This guide is designed for K-12 teachers, administrators, and local curriculum committees to help them clarify the purposes of social studies and use constructive strategies for instructional improvement. It is based on the ideas that social studies is basic to the education of citizens and that social studies curricula ought to be determined…

The author discusses the activities and goals of advocates of creation science as these persons and groups work to bring about the teaching of creationism in high school science courses in which evolution is taught. It is the author's belief that the anti-evolutionism movement was stimulated by the science curriculum improvement activities of the…

Discusses the propriety of Federal government involvement in curriculum development. Concludes that control of education, including curriculum development, should rest at the local level. (Author/DB)

Critical thinking is seldom effective at encouraging students to challenge and examine preconceived positions. There is a tendency to use the rigorous questioning methods to defend preconceived positions and deflect the serious consideration of alternatives. An exercise that focused on the Cuban missile crisis is described. (MLW)

Discusses some of the similarities and differences between the attitudes of Japanese and American citizens toward science. Reports on major discrepancies between the two populations' views about such things as evolution, the development of new plants and animals, and the effect of rocket launchings on the weather. (TW)

Expresses concern over recent actions by coalitions of neighborhood activists and animal rightists in the San Francisco area that are seeking to block new biology laboratories. Argues that costly delays and disurption of research could result. (TW)

Explains how read-aloud sessions can be developed in ways that help children deal with common concerns. Offers an example. (FL)

Highlights the importance of teaching global issues to children in elementary and middle schools. Discusses what research has shown about children's beliefs and attitudes concerning nuclear war at an early age. Stresses the power of television and the importance of discussing controversial issues with children. (CW)

Examines what is not discussed in schools and how "undesirable" talk is subverted, appropriated, and exported. Defines silencing as a process of institutionalized policies and practices that obscure the social, economic, and experiential conditions of students' daily lives and that expels critical talk about these conditions. (SRT)

Advocates daily use of short statements, dilemmas, or questions which raise open-ended societal/ethical issues for students. Includes rationale for this strategy together with 12 examples for use by teachers in developing materials for their courses. Topics selected are appropriate for biology, chemistry, physics, and the social sciences. (DH)

This 1981 guide is designed to be used with a workbook offering students opportunities to engage in creative problem solving. The book contains four units with 23 lessons. Unit 1 addresses problem solving and contains nine lessons: (1) "New and Different Thinking"; (2) "Open and Closed Problems"; (3) "Stating a Problem"; (4) "Defining a Problem";…

The selling of academic freedom, both on college campuses and in public schools, reflects a certain tension between liberal and conservative forces. Over half a century ago, Harold Rugg's writings, like his textbooks, looked at social problems and how they could be solved. Rugg fell victim to those academic silencers, or gatekeepers of democracy,…

This curriculum unit introduces students to the topic of minority identity issues in the context of Japanese society, and it is expected that teachers will use this as an opportunity to segue into classroom discussions of minority issues in their own society. The curriculum unit broaches some sensitive and controversial topics that challenge…

This book presents essays and resources that address crucial questions regarding how children should learn about genocide and intolerance and the literature used in teaching these topics. Part 1 (Guidelines on Teaching about Genocide and Intolerance through Language Arts/English Studies Education) includes the following 2 essays: "Editor's…

Objectives and procedures are described for using a game focusing upon discussion which involves students in important and current issues. (SM)