Social education of high school students should consist of a joint practice of negotiation by school adults and students in the handling of real school conflicts. (KM)

The false starts, failures, and potential for recidivism of public education are reviewed in an historical context. An expansion of educational opportunities within the parameters of a democracy in order to realize human intellectual capabilities is defended. (Author/KM)

Houston's effort to provide appropriate alternatives within a traditional framework is described. (Author/KM)

Descriptions are given of ways to add life, color and authenticity to classrooms through the use of folksongs for the social studies teacher. (Author/KM)

An analysis is given of a survey appeal made in the November 1972 issue of Social Education in which readers were asked to supply evaluative information on social studies materials they were using. (Author/KM)

Three annotated alternatives are offered to replace the customary treatment of national holidays in the school curriculum. (KM)

Translating social studies objectives into learnable tasks for students in the classroom involves understanding what a learning activity is, and that different types of learning activities serve different functions. An example of a learning activity sequence which includes four catagories of activities--intake, organizational, demonstrative, and…

The hidden curriculum in the new social studies involves the classroom environment, the instructional situation, and the teacher's role. Higher-level questions, student expression, and absence of verbal dominance by the teacher are some of the factors compatible with the new social studies. (Author/KM)

The purpose of this article is to propose a base from which the study of Latin American culture might be initiated utilizing ideas from two new approaches. A plan is presented for organizing inquiry into Latin American culture around main ideas. (Author/KM)

This article deals with the basic techniques of teaching entire classes to cooperatively develop simulation games. The first section presents a model which serves as a nucleus for developing the instructional strategies in the second section. (Author/KM)

Examines the relationship between science and the socioeconomic and cultural systems of society and how UNESCO has promoted international cooperation in social science, education, science, and culture. Suggests ways American educators can further UNESCO goals. (CK)

Considers the blessings and constraints imposed by technological innovations and cites some inherent conflicts in transferring Western technology to a non-Western world. Recommends focus on problems and goals rather than technologies. (Author/CK)

Examines the role of science and technology in relation to socioeconomic goals by reviewing historical innovations in the United States and global environmental, employment, and social challenges. Recommends that the United States reorder technological priorities to meet human needs. (CK)

Lists resource problems technology can and cannot solve, and emphasizes the need for considering and restructuring the social environments and institutions as well as developing new technologies. (CK)

Examines the relationships of development, technology, and population growth, discusses learning and teaching about population, and annotates resource materials for teachers to use. (CK)