By considering ethics and morals from a vantage point in which personal and political beliefs become part of our national debate, students could form the habit of political discussion in much the same way that representatives of social and political groups prepare and respond on a daily basis to an ever inquiring media. I will explore several…

A Canadian political role-playing sequence helps secondary students understand the workings of Parliament and clarify their own values. The issue under debate is abolition or retention of capital punishment. Article describes rationale, teacher's instructions, roles, related legislature, rules of Parliamentary debate, public opinion polls, news…

Presents results of an Illinois State survey of 200 high school principals (48-percent return) in which respondents indicated the extent of censorship pertaining to teaching methods and textbooks and the originators of the censorship. Indicates that many potential items for censorship have not been of concern. (DC)

Delineates the difficulties of teaching about genocide. Suggests literature helps students understand atrocities as real events affecting individuals. Claims literature reflects deep historical truths, whereas history provides the perspective for placing individual tragedy in larger context. Includes suggestions for recommended reading for…

Explains that interest in moral education has focused largely on the teaching of morality. Argues that failure to address education as a moral practice is damaging. Notes that programs of moral, personal, and social education are isolated from the moral context in which they make sense. (CAJ)

The pamphlet reviews uses of films in social studies classrooms, lists sources for obtaining films and filmographies, and gives tips on showing and evaluating the films. Films can be used to illustrate concepts or historical events, communicate the essence of foreign cultures, and enliven dull textbook content. Five types of films are described…

Discusses how students can examine global and moral issues by exploring trickster tales from different cultures. Recommends these tales for their moral component, entertainment value, and rich source of cultural knowledge. Includes criteria for selecting trickster tales for young audiences. (MJP)

Contends collective cooperative action in the public interest will be necessary to solve future social and environmental problems. Proposes that the social studies curriculum shift its value orientation from individualistic self-interest to a justice-based, global model. Advocates teaching citizenship that stresses self-restraint and investigates…

Recommends using literature, Supreme Court cases, and moral dilemmas in a debate format as means of instruction for character education. Includes a rationale and examples for each approach. Explains several guiding values (respect for persons, justice, telling the truth) and their relevance to character education. (MJP)

This unit is one of two units (see also TE 499 954) designed for the average culturally deprived student who has at least a minimum reading competence. It is composed of materials dealing with the broad topic of pre-civil war social relocations in the U. S., including such topics as the westward movement, life on the frontier, and slavery. Many of…

Four modules of classroom strategies provide suggestions for examining U.S. history in light of contemporary issues. "The Right to Life" uses the Karen Anne Quinlan case as a model for exploring moral, legal, and medical issues related to euthanasia. Students discuss the reasoning and viewpoints of various groups associated with the…

After posing the theoretical question of the state's power to conscript its citizens for military purposes, this secondary-school unit examines, in selected periods of American history, cases of citizens who have objected to conscription. The student is invited to see the changing bases of conscientious objection, and to consider the choice…

Distinguishes weak forms of critical thinking (restricted to logical thinking) from strong forms of critical pedagogy (incorporating a moral component into critical thinking). Sees evidence of weak forms in the 1987 California History-Social Science Framework. Contends that social studies must be interdisciplinary, global in perspective,…

Maintains that controversial issues related to social studies can be addressed using a three-step process. Step one consists of expressing the issue as a dilemma. In step two the students analyze every aspect of the dilemma, engaging in discussion and argument. Step three, the class reaches a consensus. (MJP)

This handbook contains background readings, teaching strategies, and units of study for teaching moral education at the elementary, secondary, and adult levels. It offers practical strategies and insights for helping adolescents become more caring, thoughtful, and responsible persons. The intent is to help young people make more rational decisions…