A full-dress simulation is an attempt to recreate a moment of history with as much attention to detail as possible. How to plan and execute full-dress simulations to teach secondary students about periods of U.S. history is described. (RM)

Presents the text of the 1985 Presidential NCSS Address. Reviews trends and influences in the social studies curriculum and argues that members of NCSS must take charge of the curriculum and delineate a clear core of goals to provide direction for the future.(JDH)

Provides the full text of the resolutions and standing committees' reports at the November, 1985 meeting of the National Council for the Social Studies. (JDH)

Discusses different goal orientations of educationists and social scientists as a means of stimulating thinking and action in the realm of social studies curriculum and instruction. (Author/DB)

Three annotated alternatives are offered to replace the customary treatment of national holidays in the school curriculum. (KM)

Address at the 52nd Annual meeting of the National Council for the Social Studies.

Publishers' representatives responded to questions concerning textbook content and use and a series of questions are presented which provide an effective means of evaluating textbooks. Analyses of a few of the presently available textbooks and textbook programs reflecting curriculum reform in the social studies are included. (JB)

200 Africans responded to a questionnaire eliciting recommendations for teaching Americans about Africa. Among them were: avoidance of stereotypes; understanding of African culture; inclusion of North Africa; and, greater emphasis on problems in southern Africa. (DB)

Presents a brief overview of ethnic material available to elementary school social studies classroom teachers, suggests criteria for selection of materials, presents examples of ethnic materials on different complexity levels, and gives some general pointers to teachers on what to avoid when selecting ethnic materials. (DB)

Maintains that, in spite of many problems, American history is still a viable subject. Recommends that recent emphasis on special social studies skills and inquiry techniques should not allow Americans to lose sight of their collective past. (DB)

Maintains that social studies facts are worth teaching and suggests how to teach them to pupils in elementary school social studies classes. Topics discussed include definition of facts, ways in which facts encourage communication, and the importance of facts in reasoning. Several sample fact lessons are presented. (DB)

Suggests that handicapism (discrimination against and stereotyping of the disabled) merits the same attention from the social studies profession as sexism and racism have received. The subject should be introduced into the curriculum and would be appropriate, for example, for historical analysis, psychology, and anthropology. (KC)

The author describes values clarifiction as an educational approach which employs practical strategies, is consistent with democratic society, covers a variety of issues, adapts to all subject matter, and can be done at all ability levels. (Author/AV)

The values clarification approach contains conceptual, ethical, and practical flaws. These include failure to distinguish moral from non-moral value issues, use of methods which jeopardize students' privacy rights, reliance on assumptions and methods of approaches to therapy, and absence of persuasive research to support claims of effectiveness.