Suggests that public school education in the last 50 years has been altered most dramatically by the interstate highway system and no-fault divorce. Blames the highway system for destroying the sense of community and capacity for delayed gratification and challenge. Argues that no-fault divorce has resulted in loss of family values and…

Addresses three commonly cited justifications for historical study in considering the value of local history. Speaks to the idea that ignorance of the past condemns persons to the same mistakes, that history offers moral guidance, and that history should be studied for its own essence. Discusses the intrinsic and practical values of history. (KO)

This article describes "We the People: Project Citizen Program," a curricular program for middle school students. "We the People" promotes competent and responsible participation in local and state government. Additionally, it helps young people learn how to monitor and influence public policy. Entire classes of students or…

Contains six responses to two questions concerning high school book censorship and the application of dominant community values to the selection of instructional materials in public education. (AM)

In this article, the author relates his experience of being attacked for teaching American history at a rural school in north Alabama using a critical, more inclusive approach to American history and social studies. He describes how he struggled with the notion of perspective in teaching primary documents, particularly papers written by those not…

Clarifies and explains the ideologies and potential justifications of censorship efforts. Offers recommendations and procedures for maintaining an atmosphere with ample freedom to learn and positive community relations. (JDH)

The American Association of Museum's report, "Museums for a New Century," offers 16 recommendations to guide museum professionals as they plan for the future. Implications for social studies education, in particular history instruction, are discussed. (RM)

Presents a rationale and definition of service learning. Discusses the reasons why service learning is important for students in social studies education, particularly in relationship to citizenship education. Focuses on the benefits that service learning offers to students learning social studies. (CMK)

States that academic freedom is probably better described today as a protected interest rather than a right. Offers a set of policy guidelines for handling censorship efforts. Includes a sample statement of policy on the selection and reconsideration of instructional materials. (JDH)

States that while school's purpose is to educate citizens for a democratic community, they have yet to implement a K-12 curriculum for civic participation. Contends that schools can promote citizen participation by (1) helping students acquire knowledge of history and politics, (2) conducting schools as communities, and (3) providing opportunities…

Argues for a viable discourse community of the social studies profession. Suggests that such a professional conversation is characterized by an engaging and authentic topic and skilled conversationalists of equal status. Recommends that the first questions to be addressed deal with the nature of value, reality, and knowledge. (DK)

Reviews research on citizenship education related to instructional strategies, instructional resources, and curriculum priorities. Concludes that students who work on student publications such as the school newspaper develop more effective decision-making and other critical-thinking skills. Proposes several action steps to improve citizenship…