Differentiates between utopian societies and their opposite, anti-utopias. Cites literary works which refer to the relationships between utopias and technology. Provides a bibliography of works cited as well as secondary sources. (TW)

Argues that because the United States is culturally diverse, the nation must be vigilant in passing on to new generations a common political culture. Reviews evidence that schools have failed to teach about the common political culture and offers recommendations for correcting this failure. (JDH)

Discusses the concept in the context of the conceptually designed and sequentially organized social studies instructional materials developed at the University of Illinois Social Studies Curriculum Study Center in cooperation with USOE/DHEW. Copies of the final report, An Evaluation Report of the Sequential Social Science Courses for the Secondary…

Contends that middle- and upper-income youth may indirectly be the beneficiaries of social systems that are based on policies of injustice for the sake of profit or power. Suggests using an approach that helps such young people see that the establishment of social justice is beneficial to them as well as to the victims of injustice. (CFR)

This document discusses and documents the answers that 50 experts representing 22 countries gave to two questions: (1) Do you think it is at all possible for schools to contribute to a "peace education"? and (2) If so, what are some to the steps and measures to be taken that you think of first? Part 1 of the report attempts to summarize…

The inservice teacher education course described is intended for the use of elementary and junior high school teachers, both preservice and inservice, who wish to update teaching of social studies. The contents of the modules are outlined. Activities and resources involved in use of the modules are described, and ordering information is provided.…

The inservice teacher education materials described are for teachers of all levels who wish to be acquainted with specific strategies for teaching value processes in social studies. Included in this informative report are the scope and sequence of module topics, activities and resources involved in use of the materials, ordering information, and a…

Provides a biographical sketch of the author, James A. Michener. This sketch provides information on Michener's background as a student and social studies teacher. Includes an interview and bibliography of Michener's writing on education. (JDH)

The primary goal of social studies is education for political citizenship. Democratic values is the most important type of content to be included in the social studies program of the middle grades. (RM)

Examines the relationship between social class and curriculum organization. It is suggested that the inquiry and critical thinking elements of social studies curricula share a style of social control most extensively attempted in the 1970s open classroom movement. (AM)

Examines how the section on values in the 1981 "California History/Social Science Framework" points the way and direction for educating students to become good citizens. The author discusses 10 basic ideas or value-oriented claims that he thinks could be used as an intellectual framework to guide the designing of civic education…

Discusses the new emphasis of the section on values in the 1981 "California History/Social Science Framework." The development of a personal value system and the study, understanding, and appreciation of the values of others is seen as the basis of American citizenship. (AM)

Contends that many educators believe that social studies as a subject does not have a future in Canadian schools systems. Asserts that social studies is essential and must address four critical areas to actualize its potential for attaining citizenship goals: content, critical thinking, community action, and caring. (CMK)

These Utah core standards are designed to help prepare students for the changing times that will require knowledge and skills for living and competition in the information age. Six qualities are emphasized (1) higher level thinking and process skills; (2) citizenship/character practices and principles; (3) basic U.S. values; (4) economic literacy;…