Calls for social studies teachers to emphasize future studies and the implications of growing global interdependence. Students should learn about alternative futures, the possible decline of nationalism, overpopulation and food resources, the ecological system and natural resources, and ways of achieving interdependence. (AV)

Criticizes the state of social studies education. Content is fragmented, curriculum is not continuous, and teacher attitudes are negative. Teacher education institutions do not adequately combine social studies content and skill training. Suggests improvements in teacher education and curriculum development. (AV)

Cites the need for social studies teachers to have access to information about new teaching materials and practices. Identifies agencies and organizations which comprise two networks in the content areas of American history and law-related education. (AV)

Discusses ways of recognizing gifted and talented students and describes an instructional model for use by teachers as they develop curriculum for gifted students. Social studies learning activities, derived from the model, involve students in radio journalism, problem solving, collecting and analyzing data, role playing, surveying community…

Identifies major value bases which have been used to teach values in the classroom and outlines a values education program which stresses teaching about values without indoctrination. Based upon the hierarchy of human needs developed by psychologist Abraham Maslow, the program is based upon universal values, basic human needs, and recognition of…

Recommends the case study approach in consumer economics education and suggests case study formats, including court cases, open ended episodes, vignettes, narratives, interpretive essays, and cases based on documents. Guidelines for developing case studies are also offered. (Author/DB)

Suggestions are presented to help social studies classroom teachers identify and select teaching techniques. Concludes that inquiry techniques are most successful in helping teachers motivate students and awaken their curiosity. These techniques also provide illustrative examples; clarify themes; sustain interest, and encourage synthesis,…

Historians, philosophers, and teachers of history should try to be aware of and accurately identify the causes of historical events. The author proposes a theory of causation and presents a model for developing the theory in terms of the outbreak of World War I. (AV)

Social studies curricula should include units on the Old Order Amish and the Hutterites. The author outlines the life styles and beliefs of each group, stressing their independence from the national society and their interdependence within their own communities. (AV)

Our first public policy goal is to ensure our survival as a free nation through the development of enlightened citizens. If social studies teachers are to develop the goals of citizenship education, an articulated K-12 social studies program is necessary. The objectives and themes of such a program are discussed. (RM)

Prejudice-free education encompasses all forms of education aimed at challenging various types of discrimination. Both the teaching methods and the curriculum of social studies education can support and be part of prejudice-free education. (RM)

Social studies education should take place in a democratic atmosphere where students participate in decisions that affect them, raise and cope with moral and ethical considerations, and are a vital part of the governance of the school and classroom. A manifesto for such a democratic education is presented. (RM)

Discusses why social studies is suitable for multilevel textbook programs, and important features of viable multilevel textbook programs are examined. A sample unit of study for a high school U.S. history course using multilevel texts is provided. A list of easy-reading secondary grade social studies materials is also included. (RM)

Basic characteristics of the more influential curriculum development models in social studies are discussed. For a curriculum development model to be effective, it must provide for extensive teacher involvement. The most successful school practices are those that are school-based and collaborative. (RM)

The major objectives in teaching about interdependence are outlined, and how teachers can use strategic minerals as an example of interdependence is discussed. Students must learn that industrial nations depend on foreign supplies of a small group of metals and minerals that are vital elements in these nations' industrial capacities. (RM)