Explores present educational needs for implementing a democratic society in Poland. Challenges education to identify the tasks and values of democratic education. Contends that education formerly confirmed the role of socialism and Communist ideology. Argues that the current thrust is the ideal of a participatory society. Lists skills necessary to…

Illustrates improving map study by relating an unfamiliar location to the geographical area where the student lives. Explains the circles map and the transparency map comparison methods. Discovers that the two methods of using maps are effective when teaching about past events in distant places. (NL)

Notes that teachers can make writing assignments more acceptable by using innovative techniques. Suggests that using letter writing for research projects is a good motivational technique. Asks students to assume roles of persons of a specific historical period and write from the first-person perspective. Includes sample letter. (NL)

Presents guidelines from the National Council for the Social Studies' Science and Society Committee, focusing on topics with interrelationships among science, technology, and the social context in which they occur. Covers eight areas: (1) choosing topics; (2) content knowledge; (3) values; (4) thinking processes; (5) civic action; (6)…

Praises recent efforts to integrate study of science and technology with the broader society, including the science/technology/society movement and Project 2061. Warns of the dangers of splitting the social sciences and natural sciences, and of the limitations represented by the recent focus on "cultural literacy." Advocates the teachings of John…

Maintains that the science/technology/society movement (STS) is a megatrend in science education. Explains that STS takes a holistic, problem-solving approach toward teaching science, one that is student oriented and much more accessible than traditional approaches. Lists tables that contrast STS and traditional classes. (DB)

Discusses studies done on science/technology/society (STS) education and lessons that may be drawn for teachers. Maintains that issue investigation and action-based units focusing on locally relevant and student-relevant issues are clearly supported and encouraged by STS research. (DB)

Explores reasons for paying attention to content about science/technology/society (STS) in the social studies curriculum. Examines strategies for incorporating STS in the social studies. Expresses some cautions about interdisciplinary approaches to teaching STS. (DB)

Discusses science and social studies integration to achieve technological literacy. Outlines elements that contribute to a successfully integrated social studies curriculum and its accompanying instruction. Four elements are presented: (1) clearly stated outcomes, (2) organizational strategy, (3) support systems, and (4) instructional strategies.…

Highlights some current resources for teaching science-related social issues in elementary and secondary classrooms from the Educational Resources Information Center (ERIC) database. Issues covered are varied and include population growth, environmental concerns, bioethical questions, hunger and food resources, water resources, nuclear energy, and…

Surveyed 800 randomly selected classroom teachers who were members of the National Council for the Social Studies on the following questions: Are computers available for use in social studies classes? If available, are they used? How are they used? and What are teachers' attitudes regarding computers and the training to use them? Tables of…

Points out that children have difficulty learning time concepts. Presents instructional activities for concepts associated with clocks, calendars, and chronology. Outlines Jerome Bruner's three different stages of representation for each concept: enactive, iconic, and symbolic. (DB)

Presents 1989 trade books for children in K-8 grades appropriate for social studies education. Covers the following areas: North American history, culture, and life; world history and cultures; biography; the examination of origins; rural and business life; environment; folktales, myths, legends, fables, and stories; poems and songs; and…

Cites recent survey data on sources of news. Claims that a television is by far the dominant source. Discusses implications of this fact for social studies education. Tables and charts of data on news sources are included. (DB)

Describes the successful efforts of elementary school children in Salt Lake City, Utah in forcing officials to clean up a hazardous waste site. Argues that social studies skills should be moved outside the classroom to focus on solving problems in the community. Suggests common criteria for problem-solving activities. (DB)