Africa is the cradle of civilization, yet its rich history and culture is undertaught--especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not…

In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that…

Many scholars, teachers, parents, as well as others, are concerned with the decline of civility in public discourse and public schools. The sharp differences among various ideological groups, exacerbated by media incivility, are contributing factors to rising incivility. This ideological divide currently manifests itself in bitter partisan…

An elementary social studies program should help a child develop an awareness of significant personal social values. Values pertinent to the child from age 4 to 11 are pointed out. Four principle activities in which the child must engage to develop each of these values into behavioral patterns are discussed. (Author/RM)

Discusses the use of the opinion poll technique which requires students to take a stand on an issue and to defend or give reasons for taking the stand they chose. Students become aware of their values and how they affect decisions. Issues for elementary students are suggested. (RM)

The author makes various assumptions about moral development and offers suggestions to teachers for incorporating the socialization process into the classroom. (JR)

In spite of the criticism of humanism in public schools, the fact remains that humanism is a basic and vital part of modern education. Principles of humanism that are significant for today's education are outlined and examined from an historical perspective. (RM)

A primary concern of teachers should be teaching students to value, to intellectually understand, and critically appraise values of three types: procedural, behavioral, substantive. (Author/SE)

The challenge to the curriculum specialist is to determine objectives for citizenship which consider the varied democratic principles and societal value demands, and to create a cooperative professional relationship between the college-level and school level curriculum specialist. (Author/KM)

This article focuses on the need for schools to accept the responsibility to teach the values of human life to the individual. Since conflict exists between self and group in society, a meaningful set of values for the resolution of this conflict remains the fundamental task of an ethical system. (SM)

Discusses the relationship of physical and social sciences to religion and moral values. Teacher-scientists should be especially aware of the relationship because they are subject to a code of ethics and are encouraged to incorporate values into the curriculum. (AV)

Social Studies programs are increasing their focus upon social and interpersonal awareness.. This article discusses the teacher's role in teaching about values in social studies classes at the primary and secondary levels. The technique known as the living circle or group guidance is explained. (Author/RM)

Illustrates an anthroliterary approach to teaching native American history, values, and culture to elementary students. Suggests the use of a multicultural framework to teach about American Indian culture. Provides suggestions for the selection and use of native American literature in the classroom. (LS)

Asserts that moral or behavioral deviants are unlikely to change their attitudes or behavior through traditional moral development or values education programs. Reviews literature on rehabilitation efforts and presents a three-phase model of moral development that reflects developmental stages in a person's life. (CFR)

Described is a curriculum development effort in U.S. history--the "Reasoning with Democratic Values" series--aimed at stimulating higher-order thinking. Features of cognitive developmental psychology and of the new social studies materials are used in the lessons that ask students to examine and discuss ethical controversies. (RM)