This article describes how two independent nations which border the Republic of South Africa have reacted to its policy of apartheid. Malawi has maintained more friendly relations than Zambia but both have had to rely on economic ties and consequently have been unable to actively oppose South Africa's policy of apartheid. (JDH)

Designed to supplement Indiana's curriculum guidelines for social studies instruction of gifted students, the manual provides introductory information on gifted and talented students and presents activity suggestions for Grades K through 3, 4 through 6, 7 through 8, and 9 through 12. At each grade level, the themes, topics, attitudes, and skills…

Out of the eight decades of thought about the meaning of social studies, some agreement as to the purpose and goals of social studies has emerged, yet argument continues on just how the goals and purposes should be applied. One approach to understanding the different points of view on the purposes and goals is the "three traditions"…

Explores a definition, rationale, and goals for developing responsible citizenship through the social studies curriculum. Goals include: gaining knowledge, processing information, considering the importance of values and beliefs, and actively participating as citizens of a democracy. Concludes that teaching social studies with a clear, consistent…

The historical development of social studies is traced to provide a perspective for the next two decades. Citizenship education is advocated but the practice of enculturation in the 19th century tradition is regarded as intolerable. The need for better and more widely accepted theoretical insights is pointed out. (JMF)

Notes that social studies is a phenomena of the twentieth century, a field created as a response by educators to the crisis and chaos they perceived at the turn of the century. States that social studies has, since its founding, reflected concern for how change will occur and how it will be controlled. (JDH)

Examines how the new social studies has found its way into the African social studies organization. Points out that the United States' new social studies was to be emphasized but fashioned in an African context based on the former's reform phases, especially the reflective inquiry tradition of reform. (TRS)

Three teaching traditions of social studies are examined and compared: (1) social studies taught as citizenship transmission (traditional), (2) social studies taught as social science and history, and (3) social studies taught as reflective inquiry (reform). (ND)

A checklist, devised from a chart illustrating the purpose, method, and content characteristics of three social studies teaching traditions, was administered to 55 preservice teachers in Nigeria and 84 preservice teachers in Indiana to compare their teaching style preferences. (ND)

Seven articles comprise an overview of social studies teaching in Indiana. Content includes a definition of the social studies, applications of Indiana law to social studies, textbook adoption procedures, K-12 curriculum trends, state organizations related to social studies, print and media resources, and suggestions for finding teaching jobs in…

The nature and meaning of "problem" as it is used in the social sciences is examined. The effect of various definitions of the term on curriculum development and content is discussed. (MJB)

Describes an experiment with 48 pre-service social studies teachers to determine the effects of methods instruction and student experiences on teacher attitudes toward social studies. Results suggest that methods courses cause more attitude shifts than student teaching. (AM)

Discusses a study undertaken to measure the extent to which student teachers used inquiry strategies which had been emphasized in their teacher education program. Discusses results of the study and poses four hypotheses concerned with why teachers who have mastered inquiry skills do not use those skills. (DB)

The authors present a research instrument to help teachers identify which of the three traditions they favor when teaching social studies. According to the authors, in the social studies there have developed three competing traditions which appear to be conceptually distinct. Each of the traditions prescribes different modes of selecting and…

Examines interpretations of a definition of the social studies propounded by Wesley in 1910. In an interview with Wesley in 1974, the authors discussed what is useful knowledge, what utility knowledge can have in a democracy, and what knowledge teachers should transmit. Finds that Wesley's definition has been oversimplified, especially in terms of…