The author regrets the de-emphasis of the past in the social studies. She contends that students' lives are poorer, perhaps even impoverished, without an appreciation of the past and a nodding acquaintance with its heroes and villains. (Author/KC)

Suggests that elementary self-contained classroom teachers be provided with specific statewide content guidelines. The content should be based upon Piaget's theory of cognitive development. (Author/KC)

Describes social studies program of a community service high school. The chief goal of the school is to teach citizenship through student projects which make a useful contribution to the community. Skill areas focus on thinking, human relations, organization, and information processing. (KC)

Defines a rationale for teaching decision-making skills and outlines an eight-step decision-making process. Describes how the process may be applied at all levels, in classrooms, and in dealing with students' personal problems. (Author/KC)

Addresses differences in process and content teaching in the social studies. Suggests a curriculum with a conceptual approach and outlines educational objectives in terms of knowledge, concepts, and skills. (KC)

Contends that the methods used to teach social studies become secondary to the emerging trend in elementary schools of putting social studies aside in favor of the basics. Also suggests that problem-solving and decision-making skills are basic to survival in our society. (Author/KC)

Outlines stages in curriculum development to achieve a balance between concepts as the essence of the curriculum and skills and content as the vehicles. Includes evaluation methods, approaches for in-service teacher education, and suggestions for educating the public on the importance of the social studies. (Author/KC)

Describes learning activities based on a balance of skills development with content in a high school social science department. The model for the program involves selecting the concept; choosing appropriate skills; identifying values and attitudes; and focusing on content that illustrates the concept, skills, and values. (Author/KC)

Describes the rationale and objectives which define the relationship between content and skills of the Civic Education Social Studies Curriculum. The curriculum is a project of the Carnegie-Mellon Education Center in cooperation with five Pittsburgh and two Bakersfield, California high schools. (KC)

Lists goals for self-actualization that could be incorporated into a social studies program and provides activities for the achievement of these goals. The activities involve communication and group participation. (KC)

Suggests activities for students interested in historic preservation: walking trips, collection, and projects which recreate activities of the past. (KC)

Presents an outline of 10 of the most important student skills needed in the social studies classroom. These skills include reading, writing, listening, speaking, map reading, critical thinking and problem solving, organizing, evaluating, social interacting, and observing. (KC)

Discusses achieving creative intelligence as the goal of all educational activities and suggests methods for designing and evaluating curriculum in terms of that goal. (KC)

The socialization process of the child in the Soviet Union is examined in terms of socialistic/communistic political philosophy and the general attitudes of the Soviets toward social sciences, child rearing, and educational practice. The family, school, and youth organizations are also discussed as socializing agents. (Author/KC)

Addresses the teaching of social studies in a changing world. Suggests that the Pacific Rim can be a focus area for teaching in a global context. Describes two curriculum models using either individual countries or aspects of life as the basis of organization to give learning a structure. (DK)