Although civic education has experienced a significant revitalization during the past two decades, America's high schools are not adequately preparing young people for self-governance and civic participation. While an estimated 90 percent of American high school students take a Civics or American Government course, a majority of graduates are…

Technological change has proven one of the few constants of the early 21st century, providing social studies educators with the challenge and opportunity of preparing digital citizens in a global setting. This requires rethinking the type of social studies learning necessary in the 21st century. As the National Academies concluded in the…

People should laud the Partnership for 21st Century Skills for highlighting civic literacy. Today, people have a much more robust understanding of what constitutes high-quality democratic education than they have ever had in the past, and this framework represents an opportunity for improving the civic and political literacy of the nation's youth.…

Explains that society is not organized around the practice of citizenship. Discusses how civic renewal can occur within institutions and for individuals by focusing on people as civic leaders, the practice of citizenship, and emphasizing democratic citizenship. Describes civic organizing initiatives in California and Minnesota. (CMK)

Asserts that, although active citizenship is heralded as the goal of social studies, few textbook studies have attempted to define or examine civic participation. Reports on a study of the treatment of citizenship in four widely used third-grade textbooks. Finds that, although the texts are largely supportive of mainstream political values, they…

Reviews the trend toward democracy in former totalitarian states. Emphasizes the need of newly democratic countries to establish strong civil societies in which nongovernmental institutions and associations flourish. Discusses the strengths and weaknesses of emerging democracies. (MJP)

In this article, the author brings a historical perspective to the perennial question, "Should social studies teachers work to transmit the status quo or to transform it?" Should they transmit or transform the social order? When one looks at the question of education for social transformation in the context of American history, three prevailing…

Describes a classroom exercise designed to heighten student interest in and understanding of political labels. Presents a survey to help students place themselves on the political spectrum. Suggests that discussion following such a survey will help students understand peoples' reactions to change. (DK)

Provides a biographical sketch of the author, James A. Michener. This sketch provides information on Michener's background as a student and social studies teacher. Includes an interview and bibliography of Michener's writing on education. (JDH)

Discusses the changes in geography and social science education in the former Soviet Union that followed the sweeping political changes there. Explains how the curriculum and teacher education changed under glasnost and perestroika. Examines prospects for the future. Includes maps and charts detailing some of the many changes in the former USSR.…

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…

Discusses the changing concept of human rights and important freedoms as the Soviet Union moved away from Communism toward democracy. Describes steps that have been taken in human rights education by various nongovernmental organizations. Suggests that the first priority is to educate children about human rights and, in so doing, develop the…

Contends that the application of virtue to the social studies community has become a necessary condition for survival. Argues that educational institutions should not become glorified vocational schools, that they have a higher purpose. Maintains that citizens must understand the inherent power of learning and service. (CFR)

Proposes a K-12 social studies curriculum designed to support a democratic civic culture with active participation of individuals in the improvement of society. Seeks to have students develop firm and thoughtful attachment to the core values of justice and equality. Provides a flexible sequence of conceptual themes to guide the curriculum at each…

Discusses the effects of global trends on scholarship in the academic disciplines, especially in history. Argues that the nature of production, distribution, and consumption of history in the social studies curriculum will play a vital role in the reconceptualization of U.S. citizenship education. (DB)