Maintains that the nature and role of geography within social studies has been a major area of debate since 1916. Asserts that geography relies too heavily on rote memorization of facts and neglects geographic thinking. Contends that geography teachers share the blame for this and must change their teaching and evaluation methods. (CFR)

Contends that the best way to learn about citizenship is by discussing real societal issues that are connected to student interests. Maintains that a democratic classroom environment also provides an opportunity for practicing civic values. Provides four guidelines for establishing community service projects in the schools. (CFR)

Argues that economic education is an integral component of social studies and citizenship education. Maintains that adolescents are more likely to believe that one's life is controlled by fate rather than conscious choices. Asserts that teaching economic reasoning can improve students' critical thinking skills and citizenship education. (CFR)