In this article, the authors consider how the scholarship of a social studies icon, Harold O. Rugg, can influence the work of social studies scholars and teachers today. For the past year, the authors have studied Rugg's work, reading his writings and examining his textbook series. Their inquiries have unsettled their thinking, prompting them to…

Due to increasing socio-civic deterioration and collapse, the author identifies the fundamental areas of emphasis for a social studies program that deal with the prime elements in the maintenance of society. (Author/ND)

Describes an approach for including social issues in United States history classes. Provides examples of how specific issues were integrated with common course topics. (JDH)

Integration of the social studies disciplines for more complete understanding of man's problems is promoted as reform to "real" social studies curriculum. (Author/ND)

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)

Discusses the conditions present during and after World War I which led to the creation of social studies as a discrete component in the U.S. school curriculum. Describes these conditions as a public awareness of impending crisis, perception of citizenship as a major social concern, alternatives to traditional citizenship education, and…

Describes three different types of curriculum organization (activity curriculum, general education, and core curriculum) and identifies curriculum development principles that emerged from these past practices that are important to issues-centered education today. Discusses ways to apply the curriculum development principles to contemporary efforts…

Aging is often thought of as an essentially biological process and therefore a matter for the natural sciences, but that notion constitutes a very narrow view of aging. The longevity revolution of the past century and how it affects each individual and all societies can only be understood if we also draw on the social sciences. When the young…

Reviews the history of social studies as an integrated, issue-centered field of study from its inception within the progressive movement to the present. Summarizes major curricular development projects within the issues-centered orientation and speculates on the decline of the problems approach in social studies education. (SLM)

Profiles a program developed between the schools and community of Anoka, Minnesota. Concerned about the increase in poverty, crime, and youth problems, the community involved the students in an assessment of the town's problems and created a series of service learning projects addressing those problems. (MJP)

Reprints 11 standards for assessing quality in service learning projects from the Alliance for Service-Learning in Education Reform. Each standard provides a rationale and relevant examples. Standards include youth being involved in the planning, program requiring preparation and reflection, and project making a meaningful contribution to the…

Argues that teaching authentic civic values in schools frequently requires teaching about controversial issues. Asserts that adequate teacher preparation and continued inservice education is essential for effective instruction about contemporary social problems. Includes two model lessons and a list of organizations that offer materials for civic…

Provides a valuable compendium of guidelines, advice, ideas, and teaching tips for integrating social problems, and social action throughout the social studies curriculum. Describes a social studies methods course that focused on AIDS, and what positive action or contribution the class could make towards this problem. (MJP)