This study is an attempt both to describe and evaluate the goals and practices in English primary and secondary social education. Data was gathered through visits to schools, interviews with students, teachers, administrators, and others, and examination of curriculum guides, syllabi, textbooks, exams, and other teaching materials. The following…

This paper describes a course in urban history offered at Delta College in Michigan. A variety of techniques are utilized in teaching the course--lecture is relied on to acquaint students with the historian's role in the study of urban history, a field trip to an inner city is planned, short field assignments are used to acquaint students with…

Describes steps to be taken by secondary social studies teachers in developing a unit on American women in history. Topics include sexism, stereotyping, sexual roles, historical aspects of the women's movement, and the unisex concept. Activities and resources are presented. Journal available from Pennsylvania Council for the Social Studies, P.O.…

Reviews school curriculum treatment of the Constitution noting inadequacies of early instructional methods and textbooks and a dramatic decline of education about the Constitution which began during the progressive education era. Presents the results of surveys which indicate a lack of constitutional knowledge among our youth. Concludes with a…

Examines the life of James Madison, Founding Father and "theoretic statesman." Focuses specifically on Madison's education and character, his friendship with Thomas Jefferson, and his civic legacy: a selfless devotion to republican government and union. (JDH)

Reports on research concerning the use of computers in the history classroom. Examines several problem areas including lack of teaching resources, time management, software, and physical limitations. Recommends several approaches to alleviate these problems. (RKM)

Argues that American Government courses offer opportunities for teaching geographic knowledge and skills. Shows how government and geography can be integrated. Concludes that geography must be included at every level of the social studies curriculum. (RKM)

States that traditions in U.S. education inhibit construction of a genuine world history; that it uses Western norms as the basis for judging all civilizations. Recommends the comparative approach to education with the humanistic traditions outside the West included in order to teach critical thinking about specific civilizations. (GEA)

Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)

Presents an annotated list of 7 instructional resources for teaching about the new republic period of U.S. history. Included are collections of lessons on the U.S. Constitution, the role of women, architecture, and the economy of the period. (JDH)

Why history is useful to decision makers in business is discussed, and a graduate level course that teaches the uses of history in decision making to Masters of Business Administration students is described. Student and faculty evaluations of the course have been overwhelmingly positive. Areas that need improvement are discussed. (RM)

A century ago history was seen as one of the school subjects conducive to the moral training of young people, and it held an important position in the curriculum. Why the importance of history declined precisely at a time when interest in moral education continued to run high is discussed. (RM)

Maintains that to teach students to write like historians, teachers must begin by asking how historians write, and then teach students to duplicate that method. (EL)

A trained eye can make almost any part of the landscape into a vehicle for historical awareness. Discussed is how one farm in Canada is the product of its historic circumstances. (RM)

In this activity, secondary history students study Canadian economic history during the 1914-1919 period and analyze information to resolve the question "What were the motives of the leaders of the Winnipeg general strike?" (RM)