The "traditions" of the social studies--the "good citizenship" tradition and the disciplinary or social science tradition--are described. This description is followed by a discussion of the relationship between citizenship education and the social studies. The final section contains a description of the eight approaches to citizenship education.…

Harold Rugg's central concern was that social education should be used to help reconstruct society for the benefit of humankind, but he failed to provide a rationale for doing so. He inadvertently supported the status quo by his tacit approval of the market system and the ideology of biological determinism. (Author/BW)

We must acquire the fullest understanding and use of our life support system and begin a movement of energies away from scarcity and toward self-sufficiency. Global interdependence education can assist in this process. Educators will be called on to demonstrate the workability and necessity of whole-system approaches. (SR)

Maintaining that resources for students learning about Africa must provide clear, comprehensive, and accurate factual coverage and should excite student interest, this article suggests a variety of Africa-related materials, including yearbooks, periodicals, geography texts, encyclopedias, and political publications from African organizations. (DB)

Presents a bibliography on Japan (and, specifically, on Japanese art and culture) which is intended to provide social studies teachers with information at two levels--background for self-development and reading that can be used by students in the classroom. (DB)

Presents a poem which matches each letter of the alphabet with a country containing the same first initial. A simple geographical fact about the country is then given. (AM)

Explores the theory and reality of separate identity between North Americans and Canadians and presents information on Canadian social philosophy, a dual language system, values, and symbols in contrast with those of the United States. Discusses general problems of international relations between neighbors. (DB)

Discusses the use of historical novels in social studies curriculum. The author explains why the novel is useful as well as how an inquiry and aesthetic reading novel curriculum approach can be used and the benefits of using this approach. (AM)

Discusses a special project of the National Science Teachers Association which will develop energy posters for classroom use. The poster "Energy Search" in this issue will be followed by a poster on "Solar Promise" in the April 1982 issue and a poster on "Nuclear Promise" in the May 1982 issue. (RM)

Advocates a social relationship approach as the most appropriate way for teaching social studies to 5-year-old children. (Author/MP)

Suggests organizations, bibliographies, reference books, journals, and monographs which may be helpful to social studies classroom teachers as they develop and implement educational programs on the Soviet Union. (DB)

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

Explores the historiography of the social studies curriculum in the United States since the depression as presented by three educators who were most responsible for establishing a widely accepted social studies framework--Henry Johnson, Rolla Tryon, and Edgar Wesley. Topics discussed include characteristics of their view of the development of the…

Discusses integrating religious studies into the social studies curriculum. Topics include content revision and structure and selection of content. (KC)

Tips are given for enlivening classroom instruction in a variety of subjects. (LH)