Maintains that there were three forces operating in colonial American culture which led to the drafting of the Constitution. These were: English law and tradition, the lifestyle of the colonies, and the Enlightenment. Provides examples of how these forces were expressed in the events surrounding the birth of the United States Constitution. (JDH)

Describes a unit of study for the middle school which involves students in simulating the writing of the United States Constitution. Students work in small groups and pattern their own Preamble and Bill of Rights after the originals. (JDH)

Describes eight resources for teaching about the United States Constitution available from ERIC. Described are instructional materials for junior and senior high school students on such topics as (1) the role of the U.S. Supreme Court, (2) freedom of the press, (3) the history of the United States Constitution, and (4) problems of the…

Provides a brief rationale for teaching about torts and describes 5 activities designed to help teach them. The activities help students (1) define what torts are and identify different types of acts which may result in a tort, (2) differentiate crimes from intentional torts and unintentional torts, and (3) explore defenses commonly used in tort…

This article describes the mental process a professional story teller uses when practicing this ancient art. Argues that storytelling is a powerful teaching tool for social studies and history. (JDH)

Reports the results of a 1-hour discussion session held on "the ideal teacher" at the 1985 annual conference of the Pennsylvania Council for the Social Studies. Knowledge of content was considered the most important goal of teacher training. Less agreement was found on issues of training for interpersonal effectiveness and career awareness. (JDH)

Reports the impressions of an 11th-grade world cultures teacher who visited European Russia and Uzbekistan in August, 1985. Ten major impressions are detailed, among them are (1) the poverty, (2) the sloppiness, (3) the pervasive presence of Lenin, and (4) the cultural importance of the Babushka, the Russian word for grandmother. (JDH)

Describes the psychological importance of toys to children. Analyzes adult attitudes toward toys and explores the toy marketing techniques used on television commercials. Concludes by listing 6 ways in which toys may be used as a part of a social studies program. (JDH)

Presents educational biographies of Henry Johnson, I. James Quillen, Lawrence E. Metcalf, and Shirley Engle; all considered founders of the social studies. Additional articles on defining the social studies, problem solving, and mentoring are included in this issue. (JDH)

Provides a brief chronology of events which took place in the development of the statewide eighth grade assessment of history/social science in California. Describes the content of the tests and lists the names of the individuals who served on the various development committees. (JDH)

Presents a complete outline of the critical thinking skills taught in grades 3, 6, 8, 10, and 12. Categories are clarifying issues and terms, judging and utilizing information, and drawing conclusions. (JDH)

Gives a rationale for assessing critical thinking through writing. Provides examples of semi-structured open-ended test items used to assess critical thinking through writing. A brief bibliography is included. (JDH)

Six articles review the results of the 1985 California Assessment Program's eighth grade test of History/Social Science. Each article reviews areas where students excelled or had difficulties and makes recommendations for adjustments in curricula or teaching procedures. (JDH)

Presents, along with working definitions and illustrative items, an overview of the eighth grade critical thinking assessment which comprises approximately 40% of the History/Social Science test of the California Assessment Program. (JDH)

Reviews ten ERIC documents, produced since 1983, which provide activities, lesson plans, and curriculum guides for teaching elementary through secondary students about democratic government. Emphasis is on citizen responsibility and participation. (JDH)