This article is a response to Carolina Castano's article "Extending the purposes of science education." Drawing on personal memories of life in Bogota, I raise questions about the nature of violence in Colombia broadly, and ask how the intervention Castano proposes changes the ecology of violence in that country. It also ponders the…

Outlines a community and school involvement program where learners take major responsibility for involving the community and where job consultants work easily and regularly in the classroom as part of the teaching program. Provides examples and guidelines for using community resource persons as consultants, not guest speakers. (TRS)

Emphasizes the ineffectiveness of American schools to teach proper expanded citizenship education while recognizing that multiple factors (peers, parents, church, school, etc.) can and do play roles in civic socialization. Concludes with eight promotional elements and implications for the role of the school and society. (TRS)

Suggests that the role of the curriculum director should be to seek community input at both the planning and implementation stages of the citizenship education curriculum. Information from community individuals, groups, and agencies would allow the formation of identifiable goals. (Author/KC)

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)

Describes a role-playing activity and a youth community service club project which illustrate how citizenship can be learned through experience. Shows how community involvement in educational activities can help convey positive values about society and impart knowledge and skills which help youngsters become productive members of that society.…

Discusses three goals from research that can be served by incorporating writing into the middle school social studies curriculum. These include: (1) assisting students in learning social studies content, (2) promoting critical thinking skills in students, and (3) enhancing linkages between students and their communities. Implies student writing…

The efforts to reform the U.S. educational system should focus on the goal of creating a Learning Society. A Learning Society is based upon the commitment to a set of values and to a system of education that affords all members of the community the opportunity to stretch their minds to full capacity from early childhood through adulthood. This…

An assessment of current practices in citizenship education in Canada is followed by a proposal for decentralization of educational control and community involvement for students at all levels. In response to research which indicated that Canadian students were virtually ignorant of their government and its political issues and to the demand for…

Outlines methods for developing a social studies curriculum by identifying community mores, student characteristics, specific outcomes expected of students, teacher behaviors, and textbook selection. The rationale is that in determining goals, it is necessary to focus on the community and the students and their development within that community.…

This publication contains seminar papers and the description of a workshop program focusing on how to incorporate community resources into ethnic heritage studies programs at all educational levels. The publication is the result of a federally funded ethnic studies project which conducted a seminar and a workshop for community members and…

Describes how students in Fort Wayne, Indiana, became involved in that community's efforts to recover from a flood. Explains how the tragedy provided great teaching moments for the schools, specifically the social studies classes. (FL)

Through the use of newspapers in a micro-society classroom, students begin to understand: (1) the forces which shape communities; (2) the contributions of newspapers in recording community experiences; and (3) the role students can play in shaping their communities. Activities for each section of the newspaper are suggested. (CS)

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)

Describes the essential goals of the justice education movement, implications for early childhood education, and curriculum content. Curriculum focuses on the importance of rules and their connection to laws. Activities to illustrate this connection are suggested. Law-related community resources are identified. (DB)