In 1983, elementary and secondary teachers in West Germany were surveyed concerning the treatment of social themes in school curricula. As in a similar survey conducted in the United States, West German respondents indicated that every theme surveyed was important, with nuclear disarmament and environmental pollution clearly considered the most…

The effects of structured academic conflict, controversy, and debate were compared with individual study. Results indicated controversy promoted the most cross-ethnic verbal rehearsal and exchange of assigned material, concern that all students master assignments, active search for information, highest self-esteem, and accepting and supportive…

Since 1996, states have been responsible for moving people from the welfare rolls into jobs. The results have been mixed, and states are still struggling to find the right combination of programs to help individuals and families make that transition. Most people agree that it is best if they find jobs, but not everyone has the skills to land jobs,…

Both core curriculum and multiculturalism are highly contested issues in education today. For this discussion, a relatively broad definition of core curriculum is used, ranging from core programs that require students to take one mandated course or a series of them to generalized distribution requirements more commonly put into practice as a core…

This lesson for grade 12 is designed to raise student awareness of the potential of human cloning and of the effects it could have on the present, naturally born population. Students work in teams to research the issue and are provided with background information, detailed instructions, on-line resources, and reflection questions. The teacher's…

Leonard Covello was an Italian immigrant who taught in East Harlem (New York City) from 1911 to 1956. This article, composed of excerpts from other works about or by him, illustrates his dedication to reciprocal relationships between school and community that are relevant today for both urban and rural communities. When Covello left school in his…

Various perspectives on the inclusion of death education in health education curricula are offered. Discussed are: (1) positive and negative attitudes toward death; (2) teacher competence, qualifications, and skills; (3) religious beliefs about death; (4) Kubler-Ross's Five Stages of Dying; and (5) political implications of teaching about death.…

According to National Council for the Social Studies and the Association for Supervision and Curriculum Development respondents, the issues deemed important--nuclear disarmament, pollution, worldwide wealth and poverty, and alternatives to the U.S. social-economic-political system--are not included in the social studies to the extent they should…

Material about nuclear disarmament and the arms race should be included in secondary school curricula. Teachers can present this technical, controversial, and frightening material in a balanced and comprehensible way. Resources for instructional materials are listed. (PP)

Suggests that earth scientists become active in the creationist debate by making sure that the religious concept creationism is not taught in schools and that well-based, informative material about organic evolution, earth's age, and nature of stratigraphic record are employed by science teachers. (Author/JN)

Legal aspects of the controversy surrounding sex education in the public schools are examined; the issue is placed in historical perspective; and implications for school administrators are drawn. Court decisions concerning the rights of parents, religious groups, and the state to determine curriculum content are summarized. (PP)

A faculty member's study examined whether teaching strategies about controversial issues of housing are effective in developing public policy competencies and student action. Conclusive evidence was not found, but implications for future research are noted. (Author/MSE)

Explains a new approach by creationists to pass state legislation which supports their philosophy yet sidesteps the issue of separation of church and state by avoiding direct mention of God, the Bible, or Divine Creation. Warns of the ramifications of such legislation to science education and general education. (DC)

Debates the issue of evolution v creationism, focusing on evolution as fact or theory. Concludes that eminent scientific authorities consider evolution a fact and demonstrates that, in spite of this, writers of college and secondary textbooks refer to evolution as theory. Supports teaching of evolution, not creationism, in science classes. (DC)

Explores the classroom dynamics of multicultural courses, describes various forms of student resistance, and suggests appropriate teaching methods. Recommends using a case studies approach, short feedback evaluations, setting ground rules for discussions, using anecdotal texts to illustrate historical information, and establishing a climate of…