Suggests ways in which secondary social studies teachers can help students develop skills in problem solving. (RM)

Students read a fact situation, identify the constitutional issue, find and analyze the portion of the Constitution that treats the issue, and consider the analysis to be an hypothesis that will be supported or will fail when examined in light of reference material, such as Supreme Court case summaries. (RM)

Suggests ways to use media to improve teaching and learning in social studies classrooms. Examined are the use of multimedia packages for individualized learning, problem solving with media, having students design an instructional unit, and the use of media in a traditional classroom. (RM)

The advantages that the case study techniques offer to social studies teachers and to environmental education are pointed out from the experiences of a teacher education program in California. (Author/KM)

Simulations for teaching environmental issues are described

Using a man/habitat model, secondary teachers can help students view relationships between habitat problems and local government agencies whose decisions affect their habitat. The unit also involves students in learning about concepts germane to global education, like interdependence, conflict, and change. (RM)

Questions the justification of competency based teacher evaluation as it is presently used and recommends that the education profession establish a peer group rating system which would consider a teacher's record as it has accumulated over a period of time. (Author/DB)

Discusses the importance of critical thinking for participation in democratic society and identifies the critical thinking skills tested in the eighth grade California Assessment Program. Provides an extensive appendix detailing a critical thinking skills continuum, a glossary of terms, and classroom strategies. (GEA)

Outlines a social studies lesson plan that follows the Problem Based Learning model. Provides the lesson goal, questions for students, instructions for teachers and students, instructional materials, Internet resources for student research, preparation hints for teachers, and reflective learning questions for students at the end of the project.…

Describes and evaluates environmental studies programs designed to emphasize positive action learning in environmental improvement through selected field experiences of an interdisciplinary nature. (Author/DB)

Discusses the dangers inherent in any attempt to use a totally individualized instruction approach in teaching social studies. The authors maintain that group work is more useful in developing students' thinking skills and should be combined with individualized instruction to create a balanced program. (Author/DB)

Addresses the need for a balance between skills- oriented and content-oriented approaches to teaching social studies. Suggests a program in which an updated skills sequence could be interposed over an identified scope of prime content. (Author/KC)

Contends that the methods used to teach social studies become secondary to the emerging trend in elementary schools of putting social studies aside in favor of the basics. Also suggests that problem-solving and decision-making skills are basic to survival in our society. (Author/KC)

Society wants its citizens to have precise social understandings which can be applied towards solving social issues. Implications for social studies teacher education and for the classroom teacher are examined. Social studies teachers should step outside the classroom and assist citizens in clarifying social concerns. (RM)

Outlines six steps for creating meaningful student projects using experiential learning: (1) make learning relevant; (2) make knowledge useful and creative; (3) get the students involved; (4) limit dead-end projects; (5) have students apply what they are learning to life; and (6) maximize community involvement. Describes model projects. (MJP)