. (MJP)

Identifies existing problems in the area of social studies education, focusing especially on those generated by the lack of a universally accepted teaching philosophy in the field. Describes a teaching model by which students learn to be internally oriented, experience self-motivated instruction in a democratic classroom, and thereby learn social…