Argues that teachers can easily structure social studies lessons to enhance students' thinking skills by using carefully structured focus questions. States that such questions--often beginning with such words as "is,""could,""should," does," and "can,"--go beyond asking for simple recall of facts or shallow explanation, to requesting the solution…

An approach for classifying the cognitive levels of social studies teachers' verbalized and written questions is presented. The system can be used by teachers to plan discussions intended to involve students in higher level thinking. (RM)

The author illustrates reasons for teaching social studies by describing scenarios, about elementary and secondary students, that might occur on any given day anywhere in the United States. The scenarios involve the use of decision-making skills, map skills, critical reading, and knowledge of how government works. (Author/RM)

Describes one high school's response to challenges posed by the New York State Participation in Government course. Describes the course that requires students to assume an active role in examining government policies. Suggests that community leaders speak to students on why and how to become involved and make a positive impact. (DK)

Presents 1988 Democratic presidential candidate, Albert Gore, Jr.'s views about the future direction of U.S. foreign policy. Discusses the U.S. role as leader of the Western world and Gore's policies for dealing with allies and the Soviet Union, while maintaining U.S. respect and power. (GEA)

Maintains that the expansion of voting rights to African Americans and women is an appropriate topic for Social Studies courses. Discusses suffrage in New York state between 1848 and 1920. Includes a table depicting the women's suffrage campaign in New York state and a list of other resources on the topic. (CFR)