Defines the word republic and reviews its varied usage in social science writings. The author maintains that introduction of methodological devices into social science research has been accompanied by a tendency to avoid clear definition of key words. (Author/DB)

Contends that students should have a basic acquaintance with and appreciation for their religious heritage. Teachers must not teach religion, but can teach about religion through studies of religion in society, comparative world religions, or religious philosophy. Suggestions for topics in sociology, anthropology, political science, and history…

An outline of a unit used to teach the political science concept of model-building to both average and above-average high school students is provided. (DE)

Based on an experimental classroom situation, a simulation and its results in thought control or brainwashing was conducted in teaching about comparative governments. (JR)

This article demonstrates how teacher-developed simulations can enhance social science instruction. A sample simulation is provided, along with techniques, skills, and learning objectives. (JR)

Models of the United Nations (MUNs) as political simulation games are described by reviewing their scope, structure, and operating procedures. Benefits to student participants include a view of the current world state and empathy with leaders of other governments. Problems of MUN coordination and lack of literature are cited. (AV)

Techniques involving role playing, role changing, and role perceiving are presented as possibilities in achieving greater student involvement in the educational process. International relations is the subject model used. (MB)

Presents a theory from political science to serve as the unifying construct for the study of government and civics at the secondary level. Concludes with a series of assertions of what should guide the thinking related to the development of secondary level government and civics curriculum. Includes references. (CMK)

The author demonstrates how to teach a college political science course on the Arab-Israeli conflict in an objective, unbiased way. Objectivity is important because of the obvious biases and the nature of this controversial issue. (JR)

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…

Presents a teaching technique in which the instructor alternately dons hats that represent opposing viewpoints. Discusses the educational value of the hat technique in teaching politics and government. Explains the role of students in the exercise and provides a students' evaluation of the technique. Maintains the technique makes abstract concepts…

Discusses the need to introduce pluralist theory in addition to teaching the formal institutional arrangements of government in high school political science courses. An awareness of cultural pluralism allows students to examine the powerful role of interest or pressure groups. (Author/KC)

Presents a learning activity encouraging students to obtain a greater understanding of the relationship between symbols and the apparent dimensions of political phenomena. Students design symbols to represent objects, activities, issues, or meanings. Includes a list of student symbolic representations of law and justice issues. (MJP)

Asserts that before civics/government teachers teach about the First Amendment to the U.S. Constitution, students should be introduced to the religious and philosophical background of religions freedom in the United States. Identifies issues and historical documents that provide the foundation. (CFR)