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Hepburn, Mary A. – Social Education, 1997
Provides background information and learning activities for six areas of inquiry concerning media literacy and violence. These are (1) "Monitoring 'Action' in TV Cartoons"; (2) "To Market, To Market (Share)"; (3) "What's 'Educational' Anyway"; (4) "Rating the TV Rating System"; (5) "Nine Risks of TV Violence"; and (6) "Teenagers in the News." (MJP)
Descriptors: Content Analysis, Critical Viewing, Elementary Secondary Education, Journalism
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Connor, Mary E. – Social Education, 1997
Recommends organizing U.S. history courses around central ideas rather than chronological periods. Argues that this method affords a better grasp of the principal developments in the nation's history by treating issues in depth. Lists eight broad themes around which a U.S. history course can be constructed. (MJP)
Descriptors: Concept Teaching, Course Content, Critical Thinking, Curriculum Design
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Chilcoat, George W. – Social Education, 1998
Reviews the worker's theater movement of the 1930s that attempted to unite actors and audience in devising solutions to societal problems. Maintains that re-enacting its dramatic forms is a thought-provoking way to introduce students to the issues of the time. Includes instructions for suggested activities. (MJP)
Descriptors: Activism, Advocacy, Business Cycles, Consciousness Raising
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O'Brien, Joseph – Social Education, 1995
Delineates four compelling reasons for placing bioethical issues, including abortion, in a curricular context. These include linking ethics and civics, preparing informed decision makers, public debate, and studying the future today. Includes activities and questions designed to provide students with a conceptual focus. (MJP)
Descriptors: Abortions, Bioethics, Biology, Citizenship Education
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Houser, Neil O. – Social Education, 1999
Explores the use of critical literature in social studies as a means for investigating social and cultural issues within society. Explains that critical literature enables students to become more critical of self and society while developing empathy for others. Provides suggestions for books that can be used with primary and upper elementary…
Descriptors: Books, Childrens Literature, Cultural Influences, Elementary Education
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Joseph, Pamela B.; Windschitl, Mark A. – Social Education, 1999
Provides two examples of how teachers have developed a critical and caring classroom culture. Believes that to foster this culture it is necessary to infuse the ideas of civic justice and morality into classroom activities throughout the school year. Describes how to create a classroom with a critical and caring culture. (CMK)
Descriptors: Classroom Environment, Educational Strategies, Justice, Middle Schools
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Wysocki, Barbara L. – Social Education, 1999
Discusses the four assessment strategies used in the high school course "Social Advocacy: History, Theory, and Practice." The assessment measures class participation, journal writing, volunteer experience, and written assignments. Explains that the course focuses on social problems and self-discovery. Provides a course description. (CMK)
Descriptors: Advocacy, Course Content, High Schools, Journal Writing
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Social Education, 2000
Provides quotes from people, both young and old, on the important issues that will be faced in the next century, ranging from the welfare of children to the eroding ideology of the United States. Includes five discussion questions based on these quotes. (CMK)
Descriptors: Child Welfare, Childhood Attitudes, Futures (of Society), Ideology
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Tupaj-Farthing, Janice – Social Education, 1992
Describes a social studies unit for use in U.S. history courses or a class in contemporary social problems. Explores child labor in U.S. history and today. Includes questions, research, and discussion for small groups of students. Suggests that the unit helps students' view themselves as part of the learning process. (DK)
Descriptors: Child Labor, Child Welfare, Cooperative Learning, History Instruction
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Carney-Dalton, Pat – Social Education, 1994
Describes the use of poetry in U.S. history instruction. Contends that using simulations, historical documents, and literature help make students keenly aware of conflicts and the human impact of historical events. Recommends that students write poetry related to historical topics and includes five examples of student-written poetry. (CFR)
Descriptors: Childrens Literature, Content Area Reading, Educational Strategies, Elementary Education
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Evans, Ronald W. – Social Education, 1989
Addresses the problems of the U.S. history course structure from two vantage points: (1) agreement with instructional goals; and (2) agreement between current issues and the content of the established curriculum. Outlines an approach for structuring historical content around current problems and issues. Suggests several curricular models for an…
Descriptors: Course Content, Course Organization, Current Events, Curriculum Design
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Totten, Samuel – Social Education, 1989
Discusses the use of oral history to enliven, enhance, and supplement the standard social studies curriculum. Presents rationales for using oral histories, methods for classroom use, and suggestions for locating interviewees. Includes an annotated list of oral histories that address social issues. (GEA)
Descriptors: History Instruction, Instructional Improvement, Instructional Innovation, Interviews
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Cogan, John – Social Education, 1988
States that social studies teachers should present the available factual information about Acquired Immune Deficiency Syndrome (AIDS) in terms of what is happening globally and examine questions of human and civil rights raised by the disease. Provides a list of facts and discussion questions for classroom teachers. (GEA)
Descriptors: Acquired Immune Deficiency Syndrome, Citizenship Education, Civil Liberties, Controversial Issues (Course Content)
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Engle, Shirley H.; Ochoa, Anna – Social Education, 1986
Offers a conception of the K-12 social studies curriculum based upon a probing treatment of problems, ideas, and values of democracy. Maintains that democracy must be practiced in the schools if effective democratic citizenship is expected. Offers four guidelines for curriculum development, and identifies seven curriculum strands. (JDH)
Descriptors: Basic Skills, Citizenship Education, Critical Thinking, Curriculum Design
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Watt, Kenneth E. F. – Social Education, 1973
The origin of our quality of life problems is explained within a historical and international perspective. Two sample problems are analyzed to illustrate the effects of the causes of quality of life problems and to propose solutions to these problems. (KM)
Descriptors: Conservation Education, Costs, Depleted Resources, Land Use
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