Suggests ways to use eight literary works in social studies teaching. Works include Sophocles'"Antigone," Shikibu's "The Tale of Genji," Austen's "Pride and Prejudice," Tolstoy's "War and Peace," Camus'"The Stranger," and Ellison's "The Invisible Man." Analyzes each work's theme, content, and style; relationship to social studies issues; and…

Discusses the Conference on History, Civil Government, and Political Economy of the National Education Association (NEA), known as the "Committee of Ten" which met in December 1892. Describes the committee's recommendations which, among other things, called for the movement away from rote memorization toward newer educational methods…

The author stresses a need for increased history instruction in schools, better teacher training in the field, and more positive attitudes toward its merits within the classroom as well as outside. Education must relate the present to sets of historical experiences in the past. (AV)

Reports on an interview with a former East German English teacher. Describes her view that the ideologically determined curriculum, particularly in social studies education, was a major barrier to effective education. Discusses her contention that a loss of moral and ethical values among youth was a result of reunification and the demise of the…

Presents excerpts from "Expectations of Excellence: Curriculum Standards for Social Studies." Defines and explains 10 thematic strands that form the basis for the standards. Includes integrated content from history, geography, other social sciences, and the humanities. (CFR)

Maintains that teaching is, among other things, the art of connecting students with course content in personal, relevant, and exciting ways. Presents three classroom lessons that incorporate journals, plays, and essays into social studies teaching. Includes discussion questions and follow-up assignments. (CFR)