Democratic societies require a citizenry skilled in argumentation. At present, the written argument maintains primacy among communicative modes. Because of its cognitive demands, written argumentation is often difficult to teach. A multimodal approach to writing instruction carries the potential to assist struggling learners. This article outlines…

This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…

This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the…

While the remarkable accomplishments of Benjamin Franklin are unparalleled, the means of their attainment can be considered more accessible to ordinary people and not necessarily attributable to a special genius. The steady development of Franklin's knowledge and skills is traced in light of a new model of "dynamic learning," which is a method…

Discusses how to develop a chapter based unit, a very brief planning scheme that enables a social studies teacher to organize instruction drawing upon content from a single textbook chapter. This involves identifying a focus generalization, describing major concepts and subconcepts, preparing performance objectives, and developing key questions.…

A case study analysis system is provided which can increase student analytical skills while focusing on social conflict situations. The analysis system is a systematic means of identifying, classifying, and clarifying factors found in social conflict situations providing insights into forces that change social structures. (Author/JR)

Presents a basic organizational plan, patterned after the U.S. Department of State, which can be used as a model for teaching secondary level contemporary affairs. Each student becomes a specialist in a chosen global region while developing skills in geographic analysis and independent research. (AM)

The Educational Testing Service reports that little is being done by school districts to implement the new social studies for high schools. Discussed are some specific courses and programs being offered students in the new social studies. These examples in curriculum change are intended to serve as models. (Author/RM)

Identifies major value bases which have been used to teach values in the classroom and outlines a values education program which stresses teaching about values without indoctrination. Based upon the hierarchy of human needs developed by psychologist Abraham Maslow, the program is based upon universal values, basic human needs, and recognition of…

An outline of a unit used to teach the political science concept of model-building to both average and above-average high school students is provided. (DE)

Presents a model for infusing energy conservation into the social studies curriculum at the junior high school level. The model provides for vocabulary-concept building, prereading activity, content reading, and group and individual activities. (RM)

Explains how to debrief students after participation in simulation and/or other educational games. Debriefing should increase students' ability to experience, identify, analyze, and generalize. (Author/DB)

Criteria are described for selecting specific issues, events, and documents to be covered in history courses. Teachers should base content selection on basic concepts within the discipline, social needs and values of the class, pedagogical considerations, and the principle of economy in meeting multiple needs. (Author/AV)

Discusses ways of recognizing gifted and talented students and describes an instructional model for use by teachers as they develop curriculum for gifted students. Social studies learning activities, derived from the model, involve students in radio journalism, problem solving, collecting and analyzing data, role playing, surveying community…

Constructing a matrix model not only offers the teacher a theoretical and practical method for organizing his own knowledge about a topic, but provides a vehicle for the student to cope with contemporary knowledge explosion in a realistic and sophisticated manner. (Author)