The authors of this article examine several controversial U.S. monuments and offer teachers a rationale, resources, and suggested activities for incorporating these historical monuments into classroom instruction. The authors discuss why controversial issues should be discussed in the social studies classroom through the critical examination of…

Asking surface-level questions is a common practice among educators. Delva Daines's (1986) pilot study indicated that 93 percent of the questions asked during lessons were at the literal level of comprehension and that it was very common for the teachers to restate, rephrase, or answer their own questions before the student had an opportunity to…

Given the current national debate over immigration reform and the plethora of anti-immigrant policies, practices, and laws, school curriculums should include materials that will allow students to learn about, and reflect on, the impact this debate has on the lived realities of those most impacted. Specifically, teachers and their students will…

In this article, the authors offer social studies educators a way to deepen students' understanding of civil disobedience as a democratic and nonviolent means of instigating social change. The authors explore the concept of civil disobedience from a historical perspective and examine the justifications and ramifications of each historical example.…

When, if ever, should social studies teacher educators and K-12 teachers seek to inculcate specific values, attitudes, and beliefs in their students? To address this question, the author offers a case from his own practice as a social studies teacher educator, illustrating how he promoted critical and divergent thinking during the first half of…

Concerned with combining theory with practice, the author, a teacher educator, wrote a grant to combine teaching university social studies methods and teaching sixth-grade social studies in an urban professional development site (PDS). By combining both roles, she created a recursive process of theory, observation, analysis, coteaching, and…

The authors outline an innovative activity that helps teachers make the abstract concepts of scarcity and allocation concrete in the K-12 classroom. Students evaluate the scarcity of chocolate and often determine, incorrectly, that the candy is not scarce because there is enough for each student to have one piece. After students reveal their…

The historical destinies of all nations have been strongly conditioned by their geographic setting and their natural environment. Intended as background information for teachers, geographical features of the USSR are discussed. (RM)

Teaching about a multinational corporation (MNC) is a powerful way to raise the global awareness of students. Background information on MNC's and teaching suggestions are provided. (RM)

Students involved in acting out a role may find it hard to remember what their classmates said; student observers may focus on one roleplayer and not the others. This causes problems in the discussion stage of the roleplay. Solution: videotape the roleplaying situation. An example is provided. (RM)

Discusses the factors that must be considered by the issue-centered advocates in order to successfully oppose the attack on social studies by those advocating U.S. history and geography at the center of the curriculum. Suggests that social studies professionals should organize and that a national clearinghouse for issue-centered materials be…

Suggests that building a sound rationale for dealing with controversial issues in the classroom will prevent unnecessarily adversarial relationships between teachers and administrators or the public. Discusses involving students in real problems in both public and private issues. States that effective rationale building depends on involvement in…

Presents results of a national survey collecting data about the current status of and trends in elective social studies programs in secondary schools. Reports that most schools offer elective programs, usually optional rather than required electives. Concludes that psychology and sociology were the most common electives. Includes tables showing…

Discusses the use of photography as a teaching tool in social studies classes. Suggests that photographs can be used to teach not only history but also ethnic and religious customs and intellectual atmosphere. Urges teachers to stress that the image captured on film limits as well as illuminates its subject. (DK)

Discusses methods for increasing students' appreciation of and interest in history by incorporating the human element into the narrative. Suggests that this can be accomplished by utilizing diaries, journals, oral histories, and living people. Argues that the brief coverage of events presented in texts does little to give students a feeling of the…