This review of research examines whether students imitate their teacher's moral judgements in incidental learning situations. (Author/DE)

A discussion of the current position of social studies in relation to teaching technique and method leads to advocating a social studies curriculum that provides for relevance to students' lives, examination of social issues, and strategies to help students deal with values and value conflicts. (Author/ND)

Several well-known theorists' definitions of the "new social studies" that define social studies as citizenship transmission, social science, or reflective inquiry are examined. (ND)

Socio-civic elements basic to society are the imperative for a social studies program emphasizing process skills, human understanding, cultural goals, population problems, environmental protection, peace education, political responsiveness, interdisciplinary approaches, futures, and globalism. (Author/ND)

Relates the future of social studies in 1984 to the social and political implications of education found in Orwell's "1984."

Discusses the five Framework goals and presents them in tabular form. (ND)

A social studies curriculum to help learners become national decision makers with regard to human behavior and social interaction is being developed using a seven point model for curricular/instructional revision. (ND)

The process and outcome of revisions in the training of prospective secondary level social studies teachers are reviewed. (ND)

The Chinese student's role in political, social, and economic developments, and the growth of the communist government is examined. Problems affecting educational reform in Red China are discussed. (SM)

Significant developments of the last decade in the field of social and political education in the Soviet Union are discussed. Curriculum revision efforts which increase emphasis on social science education are described. (SM)

The author discusses the role of public education in helping to bridge the historically-based American gap between images and the contemporary realities. The history of American images toward China is outlined and some implications of these images for social studies teachers are identified. (SM)

The author proposes the inclusion of the study of the religions of the non-Western world to enrich the world history curriculum. Resource materials for use in studies of these cultures are suggested. (SM)

The author develops a rationale for teaching about the non-West in the social studies curriculum in public schools. Suggestions are made concerning curriculum development and teaching methods. (SM)

The five steps in the basic process of inquiry are discussed. Methods to facilitate student inquiry in the classroom are emphasized. (Author/RM)

This article discusses the results of a survey of 380 elementary teachers randomly selected from 42 schools concerning their classroom practices, opinions, and suggestions of the Inquiry teaching method of Social Studies. (Author/RM)