National Council For The Social Studies Research Articles

Teacher Certification in Fifty States: History/Social Science Component

IN NOVEMBER, 1982, a group of historians, social studies professionals, school teachers and representatives of interested professional associations met in Boston to discuss the status of history in the schools.' The Conference on the Status of History in the Schools, funded by the National Endowment for the Humanities, was sponsored by the Special Interest Group for History Teachers (SIGHT) of the National Council for the Social Studies. The purpose of the meeting was to share information about the teaching of history and to consider methods for collecting data about the status of history in the nation's schools. One of the central concerns on the agenda was what constitutes minimum requirements in history set forth by the fifty states for teacher certification? Initially, the focus of participants was limited to the certification of secondary social studies teachers, but the discussion quickly expanded to include requirements for elementary teachers who share with their secondary colleagues the responsibility for history and social studies instruction. The general perception of a serious recent decline in the time and emphasis assigned to social studies in the elementary schools raised fears that the status of history and social sciences in the preparation of elementary

Tours and Special Events During the Annual Meeting in San Francisco

Foreign Language AnnalsVolume 16, Issue 5 p. 389-394 Tours and Special Events During the Annual Meeting in San Francisco Arranged by the National Council for the Social Studies First published: October 1983 https://doi.org/10.1111/j.1944-9720.1983.tb01680.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume16, Issue5October 1983Pages 389-394 RelatedInformation

Education for Citizenship: Issues of Science and Society

Faith M. Hickman is currently completing a Ph.D. in science education at the University of Colorado, Boulder. She was formerly Director of the BSCS Center for Education in Human and Medical Genetics and Staff Associate for the BSCS. She holds a B.S. in biology from West Virginia University and an M.A. in science education from the University of Colorado. Ms. Hickman has served as Co-Chairperson of the Education Work Group, Commission for the Control of Huntington's Disease and Its Consequences, NIH; and Special Consultant on Education, American Academy of Pediatrics, Committee on Genetics and Committee on Health Education. She has been an Instructor of Methods of Teaching Modern at the University of Colorado, Boulder and audiovisual review coordinator for American Biology Teacher. She was NABT Director-at-Large in 1979 and Vice-President in 1980. Ms. Hickman was co-editor (with Jane Butler Kahle) of NABT's 1982 publication, New Directions in Biology Teaching. In introducing a special issue of the journal of the National Council for the Social Studies, the editor wrote that one factor gave promise of unifying the social studies. That factor was citizenship education (Views and Previews, 1981). Now, the NABT Board of Directors and the program committee for the 1982 convention have gone one step further. Through the convention theme of The Biological and Social Sciences: Education for Citizenship, they have suggested that citizenship education can not only link professionals within a discipline but can actually unite teachers and academics across discipline bounds. Citizenship education is, in their view, so powerful and so pervasive as to provide confluence of direction and purpose for teachers of both the life sciences and the social sciences. To be sure, social studies teachers have traditionally been more comfortable with the form and the substance of citizenship education than have their counterparts in biology. Doubtless the reasons for this dissimilarity are many and must include fundamental differences in the structure of disciplines, the organisms investigated, and the cognitive and emotional styles of the practitioners. Nevertheless, it seems that social studies teachers are less startled by words like values, conflict, issue, or controversy than is the typical science teacher. In fact, some have gone so far as to suggest that these are the essential tools of the trade in teaching the social sciences:

Controversy and Social Studies Textbooks A Model Code

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMichael G. KellyMichllel G. Kelly, a specialist in communications media, is currently enrolled as a doctoral student in the School of Education at Stanford University.Richard E. Gross, a past President of the National Council for the Social Studies, is the professor in charge of social studies education at Stanford University.Richard E. GrossMichllel G. Kelly, a specialist in communications media, is currently enrolled as a doctoral student in the School of Education at Stanford University.Richard E. Gross, a past President of the National Council for the Social Studies, is the professor in charge of social studies education at Stanford University.

地理教育の発展的展開

A new subject “Modern Society” will be introduced in senior high school education from 1982 as a requisite one. This new subject would provoke much debates whether geography will survive as a “large” subject in social studies as has been. Some of the themes in this new subject such as “Humankind and environment” and “Population problems and resources-energy” could be taught by geography teachers. Nevertheless, we must be aware of the likely challenge from the other subjects. For years to come, geography should play an important role in implementing “Modern Society, ” otherwise geography should loose much popularity.Coping properly with the change of Japanese society toward an international one is an urgent topic the geographical education in Japan has to tackle. Education for international/intercultural understanding should be treated more in geography. Since time is not enough, it ought to focus on selected countries as objects of comparison. A comparative method is very useful for a bilateral or multilateral cooperation. An experiment was taken between Japan and USA concerning the promotion of international/intercultural understanding in primary and secondary education, for which the author participated as a member.Geographical education will have to put more emphasis on environment and resources. Very few geography teachers are reluctant to teach these topics; however, other subjects also treat them with emphasis as in the case of ethics, economics and politics, and further “Modern Society.”The 58th Annual Meeting of the National Council for the Social Studies (US) held at Houston in Nov. 1978 demonstrates some important trends. Aside from methods and philosophy of social studies education, culture and ethnicity attracted more attention than any others despite the fact that the main themes were “Skills for Societal Survival” and “Building A Sense of Community.” Indeed, 37 out of the 176 Sections and 41 Workshops were focused on either culture or ethnic groups. If Japan's social studies education or geography education intends to concern international/intercultural understanding more, the present US education for social studied should be studied carefully.Master-degree Program in Area Studies of the University of Tsukuba will demonstrate an interesting trend as to teacher training. This graduate program is to train students to become company workers, government officials and high school teachers; and in-service training is welcomed. A student should know various aspects of world's major areas such as USA, SE Asia or Latin America. He may specialize in discipline-oriented topics such as geography, history, anthropology, economics, political science and others, together with world's major areas. Some students have found jobs in teaching geography, but they seem or are expected to be able to teach “Modern Society.”

The Social Studies Teacher

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsRichard E. GrossRichard E. Gross is in charge of Social Studies Education and the Director of Teacher Education at Stanford University. He is a former president of the National Council for the Social Studies.

Programs, materials and techniques

The column this month is a roundup of various materials and reviews that have been submitted, as well as responses to some requests for resources for special problems. The topics are varied, and the interest levels are from preschool through secondary and from school to home. Dorothy Tyack and Robert Gottsleben have written a handbook titled Language Sampling, Analysis, and Training. It is reviewed by Tom Longhurst. The film Santa Monica Project is reviewed by Hannah Elsas Miller. A description is provided of the currently available Social Studies Curriculum Analysis Short Form, published by the National Council for the Social Studies. Classroom Projects Using Photography, with Tools and Tips to Help You contains suggestions both for elementary and for secondary projects. A. Dean Hendrickson reviews three new books that are useful in the area of mathematics instruction. One deals with diagnosis; one with the area of early childhood; and the third with secondary level math instruction. A Job Placement Handbook by Alan E. Brooker is reviewed as worthwhile unpublished material at the secondary and young adult levels. A new Report # 69/70 from the EPIE Institute identifies, analyzes, and evaluates 18 of the most frequently used programs in school mathematics. (Check to see if your program is listed.) From BOCES of Nassau County, N. Y., comes a collection of 200 Ways to Help Children Learn While You're at It. It was developed for parents and teachers of young children. Change for Children is suggested as a catalog of ideas for teachers who wish to expand their repertoire of ideas for the individualization of classroom instruction. Mauree Applegate's classic language arts text, Easy in English, is revisited to remind teachers and parents of the wealth of assistance available for helping the learning disabled student learn to write - and like it! If you are interested in becoming a reviewer of materials for this column, or if you've written a review of a program or technique you'd like us to consider for publication, please write Dr. Virginia Brown, College of Education, Kansas State University, Holton Hall, Manhattan 66506.

William H. Cartwright and Richard L. Watson, Jr., editors. <italic>The Reinterpretation of American History and Culture</italic>. Washington: National Council for the Social Studies. 1973. Pp. xix, 554. $8.50, Timothy Paul Donovan. <italic>Historical Thought in America: Postwar Patterns</italic>. Norman: University of Oklahoma Press. 1973. Pp. ix, 182. $7.95 and Gene Wise. <italic>American Historical Explanations: A Strategy for Grounded Inquiry</italic>. (The Dorsey

William H. Cartwright and Richard L. Watson, Jr., editors. The Reinterpretation of American History and Culture. Washington: National Council for the Social Studies. 1973. Pp. xix, 554. $8.50, Timothy Paul Donovan. Historical Thought in America: Postwar Patterns. Norman: University of Oklahoma Press. 1973. Pp. ix, 182. $7.95 and Gene Wise. American Historical Explanations: A Strategy for Grounded Inquiry. (The Dorsey Series in American History.) Homewood, Ill.: Dorsey Press. 1973. Pp. xx, 370. $5.95 Get access Cartwright William H. and Watson Richard L.Jr., editors. The Reinterpretation of American History and Culture. Washington: National Council for the Social Studies. 1973. Pp. xix, 554. $8.50. Donovan Timothy Paul. Historical Thought in America: Postwar Patterns. Norman: University of Oklahoma Press. 1973. Pp. ix, 182. $7.95. Wise Gene. American Historical Explanations: A Strategy for Grounded Inquiry. (The Dorsey Series in American History.) Homewood, Ill.: Dorsey Press. 1973. Pp. xx, 370. $5.95. David A. Hollinger David A. Hollinger Stale University of New York, Buffalo Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 80, Issue 2, April 1975, Pages 474–476, https://doi.org/10.1086/ahr/80.2.474 Published: 01 April 1975

The Reinterpretation of American History and Culture

Journal Article The Reinterpretation of American History and Culture. Ed. by William H. Cartwright and Richard L. Watson, Jr. (Washington: National Council for the Social Studies, 1973. xix + 554 pp. Notes. $8.50.) Get access Dexter Perkins Dexter Perkins Rochester, New York Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 61, Issue 3, December 1974, Page 753, https://doi.org/10.2307/1899936 Published: 01 December 1974

Social Studies for the Slow Learner

Click to increase image sizeClick to decrease image size NotesLaura Jordan, “Social Studies: Problem or Opportunity?” Education and Training of Mentally Retarded. Vol. 1, 1966, pp. 62–63.Samuel A. Kirk, Educating Exceptional Children. Boston: Houghton mifflin, 1962, pp. 85–102.G. Orville Johnson, Education for the Slow Learners. Engiewood Cliffs: Prentice-Hall, 1963, p. 248.Willard Abraham, The Slow Learner. New York: The Center for Applied Research in Education, 1964, pp. 68–69.Jack Abramowitz, “Revolutionizing the Teaching of the Social Studies to the Slow Learners,” Social Education. Vol. 23, 1959, pp. 219–220.Johnson, op cit., p. 250.Kirk, op cit., p. 98.Secondary School Occupational Programme. Victoria: Department of Education, 1963, pp. 14–15.Harry D. Berg (ed.), Evaluation in Social Studies. Washington: National Council for the Social Studies, 1965, p. 78.Charles K. Curtis, “Involvement. Is the Key: Social Studies and the Slow Learner,” The Clearing House. Vol. 47, 1972, pp. 37–40.Shirley Engle, “Exploring the Meaning of the Social Studies,” Social Education. Vol. 35, 1971, pp. 280–288.“N.C.S.S. Guidelines for the Social Studies,” Social Education. Vol. 35, 1971, pp. 856–860.Franklin Patterson (ed.), Citizenship and a Free Society. Washington: National Council for the Social Studies, 1960, p. 49.Ibid., p. 53.Allan Ornstein and Philip Vario, How to Teach Disadvantaged Youth. New York: MacDay, 1969, p. 181.Jonathon McLendon, Social Studies and the Disadvantaged. Washington: U.S. Office of Education, 1970, p. 21.Bruce Joyce and Marsha Weil, Models of Teaching. Englewood Cliffs: Prentice-Hall, 1972, pp. 62–74.Frank Simon, A Reconstructive Approach to Problem-Solving in the Social Studies. Calgary: Frank Simon, 1970, p. 7.

Using Classroom Tests to Promote Critical Thinking

Click to increase image sizeClick to decrease image size NotesIsobel Pfeiffer and O. L. Davis Jr., “Teacher-Made Examinations—What Kind of Thinking Do They Demand?” Bulletin of the National Association of Secondary School Principals, 49:1–10 (September 1965).David H. Russell, “Higher Mental Processes,” Encylopedia of Educational Research (New York: The Macmillan Company, 1960), p. 657.Harvard University Press, 1960, p. 30.Jack R. Frymier, “A Study of Students’ Motivation To Do Good Work In School,” Journal of Educational Research, 57:239–44 (January 1964).Robert L. Ebel, Measuring Educational Achievement (Englewood Cliffs, N.J.: Prentice Hall, 1965), p. 400.Harry D. Berg, “Objective Test Items,” Evaluation in Social Studies, Thirty-fifth Yearbook of the National Council for the Social Studies (Washington: The Council, 1965), p. 58.Paul W. Perry, “How Students Study for Three Types of Objective Tests,” Journal of Educational Research, 27:333–343 (January 1934); and George Meyer, “An Experimental Study of the Old and New Types of Examination,” Journal of Educational Psychology, 25:641–661 (December 1934); and 26:30–40 (January, 1935).B. E. Merkhofer, College Students Study Behavior, unpublished Ph.D. dissertation, University of Chicago, 1953.Fred T. Wilhelms, “Evaluation as Feedback,” in Evaluation As Feedback and Guide, Yearbook of the Association for Supervision and Curriculum Development (Washington: The Association, 1967), ρ · 5·.J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil Growth, (Boston: Allyn and Bacon,, 1963), p. 556.Henry S. Dyer, “On the Assessment of Academic Achievement,” in Assessing Behavior: Readings in Educational and Psychological Measurement, by Flynn and Garber (Palo Alto, California: Addison-Wesley Publishing Co., 1967), pp. 11 ff.

New Perspectives in World History. <italic>Shirley H. Engle</italic>, Editor. [Thirty-Fourth Yearbook of the National Council for the Social Studies.] (Washington, D. C.: the Council. 1964. Pp. xvi, 667. Cloth $6.00, paper $5.00.)

Journal Article New Perspectives in World History. Shirley H. Engle, Editor. [Thirty-Fourth Yearbook of the National Council for the Social Studies.] (Washington, D. C.: the Council. 1964. Pp. xvi, 667. Cloth $6.00, paper $5.00.) Get access New Perspectives in World History. Engle Shirley H., Editor. [Thirty-Fourth Yearbook of the National Council for the Social Studies.] (Washington, D. C.: the Council. 1964. Pp. xvi, 667. Cloth $6.00, paper $5.00.) John L. Teall John L. Teall Mount Holyoke College Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 71, Issue 3, April 1966, Pages 894–895, https://doi.org/10.1086/ahr/71.3.894-a Published: 01 April 1966

The Social Studies and the Social Sciences. Sponsored by the American Council of Learned Societies and the National Council for the Social Studies. New York: Harcourt, Brace and World, 1962. xii + 303 pp. $2.40.

The Social Studies and the Social Sciences. Sponsored by the American Council of Learned Societies and the National Council for the Social Studies. New York: Harcourt, Brace and World, 1962. xii + 303 pp. $2.40. - Volume 22 Issue 3

The Social Studies and the Social Sciences. By the National Council for the Social Studies and the American Council of Learned Societies. (New York: Narcourt, Brace and World, Inc., 1962. Pp. x, 303.)

The Social Studies and the Social Sciences. By the National Council for the Social Studies and the American Council of Learned Societies. (New York: Narcourt, Brace and World, Inc., 1962. Pp. x, 303.)

A Guide to Teaching American History - William H. Cartwright and Richard L. WatsonJr, Co-Editors: Interpreting and Teaching American History. Thirty-first Yearbook of the National Council for the Social Studies, a Department of the National Education Association. (Washington: The Council, 1961. Pp. xvi, 430. Paper $4.00, cloth $5.00.)

A Guide to Teaching American History - William H. Cartwright and Richard L. WatsonJr, Co-Editors: Interpreting and Teaching American History. Thirty-first Yearbook of the National Council for the Social Studies, a Department of the National Education Association. (Washington: The Council, 1961. Pp. xvi, 430. Paper $4.00, cloth $5.00.)

Interpreting and Teaching American History

Journal Article Interpreting and Teaching American History. Edited by William H. Cartwright and Richard L. Watson, Jr. Thirty-First Yearbook of the National Council for the Social Studies. (Washington: National Council for the Social Studies, 1961. xvi + 430 pp. Notes. Paper, $4.00. Cloth, $5.00.) Get access Hazel C. Wolf Hazel C. Wolf Manual High School, Peoria, Illinois Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 48, Issue 4, March 1962, Pages 746–747, https://doi.org/10.2307/1893194 Published: 01 March 1962

Audio‐visual aids

THE ROLE OF LISTENING IN MANAGEMENT. Lecture by Ralph G. Nichols. 1/2 track tape. 3 3/4 IPS. 55 minutes. Available to members of the Merchants and Manufacturers Association and to certain educational institutions. Cost: $6.00. Available through Los Angeles Merchants and Manufacturers Association, 725 South Spring Street, Los Angeles 14, California. THE LECTRON MARK V AUTOMATIC REAR PROJECTION UNIT. A wall mounted teaching machine. Cost: $695.00 plus student units and varying costs of tapes and slides. Produced by and available through Lectron Corporation of America, 9929 West Silver Spring Road, Milwaukee 18, Wisconsin. NORMAN THOMAS REMINISCES. 33 1/3 RPM. 12 inch record. Produced by Spoken Arts under direction of Dr. Arthur Luce Klein. Cost: $5.95. Available through Spoken Arts, Inc., 95 Valley Road, New Rochelle, New York. JEFFERSON DAVIS DECLARES SECESSION. 1943. 16mm. 1/2 reel. 9 minutes. Sound. Black and white. Prepared in cooperation with the Audio‐Visual Committee of the National Council for the Social Studies. Not for sale. New print instructional license fee for 3 years: $15.00, for 5 years: $17.50. Available through Teaching Film Custodians, Inc., 25 West 43rd Street, New York City 36, New York. SHAKESPEARE'S THEATRE. 16 mm. 1 reel. 12 1/2 minutes. Sound. Color. Prepared in cooperation with the National Council of Teachers of English. Not for sale. License fee for obtaining film for use for 3 years: $100.00, for 5 years; $120.00. Available through Teaching Film Custodians, Inc., 25 West 43rd Street, New York 36, New York. SIOBHAN MCKENNA READS IRISH FAIRY TALES. 33 1/3 RPM. 12 inch record. Produced by Spoken Arts under direction of Dr. Arthur Luce Klein. Cost: $5.95. Available through Spoken Arts, Inc., 95 Valley Road, New Rochelle, New York. EMLYN WILLIAMS AS CHARLES DICKENS. 33 1/3 RPM. 12 inch record. Produced by Spoken Arts under direction of Dr. Arthur Luce Klein. Cost: 15.95. Available through Spoken Arts, Inc., 95 Valley Road, New Rochelle, New York. POEMS BY EMILY DICKINSON. 33 1/3 RPM. 12 inch record. Produced by National Council of Teachers of English. Reading by Lucyle Hook; narration by Henry W. Wells. Available through N. C. T. E., 508 South Sixth Street, Champaign, Illinois. Cost $5.95. SIX SHAKESPEAREAN PLAYS: THE TAMING OF THE SHREW. 33 1/4 RPM. 2 12 inch record album, Stereo or Monaural. Cost: $8.90 (through the Shakespeare Recording Society, Inc.); $11.90 (retail.) MACBETH. 33 1/4 RPM. 2 12 inch record album, Stereo or Monaural. Cost: $8.90 (through the Shakespeare Recording Society, Inc.); $11.90 (retail). MEASURE FOR MEASURE. 33 1/3 RPM. 3 12 inch record album, Stereo or Monaural. Cost: $11.80 (through the Shakespeare Recording Society, Inc.); $17.85 (retail). THE WINTER'S TALE. 33 1/3 RPM. 3 12 inch record album, Stereo or Monaural. Cost: $11.80 (through the Shakespeare Recording Society, Inc.); $17.85 (retail). ROMEO AND JULIET. 33 1/3 RPM. 3 12 inch record album, Stereo or Monaural. Cost: $11.80 (through the Shakespeare Recording Society, Inc.); $17.85 (retail). OTHELLO. 33 1/3 RPM. 3 12 inch record album, Stereo or Monaural. Cost: $11.80 (through the Shakespeare Recording Society, Inc.); $17.85 (retail). Available from Shakespeare Recording Society, Inc., 461 Eighth Avenue, New York 1, New York.

Augury for the Social Studies

A major effort to review and rework the social studies seems to be in the offing. Teacher organizations and university people agree on the need. From a January, 1959, conference at Stanford on policies and strategy for strengthening the came the recommendation that the social studies be given priority attention by those interested in curriculum development. For several years the National Council for the Social Studies has been planning a comprehensive study; this group, in co-operation with the American Council of Learned Societies, is now seeking financial support for the effort. The precise format of the review is difficult to predict, but some kind of national committee will almost inevitably be convened. What can be expected? Will recent developments in mathematics and science curriculums supply the model? Will a dramatically new program be created, expressed in materials that embody new knowledge and new teaching approaches? Perhaps. But the social studies pose special problems. Skeptics will be tempted to interpret the formation of review committees as a gratifying but functionally meaningless rite. Kinder souls will predict that the committees will necessarily proceed with extreme caution. Few subject areas seem so intrinsic a part of the cultural landscape as the social studies; radical reconstruction will loom as a threat to cherished panoramas. Certainly, good intentions will not suffice. Even if the committees bypass the usual litany of curriculum conferences, agreement on

Book Reviews

Abstract Abstract Jonreed Lauritzen. Treasure of the High Country. Little, Brown and Company, Boston, Massachusetts and Toronto, Canada. 1959. 211 pages with illustrations. $3.00. Preston E. James, Editor. New Viewpoints in Geography. Twenty-ninth Yearbook of the National Council for the Social Studies, 1959. and 260 pages with maps, $4. paperbound; $5. clothbound. Bruce F. Johnston. The Staple Food Economies of Western Tropical Africa. Stanford University Press, Stanford. 1958. 305 pp. Illustrated.

James, Preston E., ed . New viewpoints in geography. 1969. 29th Yearbook. National Council for the Social Studies, Washington, 1959. XI + 250 pages, ill.

James, Preston E., ed . New viewpoints in geography. 1969. 29th Yearbook. National Council for the Social Studies, Washington, 1959. XI + 250 pages, ill.. Un article de la revue Cahiers de géographie du Québec (Mélanges géographiques canadiens offerts à Raoul Blanchard) diffusée par la plateforme Érudit.