Social studies and foreign language teachers are undertaking active cooperative efforts at the state, district, and school levels because they recognize that language competence and understanding of the world are both necessary for global literacy. In the future additional cooperative projects will emerge. (AM)

Uses the social studies educational guidelines as assembled by the Bradley Commission on History in the Schools in order to determine if students are being adequately informed about the United Nations. Concludes that ultimately it is the individual social studies teacher who brings the United Nations into the classroom. (KO)

Presents objectives of an ideal social studies program in these areas--knowledge, abilities, valuing, and social participation. Also offers guidelines to help teachers set standards for social studies programs. (DB)

Educators respond to David Mathews's article addressing the need for teaching students to be civically competent. (RM)

Psychology teachers have been encouraged to teach psychology both as a scientific enterprise and as applications to personal and social problems. Classroom problems that arise, e.g., Should a psychology teacher provide psychological counseling to a needy student? are discussed. (RM)

Basic areas of academic freedom, questions for clarification of rights and responsibilities, questionnaires for assessing the health of academic freedom in individual schools, and a procedure for combating an attack on academic freedom are provided in this teacher's guide. (DE)

Stresses the importance of vocabulary development in the social studies and identifies strategies a teacher can use to improve students' reading skills. Strategies and classroom activities include classification and association exercises, wide reading, dictionary and resource book use, and educational games. (Author/DB)

Provides guidelines for successful classroom teaching about religion. Contends that teachers must be free of advocacy and that teachers should not solicit information about students religious affiliation. Encourages teachers to avoid the pitfalls of relativism and reductionism when discussing religion. (DB)

Control over content, teaching, and evaluation of social studies is moving outside of the classroom. Organized action is needed to see that teachers do not lose their autonomy. (RM)

Discusses increase in mental health activities such as peer counseling, transactional analysis, and Magic Circle. Describes law which requires parental consent before students become involved in such activities. (KC)

Discusses the state of education, social problems, and child welfare. Urges teachers to press government representatives to better the lives of children in the United States by allotting more funds for education, health care, and the fight against poverty. Argues that children need teachers who have faith and confidence in their students. (DK)

Social studies must educate students to be socially responsible, civically competent persons. In addition to encouraging civic literacy, civic values, and civic skill, teachers need to help students develop civic-mindedness. The objective of the NCSS' National Issues Forum in the Classroom Project is to develop students' civic intelligence. (RM)

Proposes constructive ways for discussing controversial issues in the social studies classroom. Develops an educational goal and a rationale for controversial issues discussions. Explicates six strategies for addressing controversial values issues, and discusses the problem of whether the teacher should disclose their position. (SLM)

Presents a speech by the president of the National Council for the Social Studies (NCSS), given at the organization's annual meeting. Discusses the national standards movement and contends that the NCSS standards integrate knowledge from the full spectrum of the social sciences and the humanities. (CFR)

Contends that teacher's decisions regarding textbook use can be understood through public choice theory. This theory claims decisions are made balancing competing interests of scarcity, time, costs, benefits, and incentives. Teachers use textbooks because of their efficacy in organizing and providing instructional material. (MJP)