Many textbooks define economics as the social science that studies how people make choices when faced with scarcity; or how a society decides what to produce, how to produce, and for whom to produce. Regardless of the definition, students' economic understanding is fundamental to their financial well-being and their ability to build successful…

A basic skills model is presented which stresses the skills of writing, reading, study, and research for elementary school pupils. The model focuses on lesson background, the purpose of the reading, independent reading, follow-up discussion, developing related skills, and extending and applying ideas. A lesson about the 1910 British expedition to…

This teaching example shows how to use students' own experiences to help them learn social studies terminology. The example must be told as a story spoken to the class. The teacher's responsibility is to guide and facilitate the students' presentations. (JDH)

Describes four lessons for teaching chronological skill concepts in secondary world history courses. Objectives and teaching methods are provided for each lesson. (RM)

The Essentials of the Social Studies Statement summarizes various National Council of the Social Studies statements and positions concerning the goal of citizenship participation, knowledge, democratic beliefs, thinking skills, participation skills, and civic action. (Author/KC)

Examines issues related to minimum competency, particularly implications of minimum competency for schools and students. Concludes that educators should focus on specific academic and social skills and competencies which can be evaluated regularly according to a variety of objective and subjective formats. (Author/DB)

This exercise shows how to turn the expository treatment of a topic or event into a mystery or puzzling situation that students are asked to solve. Once a puzzle is presented, students may pose only questions that can be answered yes or no. Three sample lessons are included to illustrate the process. (JDH)

Addresses the question of which basics to teach in the social studies and how to find time to teach basics as well as everything else required in the curriculum. Gives practical hints on ways to integrate basics into conventional social studies objectives. (Author/AV)

A science fiction story humorously relates the discovery of human computational abilities in an age when computers are believed to be the only means of solving number problems. (AV)

Presents an alternative scope and sequence for the social studies. Offers an integrated social science and humanities approach, placing history and geography at the center of the curriculum. Scrapping the prevailing pattern of repeated history surveys, the proposed alternative emphasizes a different historical period at each grade level to give…

Presents a two-day lesson integrating the basic skills of reading, writing, and critical thinking with social studies content at the secondary level. The lesson on indentured servitude in colonial America requires students to list information they have gathered, write a main idea, and then write a well-structured paragraph based on prewriting…

The interview with the social studies coordinator for the Minnesota Department of Education discusses development of a competence-based graduation test, definitions of "selected educational learner outcomes" (SELOs), relationship of Minnesota's SELOs to national standards, and problems of testing skills and attitudes. (AV)

State standards for minimum competencies deal mainly with reading, writing, and mathematics. Testing is primarily a state function. Many programs include identification of students who need remedial assistance. (Author/AV)

Reviews the status of competency-based high school graduation requirements in Oregon, Minnesota, and Alaska; explores problems of testing certain competencies; and presents a directory of 10 competency-based programs. (AV)

Some educators applaud this effort to provide guidance to school systems; others, however, are not pleased with the guidelines. Reasons for negative reactions include: lack of rationale, narrow scope, conservative tone, lack of attention to research concerning developmental learning stages, and the reactionary nature of the report. (RM)