Contends that the problems approach is new to most teachers and is at odds with the dominant curricular trend that includes reliance on textbooks and content-oriented courses. Concludes that there is a formidable set of forces opposing the implementation of such a curriculum. (SLM)

Outlines a method for modifying the current social studies curriculum so it can be taught from an issue-centered approach. States that conventional courses in history and geography would be organized around the study of a select number of important issues and illustrates the way these classes would be taught using this approach. (SLM)

Examines the relationship between teaching content or knowledge, and teaching the skills of critical thinking and problem solving. Presents key strategies to help students understand and develop critical thinking skills. Recommends use of the developmental lesson and provides several model lessons. (LS)