Freedom of expression is the core political ideal undergirding American democracy and recent attacks on freedom of speech are a direct threat to the liberties and rights guaranteed in the United States Constitution. Freedom of expression is essential for participatory democracy, scientific progress, individualism, and civic education in K-12…

The question of why students think there are two kinds of American history taught--one in the K-12 system and one in the university system--can be examined critically using Emile Durkheim's (1973) description of the sacred and the profane. The history taught in K-12 classrooms often focuses on idealized accounts of the past that protect the status…

Reviews recent research which indicates the need for a variety of field-based learning experiences which are closely integrated with teacher preparation. Examines a program at the University of Iowa (Ames) in which the social studies methods course was moved to a high school so that students observed high school classes and received instruction…

Elementary teachers can gain valuable insights into the teaching of social studies by taking part in primary social science research projects. Describes a primary research project conducted in a social studies methods class that involved future teachers in investigating the water problems of Shreveport, Louisiana. (RM)

Describes how a university faculty used Carl Sagan's "Cosmos" series as a vehicle for demonstrating the integrated curriculum approach to instruction, modeling this approach with their pre-service teachers. A daily account of the week's activities is provided. (JDH)

One technique particularly worthy of possible inclusion in the secondary social studies methods class is an assignment in which students interview practicing social studies teachers. In addition to obtaining more insight into actual teaching practice, methods students learn about interviewing as a social studies teaching method. A course is…

A college course in the geography of agriculture presents a unique opportunity for an integrated study of economic, physical, and human geography. A teaching model which uses a systems analysis approach is presented. (RM)

The challenge of preparing a preservice teacher who is to work with nonhandicapped children is considerable. Special adaptations made in training hearing-impaired persons to teach social studies is discussed, and the successes and problems of these students when they begin to teach social studies in the practicum setting are examined. (RM)

To promote diverse learning strategies, teacher education programs should use their local environments. For example, students in elementary education methods courses at the University of Maryland spend one week in the Mall area of Washington, DC. They must use all the sources in the Mall to research specific problems. (RM)

Computers allow students to experiment with new projects in the history classroom. The Comparative Cities data file was used to explore the social impact of industrialization and urbanization in an undergraduate seminar. The data file can be adapted for high school students, but such a project has potential problems. (AM)

Based on the premise that social studies programs must involve students in dynamic learning and language activities, the article discusses thought and language in social studies education and describes an Ohio State University Program which integrates social studies instruction and active learning-language experiences. (KC)

Examines a social studies methods course where preservice teachers explored ways to use a variety of materials and sources to engage middle and high school students in higher order thinking about social studies content, especially with regard to historical thinking. Discusses students' responses. (MJP)

Criticizes the assumption that citizenship education is the defining mission of social studies. Cogently analyzes the defects of this argument, including a lack of related scholarship, inconsistent application from the schools, and little evidence of positive benefits. Proposes a curriculumwide integration of citizenship education. (MJP)

Compares and contrasts Namibian and U.S. policies concerning the promotion of English as an official language. Praises Namibia's thoughtful, gradual, and nonpunitive approach. Characterizes the U.S. policy as fragmented, contradictory, and driven by political considerations. (MJP)

Discusses the essential components and objectives of multicultural education and considers how to foster and integrate these into social studies teacher education programs. Describes several strategies designed to move students from norms of passivity to interactive pedagogy. These included collecting oral histories and critiquing textbooks. (MJP)