At the first independent meeting of the National Council for the Social Studies in 1935, Henry Johnson of Teachers College, Columbia University, delivered a speech entitled "The Place of History in Education for International Peace." What Henry Johnson said and the value of his ideas for today's teachers are discussed. (RM)

What the National Council for the Social Studies'"Social Studies Scope and Sequence" needs to be effective is discussed. A conceptual structure based on the idea of human system is needed if students are to process all the information included in the scope and sequence. (RM)

The bombing of Hiroshima changed forever the concept of conflict and warfare in the human family. Two Americans, one having grown up in Hiroshima and the other having spent one year in the city as a Fullbright research scholar, reflect on the Hiroshima experience. (RM)

The National Council for the Social Studies (NCSS) annual meeting provides a unique opportunity for intellectual stimulation and professional growth. Several NCSS members recall their most memorable annual meeting. Every decade since the 1930s is covered. (RM)

Merrill Hartshorn, for three decades the driving force behind the National Council for the Social Studies (NCSS), died in 1985. This tribute, written by a former NCSS president and longtime friend of Hartshorn, describes Hartshorn as "the torchbearer of a social studies tradition." (RM)

Several interviews were conducted with Merrill Hartshorn shortly before his death in 1985. Hartshorn recounted rough times in the past of the National Council for the Social Studies (NCSS) but concluded that NCSS is certainly a much stronger organization than when it was founded and that its future is bright. (RM)

The freedom of teaching around 1935 is compared to academic freedom today. Unfortunately, today there remain serious restrictions on the freedom to teach and learn social studies. (RM)

The teacher education standards presented here provide criteria by which to assess both preservice and inservice programs that seek to improve the quality of social studies education at the elementary and secondary levels.

Data culled from five 1980s studies show that youth today are committed to rewarding careers, good jobs, traditional values, marriage, and family. They are fixated on personal bread-and-butter issues and turn away from community and group problems. (RM)

Social studies must educate students to be socially responsible, civically competent persons. In addition to encouraging civic literacy, civic values, and civic skill, teachers need to help students develop civic-mindedness. The objective of the NCSS' National Issues Forum in the Classroom Project is to develop students' civic intelligence. (RM)

Educators respond to David Mathews's article addressing the need for teaching students to be civically competent. (RM)

George S. Counts promoted the progressive education ideas developed by John Dewey. A faculty member at Teachers College, Columbia University, from 1927 to 1956, Counts stressed the importance of pragmatism in education. The author, an admirer of Counts, created dialog that he and Counts might have had if Counts were alive today. (RM)

Research shows that most students in the United States, at all grade levels, find social studies to be one of the least interesting, most irrelevant subjects in the school curriculum. Few studies have been done to explore the potential causes of these negative attitudes toward social studies. (RM)

The best way to define geography is to think of it as the study of processes as they operate over space and in place. The evolution of this definition is discussed, and examples of the way in which geographers have studied social change in U.S. cities are provided. (RM)

Computer software that will help intermediate and secondary social studies students learn to make rational decisions about personal and societal concerns are described. The courseware places students in the roles of business managers who make decisions about operating their firms. (RM)