"Teaching and Studying Social Issues: Major Programs and Approaches" focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: "Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education" (Lexington, Books, 2006); "Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field" (Information Age Publishing, 2007); and "Social Issues and Service at the Middle Level" (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg's pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues in the classroom) to the relatively new efforts over the last 20 to 30 years, including global education, environmental education, Science/Technology/Society (STS), and genocide education. This book provides the readers with details about the innovators their innovations so they can (1) learn from past efforts, particularly in regard to what worked and didn't work and why, (2) glean new ideas, methods and approaches for use in their own classrooms, and (3) craft new methods and approaches based on the strengths of past innovations. "Teaching and Studying Social Issues: Major Programs and Approaches," an introduction by Samuel Totten and Jon E. Pedersen, is included. This book contains: (1) From Vision to Vilification to Rehabilitation: Harold Rugg, A Journey (Karen L. Riley and Barbara Slater Stern); (2) Maurice P. Hunt and Lawrence E. Metcalf: Teaching High School Social Studies--Reflective Thinking, Closed Areas of Culture, Problem Solving Models and Values in Social Studies (Sherry L. Field, Jeff Passe, Mary Lee Webeck, and Michelle Bauml); (3) Citizenship Education Using Rational Decision Making: Donald Oliver, James Shaver, and Fred Newmann's Public Issues Model (Barbara Slater Stern); (4) The Reflective Classroom Envisioned in "Inquiry in Social Studies" by Massialas and Cox (Jack Zevin); (5) Human Rights Education (Felisa Tibbitts and William R. Fernekes); (6) Facing History and Ourselves: Noble Purpose, Unending Controversy (Karen L. Riley, Elizabeth Yeager Washington, and Emma K. Humphries); (7) Teaching about the Holocaust in U.S. Schools (Thomas D. Fallace); (8) Environmental Education (Mindy Spearman); (9) An "Economic Way of Thinking": Approaches and Curricula for Teaching about Social Issues through Economics (Phillip J. VanFossen and Christopher McGrew); (10) Teaching Social Issues from a Global Perspective (Merry M. Merryfield); (11) Multicultural Education Reform Movement (Allan R. Brandhorst); (12) The (Unfulfilled) Promise of Critical Pedagogy (Ronald W. Evans); (13) Education for Democratic Citizenship: Decision Making in the Social Studies (Mark A. Previte); (14) The Many Faces of STS: Social Issues in Science Education (Barbara Spector and Robert Yager); (15) Beanes Integrative Curricular Program (Jon Pedersen); and (16) Genocide Education (Samuel Totten).