Offers suggestions to help content-centered social studies teachers on the secondary level achieve their objectives in the area of values. The approach is based on development of values-related situations and problems from within the subject-matter content. A study is described in which this approach was tested in 18 11th-grade American history…

Discusses a survey undertaken to determine the background and characteristics of social studies classroom teachers in the United States. The sample consisted of 1,200 social studies teachers in six states. Results are presented in the four following articles in this issue of "Social Education." (See SO 509 153 through SO 509 156.) (DB)

This article suggests that the best place to have sought a social studies teaching position during the past few years has been rural America, more social studies teachers subscribe to professional journals than to sports/leisure magazines, and four out of five social studies teachers have traveled outside of the United States at least once. (DB)

This article presents results regarding political participation from a survey of the background and characteristics of 1,200 social studies classroom teachers in six states. Findings indicated that 98 percent of social studies teachers voted frequently or occasionally. Information is also presented on political contributions, attendance at public…

Focuses on the attitudes of social studies classroom teachers toward controversial issues. Findings indicated that teacher opinions are generally consistent with the general public's opinion regarding controversial issues but that teachers' views cannot be classified by labels such a liberal or conservative because they range across a wide…

This article presents information on how social studies teachers enjoy teaching and whether they would leave teaching for another job. Data are taken from a survey of the background, characteristics, and attitudes of 1,200 social studies classroom teachers in six states. (DB)

Presents answers of Alvin Toffler (author of "Future Shock") to questions about a variety of issues, including problems of schools today, the role of formal education in the future, forms of community participation in schooling in the future, and ways in which social studies teachers can help prepare their students for the future. (DB)

Presents views by the following educators on social studies education in elementary schools: Harold Howe II (former vice-president for education and public policy, The Ford Foundation); Barbara Jordan (professor, University of Texas); James A. Perkins (chairperson, International Council for Educational Development); and Arthur W. Foshay (teacher…

Discusses some of the problems involved in social science teaching at the elementary school level, including general lack of knowledge among subject matter specialists about children, ignorance of child development specialists regarding social science disciplines, and the failure of educators to observe children's behavior before they develop and…

Suggests five basic questions that social studies classroom teachers can use to help students understand the concept of change. Questions are, "Is something different?"; "What is changing?"; "What caused the change?"; "How much do we pay for this change?"; and "Is the change worth what it costs?" Activities based on these questions are suggested.…

States and elucidates six ethical principles for the social studies profession. Statements include that it is the ethical responsibility of social studies professionals to maintain standards of instructional competence, provide knowledge and skills necessary for citizenship, foster citizenship rights and responsibilities, and promote free exchange…

Presents descriptions of social studies learning activities which teachers have found useful in social studies classes at various grade levels. The teacher developed activities focus on studying sociology through investigative reports, conceptualizing through questions, identifying vocabulary use differences between the United States and Great…

Recommends that social studies classroom teachers use landsat images in geography units to teach students about map interpretation. Information is presented on interpreting landsat images, uses of landsat images in the classroom, cities for which landsat images are available, and ordering information. (DB)

Contains an annotated list of states which are required to teach economics education. The title, length, grade levels, and very brief descriptions of or remarks about the courses mandated for each state are included. (AM)

Discusses labor history's new attention to the interaction between work, work organizations, and the worker's impact on American life. After 1830, changes in production styles to mass production paralleled the rise in unions and a working-class culture embodying the values of respectability, self-help, and social mobility. (AM)