Maintains that, before developing a curriculum to teach critical thinking in the social studies, it is necessary to conceptualize what critical thinking is. Discusses three definitions of critical thinking along with three strategies for teaching critical thinking. (CFR)

Contends that the computer software program, "Where in the World Is Carmen Sandiego," can be used to teach about social studies and a wide range of other courses. Recommends instructional techniques and interdisciplinary approaches to be used with the program and includes a curriculum correlation chart. (CFR)

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)

Describes the paradoxical relationship between the United Nations and African nations. Asserts that the search for democracy, justice, equity, and education has forced many states to look with interest at the pedagogy of liberation. Discusses what is being taught about the United Nations in African schools. (CFR)

Asserts that, although middle school students have rudimentary map skills, they typically dismiss old maps as worthless. Describes the use of outdated and inaccurate maps as instructional resources in social studies courses. Concludes that the approach was valuable and helped students learn about the concept of change over time. (CFR)

Argues that exposing children to some of Lawrence Kohlberg's moral dilemmas, such as Helga's dilemma, may be pedagogically unsound at the elementary-school level. States sample responses provided are inappropriate, rigid, and self-righteous. Provides 10 reasons why this dilemma and its designated responses are of questionable morality. Claims…

Contends that the knowledge, skills, and attitudes advocated by social studies educators are recognized and supported now by business interests. Describes how cooperative learning techniques are adapted and used to restructure business. Concludes that business students prepared for lifelong learning, basic skill competence, communication, group…

Contends that current events can be used to develop thinking skills necessary for effective history learning. Describes using daily newspapers as a source of information for historical analysis. Asserts that social studies teachers must teach students how to use the media as a goal of citizenship education. (CFR)

Reviews the theories of 18th-century social scientist Thomas Malthus regarding population and his predictions of massive worldwide famine. Maintains that countries with a tradition of private property rights can sustain a dense population and food supply. Examines the relationship between low birth rate and economic prosperity. (MJP)

Criticizes the National Commission on Social Studies in the Schools' report, "Charting a Course: Social Studies for the 21st Century." Questions the report's chronological exposition of history, exclusion of social problems until twelfth grade, emphasis on content, lack of selectivity, and declarative mood. Contends that, by ignoring…

Criticizes the National Commission on Social Studies in the Schools' report, "Charting a Course: Social Studies for the 21st Century," for its contradictions, traditionalist views, positivistic approach to social science, and failure to identify ways to teach democratic values. Suggests that the report qualifies as an updated version of…

Recommends that the study of global issues be grounded in the study of war and peace, and urges teaching students that citizens can play an active part in public policy change. Provides nine questions as a basis for an instructional unit and includes a chronology chart and nuclear history of the five major nuclear powers. (NL)

Provides insight into conditions in a developing country community. Discusses the impact of the agricultural program Heifer Project International on a Thai village. Urges teachers to make students aware of the connections of mutual interest and common humanity among all world citizens. Photographs of village included. (KO)

Discusses the organizational development of the National Council for the Social Studies (NCSS) during the years 1982-1995. Describes the effort to establish national social studies standards in response to the national Goals 2000 movement. Describes the reorganization of the NCSS committee structure and central office staff. (CFR)

Presents the 1994 children's trade book recommendations of the Joint Committee of the National Council for the Social Studies and the Children's Book Council. Discusses the six criteria for book selection. Includes an annotated bibliography of more than 140 books categorized by primary, intermediate, and advanced grade levels. (CFR)