Using selected examples from Japan, China, and Korea, this article focuses on the ways in which law-related education may be used to provide an avenue for cultural exploration and understanding. (JDH)

Ideas for incorporating five essential writing skills, identified by the Texas Assessment of Basic Skills, into elementary social studies courses are presented. These include spelling, organizing ideas in writing, a knowledge of standard punctuation and capitalization, ability to control sentence structure, and use of legible handwriting for…

The values clarification class showed decreased personal and political cynicism; those in the traditional class exhibited an increase in both personal and political cynicism. While students in both courses increased their political participation, students enrolled in the traditional class showed a greater gain in political participation. (RM)

The oral histories of the Federal Writers' Project, begun in 1935 as part of the Works Progress Administration (WPA), contain the personal stories of people who lived during the Great Depression. A brief history of the project is presented and the interviews are discussed. (RM)

Described is a technique, utilizing team work, which will increase student participation in classroom discussions. The teacher asks a student for some information. Before answering, the student is allowed to solicit answers from as many other students as he or she wishes in order to gather needed data. (RM)

This article conceptually defines new political history, an approach to history represented by attempts to adopt the quantitative and scientific methods of the social sciences. It provides a history of the roots of the new political history and explores the question of how scientific social scientific history should try to be. (JDH)

Noting that recent years have produced an explosion of work in the fields of constitutional and legal history, this article identifies the conclusions and interpretive issues such studies have generated. The impact of social scientific historical methodology and social history are also assessed. (JDH)

Examines degree to which history articles published in "Social Education" maintained or advocated a global or international perspective. Provides information on evolution of the concept and purpose of global studies, the frequency of articles appearing in the various social science disciplines other than history, and a breakdown of the different…

Identifies reasons why social studies educators should improve their teaching about South Korea. Included in the list is the increasing numbers of Koreans being educated in the United States, the summer Olympics in 1988, and the use of Korean culture as a case study demonstrating the effects of cultural transmission and society in transition. (JDH)

Briefly reviews the types of prejudice found in United States society. Explains prejudice-free education and identifies the methods teachers may use to achieve it. (JDH)

Briefly reviews the literature on sex discrimination in U. S. history textbooks and its potential impact on students. Presents the results of a content analysis of five high school U. S. history textbooks adopted in Texas during 1979-84. Concludes sex discrimination and sex stereotyping were present in these textbooks. (JDH)

Provides background on questioning as an instructional technique, and offers nine practical guidelines, accompanied by examples, for improving classroom questioning. (JDH)

Describes the contemporary Chinese justice system highlighting the elements of "western" justice it embodies. Presents lesson plans, complete with objectives, procedures, and all required materials, for illustrating the system with two recent Chinese criminal cases which were heard in "people's courts." (JDH)

Explores the relationship between the scientific method as it is represented in social sciences and the "humanistic methodology" of history, and other humanities. Maintains that students preparing to be teachers should recognize these methodological sources for developing teaching strategies and activities. (JDH)

Identifies current criticism of history instruction, provides a rationale for including history in the curriculum, details the benefits of history instruction, and briefly addresses three questions: What type of history will be studied? How will it be organized? and How will it be taught? (JDH)