Discusses instances of values learning which derive from the type of environment created by schools and questions the extent to which specific curricula are useful in values learning. The author suggests that values education programs would be more useful if they stimulated participants to reflect on the rules that govern their actions. (Author/DB)

Stresses that future-oriented social studies courses should stimulate thought about future possibilities and probabilities and encourage students to consider how they would cope with continuing change in multiple directions. Various approaches include reading and writing science fiction stories, educational games, simulations of future scenarios,…

Recommends objectives, subject matter, and learning activities for a comprehensive program of values education. Suggestions include increasing students' sensitivity to value claims and moral issues, willingness to consider alternatives, and consideration of the effects and consequences of actions. (Author/DB)

Looks at issues of gender equity that are important to teenagers, showing how students' thoughts and feelings can be used as reference points in the social studies classroom. Suggests class discussions on work equity, gender communication, and intervention strategies. Reminds teachers that they must act as positive role models. (LS)

Interviews 81 sixth grade students in 27 Calgary, Alberta (Canada) schools to gain student knowledge about social studies curriculum and to contribute this knowledge to the collaborative curriculum development process. Finds that student interviews revealed how students learn and how they construct knowledge. Maintains that student views are often…