Summarizes the Holmes and Carnegie reports and examines their major recommendations. The analysis points out the contradictory nature of the reforms, their conservative implications, and the lack of scholarly arguments to support such assertions. (DH)

Offers an overview of significant changes proposed by the Holmes and Carnegie reports. Criticizes the reports for assuming that means are separate from ends and form from content. Contends the reports ignore available scholarship, leaving unchallenged thinking and practices in teaching and teacher education. (DH)

Analyzes the historical context, arguments, and evidence of the Holmes Group report. Maintains that the report reflects the conservative political climate of the 1980s and is unsupported, ambiguous, and contradictory in areas. Concludes that the report's silence on the substance of teacher education highlights its political purpose of policing the…

Based on an interview with U.S. Chief Justice Warren E. Burger, this article surveys several of the projects launched by the Commission on the Bicentennial of the Constitution. These projects include: the National Historical Pictorial Map Contest; the Bicentennial School Recognition Program; the Bicentennial Educational Grant Program; and the…

Presents three television production projects for the college political science classroom: a political television "spot" project, an international press conference simulation, and an international news broadcast project. Offers a comparative evaluation of the projects and makes suggestions for improving the less successful ones. (GEA)

Identifies experiential learning as an exceptional method for improving citizenship education. States that experiential activities are powerful motivators for high school students, they should be available to all students, and the needs of special populations (recent immigrants) be recognized. Advocates incentives for social studies achievement,…

Objectives and procedures are described for using a game focusing upon discussion which involves students in important and current issues. (SM)

Utilizes one teacher's experience with the storyline technique to present a frank appraisal of the problems and opportunities inherent in this interdisciplinary method. Maintains that a comprehensive rethinking is needed in both the social studies curriculum and teacher education. (MJP)