Every year, thousands of history teachers nationwide stand before their students describing the evils of using an open source encyclopedia for research projects. The teachers warn of lower grades and a general unfulfilled life for any student who uses Wikipedia in a research bibliography. Yet those same students who listen to the fiery words and…

This article offers lessons from the David Irving trial. These lessons about Holocaust denial allow educators to identify how deniers violate certain scholarly tenets. This also serves as a safeguard against legitimizing deniers' efforts, while also reinforcing important principles of historical inquiry. (Contains 11 notes.)

Proposes that one of the fundamental human attributes is telling stories. Explores the debate on whether Neanderthals possessed language ability. Discusses the role of the "human story" in teaching anthropology. (DH)

Explores a variety of ways that research into the learning of values can influence values education. Five generalizations and implications are presented. Conclusions show that more is known about what is ineffective in values education than what is effective. (CK)

Presents five generalizations from social science research relating to the teaching of social studies and the cognitive domain as well as their possible implications for teachers. Concludes that more research is needed and that social studies teachers must pose questions for researchers to answer. (CK)

This article defines the subject matter and methods of sociology. It reviews recent developments in the field and summarizes reasons for these changes. (JDH)

Traces aspects of social history reflected in children's books and describes how such books may be used for scholarly research. Offers examples and concludes that scholars should explore the lost treasures of the nursery. (DH)

Argues the legitimacy and desirability of multiple research modes in social studies education. Social studies research should not be confined to a single orientation. (RM)

Presents a three-step plan for teaching students about polling. Discusses how to introduce the basic concepts: population, sample, and random or probability sampling. Describes a game using marbles to help students understand probabilities. Ends with suggestions for the third step, actual student-generated polls. (DK)

Discusses five generalizations based on political education correlational research and assesses their implications for teachers of citizenship education. Conclusions include: l) knowledge can be influenced more directly than attitudes, 2) the quality of civics instruction is critical in shaping attitudes, and 3) a more realistic picture of…

Describes a research study which involved building a theoretical construct to define the primary dimensions of adolescent alienation, and developing and testing attitude scales to measure alienation in early adolescence. Personal incapacity, guidelessness, and cultural estrangement were found to characterize alienation in this age group.…

Research reviews and statistical analysis of a specific study suggest that the mass media play a direct role in the political socialization of adolescents insofar as overt political behavior is concerned. (Author/AV)

Part of the value of history, particularly in school teaching, consists of its function in communicating shared values, myths, and data between generations. However, the discipline of history is also a producer of new knowledge. Teaching frameworks that make some coherent sense of both old and new historical emphases are needed. (RM)

Responses to Fraenkel's 15 criticisms of the author's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Three circumstances are stated as reasons for the differences between the two men: (1) staying up-to-date with research and publications, (2) time consumed in refuting…

Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…