In this article, the authors consider how the scholarship of a social studies icon, Harold O. Rugg, can influence the work of social studies scholars and teachers today. For the past year, the authors have studied Rugg's work, reading his writings and examining his textbook series. Their inquiries have unsettled their thinking, prompting them to…

This article is a plea for moving toward an integrative active program which involves students in social action both in the inquiry and testing stages. (Author/RK)

Authors advocate incorporating social action into the social studies curriculum. (RY)

Defends the Bradley Commission on History in Schools' and the National Commission on Social Studies' recommendations that history should be the basis of social studies instruction. Discusses claims that such an approach is ideologically conservative and unsupported by research. Addresses the suggestion that the study of social problems is the…

An analysis of the content, rationale, objectives, and how well the materials of a women's studies curriculum worked in the classroom are provided. (DE)

The nature of materials produced by social science projects are examined with respect to the spectra of opinion about what the social studies should be. The author concludes that these cool" materials (value-free social science through guided inquiry) belong in the midst of investigation of controversial issues. (JB)

Discussion of the impact of popular music on studying historical and contemporary experiences of U.S. life focuses on the use of music to help social studies teachers convey the controversial nature of the Vietnam War. Songs with related themes are listed, and views of social studies education in popular music are also discussed. (LRW)

A critical examination of the content, objectives and processes of teaching of the Canadian Public Issues Project is provided. (DE)

The reconstructionist philosophy is a means by which individuals can improve their lives and solve existing problems so as to better one's chances for survival. Considers the implications of this philosophy for education, the teacher, and for students. (Author/RK)

If we are to avoid a purely pathological approach to the study of population, it is important to define the problem of population" in a perspective which takes account of the whole field of population studies. Readings for the teacher are discussed. (Author/VW)

The theoretical and practical issues involved in teaching peace studies are debated and modes of action suggested for the classroom teacher. (Author/KM)

Principal issues are: evaluation of laws; effecting changes in law; meaning of order, relationship of law and order. Primary tasks for elementary schools are: fostering understanding about language for clear, consistent, and cogent discourse; communicating accurate, comprehensive information about the issues; and, providing participative…

Socio-civic elements basic to society are the imperative for a social studies program emphasizing process skills, human understanding, cultural goals, population problems, environmental protection, peace education, political responsiveness, interdisciplinary approaches, futures, and globalism. (Author/ND)

Due to increasing socio-civic deterioration and collapse, the author identifies the fundamental areas of emphasis for a social studies program that deal with the prime elements in the maintenance of society. (Author/ND)