This journal on writing instruction focusses on writing as a way of teaching social science. History, like science, needs to be taught as an evolving base of knowledge, rather than reverence for the way the story was told in the past. Integrating primary source materials with literature, both in language arts and social science, will help students to see how all history has a point of view and how language can convey meanings that far outweigh the sum of the individual words. Students will begin to discover that the standard history they have learned reflects the views of the dominant culture of the time. The document contains 15 articles, as well as regular departments and a book review. The first article, "Talking Back to Columbus: Teaching for Justice and Hope" (Bill Bigelow), describes teaching students to listen for the voices that are silent as well as those that are heard. He describes learning activities from history classes that teach about social activism and struggles for justice. Other articles describe educational software that is available to teach both writing and social studies. Two articles deal with family issues as subject matter for writing assignments in teaching social studies and an interactive project that enables students to explore history by constructing a family through a computer project. Other articles deal with teaching civil rights through multimedia, adding relevance to social science, and exploring the history of writing with young children. (DK)