Evaluates E. D. Hirsch, Jr.'s proposal for cultural literacy against four standards: clarity, rationale, feasibility, and opportunity cost. Identifying serious flaws in the proposal, Newmann states that the term "cultural literacy" is ambiguous, presents Hirsch's rationale and its shortcomings, argues that the proposal is not feasible,…

Reports on the importance of cultural diversity and global interdependence as a foundation for a new civic culture. Argues that social studies educators must resist efforts to fragment the field and instead support the concept of an integrated social studies curriculum. (CFR)

Asserts that negative behaviors and attitudes prevent sustained academic environments. Recommends practical ideas and perspectives to bring changes that contribute to greater student success. Includes two figures depicting an information-constructivist model of school learning and four major components of curriculum decision making. (CFR)

Contends that the application of virtue to the social studies community has become a necessary condition for survival. Argues that educational institutions should not become glorified vocational schools, that they have a higher purpose. Maintains that citizens must understand the inherent power of learning and service. (CFR)

Addresses the issue of social studies as an academic field of study and whether or not there is a fixed body of knowledge in the social studies. Examines scope and sequence, the purpose and function of history and social sciences in school programs, and social studies as citizenship education. (LS)