Defines goals for social studies and outlines principles for selecting content, activities, resources, and strategies for training social studies teachers. Goals include awareness of key global issues, concern for the future, and willingness to take responsibility. A list of resource materials is also included. (KC)

Notes four common concerns which could serve as a basis for cooperation between global and multicultural educators. Common concerns are understanding the function of groups in our society, how people form images of ethnic groups, and global interrelatedness and developing skills for living in a diverse world. (KC)

Describes the San Francisco Unified School District's Educational Redesign Plan with respect to social studies and global education. The new curriculum is global in outlook, multicultural in focus, and emphasizes basic competencies. (KC)

Provides an update of the "Middletown" studies (Lynd and Lynd, 1929, 1937). Recent research (Caplow and Bahr, 1978) indicates that adolescents of Middletown, in reality Muncie, Indiana, are as strongly imbued with religion, patriotism, and the Protestant ethic as their grandparents were at the same age. (Author/KC)

Outlines steps toward integrating student opinion into the policy and decision-making structure of the school. The objective is to provide students a way to achieve meaningful participation in the school setting. The relationship among academic achievement, dropout rates, and student participation is discussed and a student opinion questionnaire…

Describes a project intended to help high school students personalize their school environment. The program emphasizes positive social reinforcement, positive peer pressure, interaction with administrators and teachers regarding school problems and solutions, and peer counseling during homeroom. (DB)

Maintaining that social studies classes should teach students to participate and acquire a feeling of political efficacy, the article suggests ways of introducing social participation into the formal curriculum. Ways of using students groups to promote participation are outlined. (DB)

Focuses on examples of successful youth participation projects throughout the United States and discusses general principals of a youth participation program. Information is also presented on community-based programs, increasing community acceptance of youth participation, and the role of teachers in youth participation.

Defines citizenship and citizenship education, stresses the importance of citizenship education in the social studies classroom, and presents checklists of citizenship competencies and assessment criteria. (DB)

Discusses the unique role of independent schools (private schools) in California and suggests how they can be valuable catalysts in establishing links between students and the community. Information is also presented on college placement of students who graduate from independent secondary schools and on curricula of independent schools. (DB)

Encourages participation of high school students in courses relating to politices and government and identifies five types of student political participation that can be incorporated into the curriculum. Activities include political campaigning, participating in decision making, interning, lobbying for a cause, and taking part in extracurricular…

Criticisms of attempts to measure the educational and research quality of universities are discussed, particularly with respect to methods that rely on the quality of faculty publications. However, it is argued that institutions supported by public funds must be accountable and some form of assessment is necessary. (JMD)

Describes and illustrates three instructional strategies that can help students learn social studies concepts and develop skills in conceptualization and reading comprehension. (Author/DB)

Explains why critical thinking/reading skills are important within the context of social studies and presents information about assessing critical reading skills. (DB)

Explains why educators need to utilize the writing process as a teaching tool in the social studies. The article also examines research on creative writing and language development and suggests guidelines for developing writing assignments to improve student skills and content master. (DB)