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ERIC Number: ED196796
Record Type: RIE
Publication Date: 1979
Pages: 40
Abstractor: N/A
Reference Count: 0
Social Action As An Objective of Social Studies Instruction.
Curtis, Charles K.
This paper presents a rationale for making social action a major goal of elementary and secondary school social studies education. In addition, it describes social action models, suggests social action approaches appropriate for students at various grade levels, and reviews literature on social action by public school students. Social action is interpreted as any attempt by an individual or group to effect change in the social or political environment. The author recommends that social action within the realm of social studies should be consistent with rationality and human dignity, should involve consideration of issues involved in a particular problem and examination of alternative courses of action, and should help students understand how to participate intelligently and responsibly in a democratic society. Three social action models are described. For each model, steps are outlined to help students identify a problem, collect and analyze data, discuss various solutions, take appropriate action, and evaluate results of that action. Twelve general means of taking social action are suggested, including circulating and signing petitions, interviewing people involved in the problem, presenting programs to civic and church groups, and collecting and sending money to causes and organizations. Instances of social action for the period 1929 to 1980 are outlined in tabular form by problem, school, location, action, and bibliographic reference. Among the approximately 90 actions outlined are neighborhood clean-up campaigns, surveys of pollution and litter, creation of a solarized heating plant in a nature center greenhouse, and a school-wide fund drive to collect food for indigent families. (DB)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A