Identifies existing problems in the area of social studies education, focusing especially on those generated by the lack of a universally accepted teaching philosophy in the field. Describes a teaching model by which students learn to be internally oriented, experience self-motivated instruction in a democratic classroom, and thereby learn social…

Describes a "Generic Model for Planning Expository Lessons" for improving the lecture--discussion method used by most history teachers. The model is based on a lesson format developed by John J. Patrick and Richard Remy and uses a five-step procedure employing a variety of approaches to expository teaching. (BSR)

Modeled after a traditional cooking recipe, this article synthesizes aspects of a successful social studies course/program. (JDH)

Demonstrates how reading aloud to high school history students will (1) aid understanding of content and concepts; (2) improve speaking and language skills; (3) increase motivation to read; (4) develop understanding of textbook format; and (5) improve social attitudes. Includes a five-step procedure and suggested books for reading aloud. (JDH)

Describes an approach for including social issues in United States history classes. Provides examples of how specific issues were integrated with common course topics. (JDH)

Presented is a lesson plan to be used in middle school social studies courses to help students assess whether a statement made by an alleged authority is credible. The plan also shows how teachers can use information processing strategies to design lessons to promote learning of other critical thinking skills. (RM)

Discusses the multidisciplinary nature of energy-related problems and suggests that teaching about energy brings classrooms closer to the real world. Provides examples of energy-related subjects for grade levels and content areas. (KC)

Discusses how to develop a chapter based unit, a very brief planning scheme that enables a social studies teacher to organize instruction drawing upon content from a single textbook chapter. This involves identifying a focus generalization, describing major concepts and subconcepts, preparing performance objectives, and developing key questions.…

Explains how community legal resource persons (police officers, lawyers, law students, court employees, legislators, etc.) can contribute to high school students' understanding of the legal system. Suggestions include that the resource person's visit relate to material the class is studying and that the teacher and resource person communicate…

Explains how to debrief students after participation in simulation and/or other educational games. Debriefing should increase students' ability to experience, identify, analyze, and generalize. (Author/DB)

Describes how to use student generated comments to motivate class discussion and curriculum change in high school modern European history courses. Explains a technique for improving student participation in the classroom through a technique (transactional evaluation) which involves introduction, comment generation, simple data processing, group…

Describes how to utilize instructional resources to personalize a social studies methods course for elementary school teachers-in-training. The approach involves teacher-pupil verbal interaction, inquiry, and valuing. (Author/DB)

Identifies problems often encountered by social studies teachers in teaching about other peoples and cultures and offers a model unit for use in grades 8 through 12 to teach students about Arab geographical locations, population distribution, major natural resources, and economic and agricultural development. Teaching methods are suggested and…

Examines conditions leading to student misinformation and alienation in the teaching of the American political system at the secondary school level. Describes textbooks as idealizing the system and presenting blatant propaganda, dreary descriptions, and sugar-coated politics. Outlines curriculum goals to provide students with a positive but…

Examines how social studies and history teachers can help students understand the intellectual origins of German Nazism during World War II. Suggests discussion questions and learning activities. (Author/DB)