Like many who entered the teaching profession in the 1970s, the author entered a profession that was in transition. Over the more than 30 years she spent in the classroom, the author has had a front row seat during this evolution. It has been a roller coaster ride at times, but she believes our schools will emerge stronger for it. Who we teach,…

On March 3, 1963, nine-year-old Jack Chase of Torrance, California, wrote a letter to President John F. Kennedy. In his single-page note, featured in this article, Jack described his plans for staying physically fit. He said he would walk to school, the store, and the library "because I know a strong boy makes a strong man and a strong man makes a…

Describes the organization's break with the National Education Association and development of an organizational structure and a code of professional ethics. Discusses the identity crisis and tension between social studies education and the social science disciplines that continue to be issues within the organization. (CFR)

Maintains that materials from and about the National Council for the Social Studies (NCSS) began to appear in the ERIC system immediately following the establishment of the ERIC Clearinghouse for Social Studies/Social Science Education in 1971. Presents an annotated bibliography of 15 selected ERIC resources. (CFR)

The author places his current theories on cognitive moral development in historical perspective. (DE)

The author of EDUCATION FOR DEMOCRACY defends its content and position on the teaching of history, geography, and democratic citizenship. Concludes that children must learn the knowledge, values, and habits that will best protect and extend our democratic heritage. (JDH)

This article provides background on the thinking and life of historian Frederick Jackson Turner. Featured is an excerpt from Turner's 1891 article: "The Significance of History." The article includes Turner's definition of history and his views on the relationship between the study of history and citizenship. (JDH)

Presents an interview with John Haefner, president of the National Council for the Social Studies (NCSS) in 1953. Haefner reflects on social studies education and the constant challenges facing NCSS. Concludes that laboratory schools were important sources of educational change and improvement. (CFR)

Describes how the National Council for the Social Studies (NCSS) grew into a major professional organization during the years 1947-1968. Discusses the NCSS response to domestic and social issues such as civil rights, the Cold War, and educational reform following Sputnik. (CFR)

The National Council for the Social Studies (NCSS) annual meeting provides a unique opportunity for intellectual stimulation and professional growth. Several NCSS members recall their most memorable annual meeting. Every decade since the 1930s is covered. (RM)

Developing an accurate, commonly accepted definition of critical thinking is absolutely essential. This article proposes and discusses such a definition. Critical thinking is defined as the process of determining the authenticity, accuracy, and worth of information or knowledge claims. It consists of a number of discrete skills. (RM)

Examines the way in which studying history contributes to intellectual development. Identifies five mental attributes it enhances: perspective--gained from placing people, events, institutions against larger background; encounter--confronting great ideas, personalities, etc.; relativism in a pluralistic world--developed from immersion in other…

An historical perspective concerning what counts as curriculum and as curriculum making is presented. Despite various refinements and increasing sophistication over the decades, there is little to show for curriculum efforts in terms of major changes in social studies classroom practices and student learning. (RM)

Discusses the Conference on History, Civil Government, and Political Economy of the National Education Association (NEA), known as the "Committee of Ten" which met in December 1892. Describes the committee's recommendations which, among other things, called for the movement away from rote memorization toward newer educational methods…

Maintains that there soon will be a rush to review recent state and national efforts to establish curriculum standards. Describes three nightmares and three possibilities for substantive change. Discusses the role of the National Council for the Social Studies in the standards development movement. (CFR)