Presents four Gestalt learning activities which can help elementary students achieve a more genuine understanding of individual differences. (RM)

Outlines a reconstructionist rationale and focuses attention on the need for a philosophy of education to embody a theory of social criticism. It also emphasizes the importance of an interdisciplinary analysis of major social issues, especially in terms of their economic dimension, and attempts to define the purpose and role of social educators…

The value of an historical context for social studies is that social studies educators can see themselves as heirs to the past and ancestors of the future; as a discipline whose teaching and thinking and doing will be important gifts to the twenty-first century. (PN)

The poster "Energy Search," inserted in this issue of the journal, is presented to stimulate thought and discussion among elementary and secondary students concerning possible ways of meeting vital energy needs. Activities are provided on the reverse side of the poster. (RM)

Describes current secondary school courses about religions which are incorporated into the social studies curriculum. Course titles include Religion in Human Culture, Religions of Man, Great Religions, Comparative Religions, History of Religions, and the Bible as Literature. (KC)

The author shows how to promote critical thinking in the secondary social studies classroom through argument anticipation (defined as a procedure for eliciting agreement on persuasive reasons for a given conclusion). Six steps to argument anticipation: state the conclusion; list conditions for agreement; distinguish empirical and normative claims;…

A model which secondary social studies teachers could apply to their content area suggests an interplay between the inductive and the deductive--where students first identify a proposition from an examination of evidence and then test the proposition to assess its power in helping students understand the complex nature of social reality.…

Discusses the impact of literary retellings of historical events (specifically the use of informational storybooks to teach social studies) on children's understanding of social studies. Argues that, unless mediated by additional reading and focused discussion, informational storybooks can create a host of problems for social studies teachers. (SR)

Responds to an article in the same journal which argues that the use of informational storybooks creates a host of problems for social studies teachers. Argues that historical fiction must be considered differently than informational storybooks on science topics, and that a detailed examination of historical fiction is necessary before dismissing…

Discusses the 1916 Committee on Social Studies report. Describes the preparation of the report, who was involved and some of the social welfare and efficiency ideas of its authors. Observes that the report culminated in the introduction of the social studies into the U.S. secondary school curriculum. (SG)

Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

Today's students watch the newest movie trailers on the Web, share music files, play video games with other players over the Internet, and swap digital pictures of the latest teen idols. Donald Tapscott points out in his book Growing Up Digital that as this rich multimedia experience becomes more a part of students' lives outside of school, they…

Although participation and progress in the general curriculum is mandated for all students, models to achieve such access often neglect students with more severe disabilities. Promoting self-determination linked to standards is an entry point to ensuring access to the general curriculum for all students, including students with severe…

This article describes one classroom's experience with a lesson plan that involved students in a discussion about what type of memorial/monument to place at the site of the World Trade Center. A series of belief cards with statements about arts the students could or could not support; four-student design committees; and group presentations…