Explores a definition, rationale, and goals for developing responsible citizenship through the social studies curriculum. Goals include: gaining knowledge, processing information, considering the importance of values and beliefs, and actively participating as citizens of a democracy. Concludes that teaching social studies with a clear, consistent…

The historical development of social studies is traced to provide a perspective for the next two decades. Citizenship education is advocated but the practice of enculturation in the 19th century tradition is regarded as intolerable. The need for better and more widely accepted theoretical insights is pointed out. (JMF)

Notes that social studies is a phenomena of the twentieth century, a field created as a response by educators to the crisis and chaos they perceived at the turn of the century. States that social studies has, since its founding, reflected concern for how change will occur and how it will be controlled. (JDH)

The arguments put forth in the 1930s against indoctrination in American education from the standpoints of the social reconstructionists and of the followers of the Bode-Hullfish position are presented. The only viable alternative to indoctrination was seen to be the study of social problems. These views continue to shape classroom practice. (RM)

While educators have always talked about active citizenship and critical thought, classroom practices have emphasized passive acquisition and character development. Teachers' philosophical assumptions that enable them to train future citizens to become passive spectators are discussed. (Author/RM)

Traces the history of social studies curriculum in Africa, emphasizing three curriculum traditions: citizenship transmission, social science, and reflective inquiry. Discusses the Kenyan experience of integrating social studies into the curriculum, focusing on the change from a colonial educational system to one that reflects Kenyan values and…

Compares selected United States history and civics textbooks from the 19th century with textbooks written from 1960 to 1980. Findings from this comparison indicated that despite differences in size and emphasis, stress and artistic appearance, United States history and civics texts of the present are essentially what they have always…

Describes the Botswana experience with social studies, dividing the discussion into three historical periods. Discusses the aims of education in Botswana as being the promotion of democratic principles, national development, self reliance, and social harmony. Maintains that social studies is crucial to citizenship education and nation building.…

Traces early twentieth-century educational reforms that created the social studies as a field to restructure information into knowledge and promote citizenship. Presents the National Council for the Social Studies' skill objectives. Argues the social studies, although firmly based in social criticism, must still evolve to adequately address the…

Examines the interpretation of social studies found in 96 Egyptian teachers-in-training using the Barth/Shermis Social Studies Preference Scale. Results showed the subjects had not developed a meaning for social studies as conceptualized in the United States. Implications of this finding are discussed. (TRS)

Discusses the nature of social studies as a discipline. Defines it as citizenship education for teaching students how to deal with change and conflict in society. Suggests that social studies teachers believe that content should be interdisciplinary, emphasize themes and concepts dealing with social and personal issues, and teach the process of…

Reviews James Barth, Robert Barr, and Sam Shermis'"The Nature of the Social Studies" in retrospect. Contends the book identified the need to establish and clarify the foundations of social studies, despite criticism of its three social studies traditions theory (citizenship transmission, social science, and reflective inquiry). Argues…

Asserts educators have argued about meaning and purpose of social studies since the field's inception in the early 1900s. Contends that reform efforts associated with the America 2000 program focus on teaching factual information from history and geography. Maintains that the proper content of social studies must be persistent and contemporary…

Contends that citizenship education has become a political agenda rather than an educational concern. Argues that the national standards movement is fueled by opponents of multicultural education, global education, and an integrated social studies curriculum. (CFR)

Discusses the origins and development of social studies education from the Populist/Progressive era to the present. Contends that, because of the influence of politics on programs of study in schools, the social studies curriculum has been affected by the rise and fall of ideological and political trends. (CFR)