Commemorating 50 years of continuous publication, this article traces the history of SOCIAL EDUCATION and the themes which it followed. Included is information on editorial policy, journal readership, and persistent issues in the field. (JDH)

Provides an introduction to the articles in this issue. Maintains that social studies teachers and textbooks will not be replaced by computers. States that the relationship between the social studies and computers is limited only by our imaginations. (JDH)

Favorably reviews "The Other Side," a global conflict resolution simulation available for high school social studies classes. Maintains that this program is well worth the time and effort required to integrate it into the study of modern history and international relations. (JDH)

Provides lawyers, planning to work with elementary school children, practical suggestions for making their presentations more effective. Topics include getting to know your clients, pacing your presentation, and fostering interaction through the use of anecdotes and a modified socratic method. (JDH)

Reviews ten ERIC documents, produced since 1983, which provide activities, lesson plans, and curriculum guides for teaching elementary through secondary students about democratic government. Emphasis is on citizen responsibility and participation. (JDH)

The authors argue that social educators have a responsibility to select and present social problems in the classroom. They conclude that social educators may use an eclectic approach and that the debate surrounding treatment of social problems in social education should continue. (Author/MT)

Describes how a university faculty used Carl Sagan's "Cosmos" series as a vehicle for demonstrating the integrated curriculum approach to instruction, modeling this approach with their pre-service teachers. A daily account of the week's activities is provided. (JDH)

Elaborates on an instructional organization method for purposeful learning experiences within the social studies curriculum through compilation of varied learning activities built around a central topic. Provides a recommended outline including objectives, motivational activities, learning activities, evaluation techniques, and bibliography. (TRS)

The official position statement and guidelines of the National Council for the Social Studies concerning the teaching of religions in elementary and secondary social studies classrooms is presented. (RM)

Teachers can help students understand why world hunger exists and explore ways to eliminate it. Activities based on the Food First Curriculum developed by the Institute for Food and Development Policy are discussed, and suggestions are made to help children get beyond the well-meaning hype of various fundraising efforts. (MT)

An elementary social studies unit on American Indians was built around the Enrichment Triad Model which proposes three levels of activities (general exploratory, group training, and real problem solving). The unit grew out of a desire to better serve the needs of gifted students in the regular classroom. (Author/CL)

Results of interviews with 26 college sociologists regarding reading skills, reasoning ability and a serious orientation toward academic work were considered most important. Recommendations for improving high school social studies courses are derived. (Author/JDH)

Learning depends not only on how information is disseminated but on what learners do with the information once it becomes available to them. Procedures that teachers can use to help students identify processing frameworks (approaches to identifying and organizing information) for individual learning tasks are discussed. (RM)

In order to critically read adult information sources, students need to be able to identify external factors which influence the presentation of information. Activities to help students identify these factors are suggested. (RM)

The history of a neighborhood vacant lot was undertaken by gifted fifth graders. Investigative skills developed included collecting raw data, categorizing data, and reaching conclusions based on the information. Procedures included observing, listing, looking, sketching, note taking, map making, and interviewing. Findings were published in a book…