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Cogan, John J. – International Journal of Social Education, 1997
Argues that citizenship education must include an examination of the great issues of the times using active, critical teaching methods and reflective inquiry. Maintains that this is necessary to prevent political apathy in young people. Briefly discusses the history of social studies educational reform and the creation of national standards. (MJP)
Descriptors: Citizenship, Citizenship Education, Civics, Course Content
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Fenwick, Tara; Parsons, Jim – International Journal of Social Education, 1997
Recommends using focus group interviews and other discussion techniques, generally used in business, to examine social studies issues. Outlines and discusses how these techniques (systems thinking, mental models, shared vision, team learning) can greatly enhance social studies instruction of current events and controversial issues. (MJP)
Descriptors: Business, Cooperative Learning, Course Content, Critical Thinking
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Dougan, Alberta Macke – International Journal of Social Education, 1992
Traces the beginning and development of social studies as a curriculum area. Compares the situation and recommendations from the turn of the century with those of today. Reports that the curriculum is still dominated by history and government with geography at the elementary and junior high levels. (DK)
Descriptors: Course Content, Curriculum Development, Educational Change, Educational History
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Longstreet, Wilma S. – International Journal of Social Education, 1991
Discusses the content of social studies as a discipline. Suggests that the real curriculum of the social studies in actual teaching is history. Argues that the original emphasis on citizenship training needs to be restored or developed as a separate discipline to establish a source of knowledge independent of the social studies. (DK)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Elementary Secondary Education
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Davis, O. L., Jr. – International Journal of Social Education, 1991
Suggests that citizenship education has been defined too literally and narrowly, resulting in loss of meaning for social studies. Argues that schools in the United States rest on solid civic motivations and were never intended to legitimate any particular school subject. Insists that every school subject must be understood to be based on civic…
Descriptors: Citizenship Education, Course Content, Course Evaluation, Democracy
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Lamy, Steven L. – International Journal of Social Education, 1989
Discusses issues related to teaching international relations. Supports the position that teaching controversial issues is an integral part of any social studies course. Explores some controversial issues that might be considered in the classroom, describing approaches to teaching these issues. (KO)
Descriptors: Controversial Issues (Course Content), Course Content, Critical Thinking, Curriculum Development
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Fujioka, Nobukatsu – International Journal of Social Education, 1992
Presents results of a questionnaire asking Japanese teachers how and what they teach about World War II. Reports that survey included broad and narrow questions on the war in Asia, Europe, and the Pacific. Concludes that Japan's postwar peace education has been a success but that more emphasis needs to be placed on cause and effect in history. (DK)
Descriptors: Asian History, Course Content, Educational Research, Elementary Secondary Education
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Schlene, Vickie J. – International Journal of Social Education, 1991
Provides a partial listing of works found in the ERIC database on the debate between those who support social studies as a discipline and those who would replace it with history and geography courses. Includes articles, reports, and reviews covering various aspects of the debate. (DK)
Descriptors: Course Content, Curriculum Development, Curriculum Evaluation, Elementary Secondary Education
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Evans, Ronald W. – International Journal of Social Education, 1992
Discusses the nature of social studies. Suggests that the National Council for the Social Studies seems dysfunctional because it aspires to be apolitical in a field that is inherently political. Concludes that social education will continue to reflect the structure of society and the values of people who control the educational process. (DK)
Descriptors: Course Content, Critical Thinking, Curriculum Development, Elementary Secondary Education
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Brady, H. Robert – International Journal of Social Education, 1993
Reviews the origins and development of social studies. Maintains the concept of social studies was derived from the progressive period and based on a vision of a republic built on participatory citizenship. Asserts that social studies is an interpretative, ever-changing process that defies reduction to a single academic discipline. (CFR)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Democratic Values
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Dynneson, Thomas L. – International Journal of Social Education, 1993
Describes the ongoing debate between the student-centered and the discipline-centered approach to curriculum development. Contends that the demand that social studies be made more discipline centered for economic/vocational reasons may result in a loss of the social education skills that employers rate as important. (CFR)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Democratic Values
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Miller, Steven L. – International Journal of Social Education, 1994
Asserts that the world has become more economically interdependent but that economics instruction does not adequately provide students with this knowledge or its significance. Provides a rationale for global economic education and a set of economic concepts and generalizations that would enhance understanding of global issues. (CFR)
Descriptors: Course Content, Curriculum Development, Developing Nations, Economics
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Merryfield, Merry M. – International Journal of Social Education, 1989
Compares social studies education in Malawi, Nigeria, and Kenya, focusing on the content of the curriculum, instructional materials utilized, and courses offered. Examines the problems each country faces in developing and implementing its curriculum. Includes the historical, political, and economic factors influencing the social studies…
Descriptors: Course Content, Curriculum Design, Curriculum Development, Developing Nations
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Shafer, Susanne M. – International Journal of Social Education, 1989
Discusses the educational inequities in South Africa between Whites and Blacks. Describes the efforts of the National Education Crisis Conference (NECC) in addressing the educational needs of Blacks. Includes resolutions passed by the NECC and describes the booklet, "What Is History?," produced by a branch of the NECC. (RW)
Descriptors: Access to Education, Apartheid, Black Education, Course Content
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Barth, James L. – International Journal of Social Education, 1992
Compares questionnaire results sent to elementary and secondary school teachers in Indiana and Japan. Surveys how and what is taught about World War II. Reports teachers in the United States concentrate more on Europe, Pearl Harbor, and fascism, whereas Japanese teachers are more concerned with Pacific theater. Concludes Japanese teach peace…
Descriptors: Asian History, Comparative Analysis, Course Content, Course Objectives
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