In recent years, there has been much talk in the media and the academic world about the "rise of China," as if China were a young country. Because the People's Republic of China (PRC) celebrated its sixtieth birthday only last October--and because the PRC was not admitted into the United Nations until 1971 and did not become a member of…

Different generations of Americans understand China quite differently. This, of course, is true of many topics. However, the turbulence of Chinese history and U.S.-China relations in the 60 years since the founding of the People's Republic of China (PRC) in 1949 has deepened the gaps in generational thinking about China. Those who came of age in…

History matters. It matters not only because people can learn from the past, but because the present and the future are connected to the past by the continuity of a society's institutions. Today and tomorrow's choices are shaped by the past. And the past can be made intelligible only as a story of institutional evolution. This story focuses on the…

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)

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)

Asserts that the parameters and objectives of citizenship education should be expanded to incorporate multicultural perspectives. Criticizes traditional citizenship education for promoting limited objectives reflecting the status quo. Maintains that changing demographics and an emphasis on critical thinking necessitate a broader curriculum. (MJP)

Addresses some of the problems facing the educational system of Hungary as it moves from a Marxist perspective to a system attempting to inculcate democratic principles. Most Hungarians are optimistic although the old system was entrenched and enforced for many years. Includes comments from many citizens. (MJP)

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)

Individuals resist change in the same way as do institutions. Those seeking change devise their own strategies to fit each situation and guidelines are offered here involving preparation, research, identification of problem, and implementation of change. (JB)

Suggests five basic questions that social studies classroom teachers can use to help students understand the concept of change. Questions are, "Is something different?"; "What is changing?"; "What caused the change?"; "How much do we pay for this change?"; and "Is the change worth what it costs?" Activities based on these questions are suggested.…

Explains how curriculum reform can reinforce positive attitudes toward cultural pluralism and help students understand socioeconomic consequences of a culturally pluralistic society. (DB)

Advocates of social foundations view education as a means for social change. They seek to study and understand the larger social role of the educational system and the complex relationships between teacher, children, school, and society. However, in reality, teachers often fail to be social change agents. The constant bombardment of standardized…

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.…

Reports that social studies has declined in the school curriculum of Japan because of its failure to keep pace with the changing orientation of Japanese society toward the future and the emergence of an internationalized society. Summarizes recent policy initiatives and curriculum developments designed to accommodate these social changes. (JDH)