Teacher practices created experiences for students to guide their inquiry by creating opportunities to gather data through field notes. Students examined their county and gathered data from the field on a daylong investigation of their county. Students generated questions and considered their observations at multiple stops. Students learned to…

Statements by proponents of the new'' social studies are examined. A perspective is developed from which there may be choices among goals, methods, curriculum materials, and approaches to value issues in teaching social studies. (SM)

Considers how elementary school classroom teachers can employ exploration methods (gathering, evaluation, and synthesis of data related to a specific topic) to help students develop readiness for intellectually complex problem solving. (Author/DB)

The purpose of the article is to expand on one kind of conceptual conflict, contradiction, to illustrate how it might be used in a junior high school educational context. Presents an example relating to concepts of evolutionary development and explains how teachers can expand on examples presented. (DB)

Described is a project in which third graders create their own corporation--a cupcake factory--and learn first-hand about economic principles and the decisions that businesses must make in the market economy. The cupcake factory is one example of how enterprising educators can make economics comprehensible and captivating. (RM)

How to use elementary school children as curators of a classroom museum is described. The teacher decides the concept or unit to be showcased in the museum. As curators students are responsible for many tasks including writing descriptive paragraphs for the artifacts and arranging the artifact display. (RM)

The intent of this paper is to present a case study in discovery learning using a chronological, narrative history book. (Author)

A study which reflects how a class of disadvantaged, inner city high school students with poor reading ability achieved high quality academic learning in a world geography class through various reading media is discussed and summarized. (SM)

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)

Discusses the benefits of individualizing inquiry for students. Describes using this method in the social studies classroom in step by step guidelines. Offers an illustration of its successful application. Notes factors to be considered before teachers commit to this instructional method. (KO)

Criticizes schooling for showing student progress toward developing questioning skills. Suggests that a student-centered classroom can give students the freedom to ask substantive questions and empower them to control their own learning. Describes how student questions can be utilized in the classroom. Urges teachers to avoid imposing knowledge on…

Contends that what is being proposed as thoughtful or authentic teaching in the social studies, particularly in geography and history, is similar to the "New Social Studies" movement of the 1960s and 1970s. Discusses the origins, development, and decline of the new social studies, using one program, Project Africa, as a model. (CFR)

Reviews the history and development of the "Our Working World" elementary textbook series, an example of the New Social Studies reform movement of the 1960s and 1970s. Describes the Organic Curriculum, which integrated the fundamental ideas of five social science disciplines. Maintains that implementing the K-6 program all at once was an…

Describes an instructional activity in which fifth graders identified geographic and economic factors that caused a town to become a ghost town. Discusses instructional procedures and materials used in the activity. Includes extension activities, maps, and suggestions for adapting the activity to other geographic regions. (CFR)

Describes the procedures, preparation, and background material necessary for a class to produce an updated version of a living newspaper puppet play. These plays, originally produced by the Federal Theater Project, took a strong editorial position while examining and satirizing political issues. (MJP)