Critical thinking has long been a goal of social studies education, and its importance has been reiterated in documents delineating standards for the social studies. Yet, teaching critical thinking is problematic because there are competing definitions and practices and many barriers to its implementation (Wright 1995; Onosko 1989). In this…

Stresses importance of making the social studies curriculum challenging for gifted students. Recommends differentiating between content and process, and discusses a variety of approaches and techniques relevant to a variety of classroom situations. Emphasis is placed on developing higher-level thinking skills in the gifted classroom. (BR)

The potential of the new social studies is seen as helping teachers in the inner-city in guiding students to utilize an analytical process in problem solving and establishing a classroom atmosphere fostering the process of critical inquiry. (Author/KM)

Today, because of the problem-solving skills necessary for successful 21st century living, students must be taught higher-order thinking skills. Principles intended to stimulate discussion about the appropriate means for teaching higher-order thinking are examined. (RM)

Critiques current models of problem solving for children, maintaining that there is a chasm between the experiences of real-life problem solving and the idealized frameworks that are presented to children. Suggests the use of children's literature as a means to teaching problem solving. Includes suggested readings, and a list of questions for…

Briefly presents research studies on efficacy of this method; discusses the teacher's role in inquiry; and provides guidelines for evaluation. A sample lesson plan on the Civil War concludes the article. (JB)

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)

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)

Focuses on how conceptual themes can assist students in problem solving by acting as organizing elements and guides for thinking. States that students can learn how to use important ideas to drive key questions, discern the relationships among concepts that reflect the operation of principles, and visualize a problem to clarify essential issues.…

Suggests promoting student critical thinking and motivation through the dramatization of U.S. history. Explains that the exercises make use of old newspaper articles, diaries, and letters, as well as physical artifact facsimiles. Discusses an activity in which students acted out the formation of the Iroquois nation, then wrote first person…

Explores the procedures that were used to assess student learning in a seventh-grade social studies class, with its instructional focus on drama, as the students studied ancient world history. Examines the meanings students constructed when learning social studies through drama. (CMK)

Reviews the history and development of the "Our Working World" elementary textbook series, an example of the New Social Studies reform movement of the 1960s and 1970s. Describes the Organic Curriculum, which integrated the fundamental ideas of five social science disciplines. Maintains that implementing the K-6 program all at once was an…

Although many nations are struggling with social studies, especially when addressing basic goals, ideas of citizenship, and developing and understanding global perspectives, it is New Zealand that provides an interesting case regarding social studies for social efficacy and global understanding. In this article, the author investigates the…

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)

Presents a lesson plan that teaches students about the process of polderization (the reclamation of low tracts of land from a body of water). Illustrates how a country can solve a problem by modifying its environment. Includes background information and worksheets on the application of this process in the Netherlands. (MJP)