Notes the current attempt to replace social studies with U.S. history and geography. Delineates the two strands of thought in the social studies reform movement and argues that there is a strong tradition of the social studies as a unified, issue-centered field of study. (SLM)

Reviews the history of social studies as an integrated, issue-centered field of study from its inception within the progressive movement to the present. Summarizes major curricular development projects within the issues-centered orientation and speculates on the decline of the problems approach in social studies education. (SLM)

Maintains that a course in U.S. political thought is necessary to increase students' knowledge of democracy, liberty, and human rights. Provides course goals, structure, and useful texts. Suggests a topical format rather than a chronological approach. Focuses on judicial opinions as an important indicator of traditional values. (RW)

Discussed is a method to teach undergraduate students how to complete a conceptual design. Presents three tools to use: (1) how to use order-of-magnitude arguments to simplify problems, (2) how to derive design heuristics, and (3) how to decompose large problems into a set of small, simple problems. (Author/MVL)

Describes an engineering course for graduate study in random media. Summarizes random media as bulk properties of ordered and disordered two-phase materials. Gives course outline for one semester. Topics include: disordered systems, microstructure determination, survey of models, connectivity, and effective properties. (MVL)

Reviews the changes in the Japanese social studies curriculum during the past 40 years. Summarizes the goals for a new curriculum as set forth by the Council for School Curriculum (Japan). Reports reaction to this proposal and points out inadequacies in the suggested scope and implementation of materials. (KO)

Presents classroom activities that have been effectively used by teachers to sensitize students toward the complexities of life in rich and poor countries. Lists several guidelines for helping students learn about development. Sees development as a topic which can fit into a variety of curricula. (KO)

The informal curriculum centering on holidays in elementary education often ignores cultural and individual differences among students. School holiday celebrations may have serious consequences for the following dimensions of schooling: (1) aesthetic; (2) curricular; and (3) socio-emotional. Teachers can provide options for all students by making…

Summarized are some aspects of knowledge about the potential health consequences of a nuclear war. Discussed are fires, radioactive fallout, and synergistic effects. (CW)

This article describes efforts to help prospective teachers take a reflective approach to the translation of theory into practice through a practicum experience in a social studies methods course. Also described are the knowledge base and procedures for the course. An assessment of the outcomes is related. (IAH)

Contrasts the communicative approach to foreign language teaching with a proposed cognitive-anthropological approach. The primacy of comprehension over action is argued, and topics are listed for foreign language/culture study that correspond to universals of human experience proposed by anthropologists. (Author/LMO)

Maintains that helping to see the personal relevance of course material is an important instructional goal. Discusses student characteristics, instructor characteristics, and the use of discussion groups. Describes four strategies to personalize information presented in large lecture sessions. (CFR)

Discusses the inclusion of rules regarding classroom etiquette in an introductory college sociology course. Reports on rules regarding tardiness, leaving early, absenteeism, paying attention, and/or sleeping in class. Concludes that students and colleagues are generally positive about the approach. (CFR)

Two lessons from comparable undergraduate courses in physics and engineering are analyzed to identify content, issues emphasized, and concepts used. Differences reflecting the pure nature of one field (physics) in contrast to the applied nature of the other are identified. Implications for classroom instruction and for research on college teaching…

The new Ursuline College (Ohio) core curriculum is based on controversial theories about unique ways in which women learn. In freshman seminars, students are encouraged to discover personal truths by drawing connections between the liberal arts and their own lives. (MSE)