The Future Of Social Studies

This series of 12 essays examine the role of the social studies, its past and predictions for the future. Following the introduction, the essays are: (1) "The Problem of the Social Studies" (James A. Michener); (2) "Social Studies Is the Heritage of a Nation" (James L. Barth); (3) "Past as Prologue: A Defense of Traditional Patterns of Social Studies Instruction" (James S. Leming); (4) "The Future of Critical Thinking in the Social Studies" (James A. Whitson and William B. Stanley); (5) "The Future of Equity in Social Studies" (Susan Adler); (6) "A Bold Vision for the Future of Social Studies" (Ronald W. Evans); (7) "The Future of Political Participation in Civic Education" (Patricia G. Avery); (8) "Teaching Toward a Global Future and the Future of Global Teaching" (Angene H. Wilson); (9) "A Social Studies Curriculum for the Future 'with Malice Toward None'...?" (Murry R. Nelson); (10) "The Future of Social Studies Certification" (Paul Robinson); (11) "The Future of Research on Social Studies" (James P. Shaver); and (12) "Speculating about the Future of Change in Social Studies: Seeking Answers to Some Basic Questions" (Gerald Marker). (EH)

This updated third edition contains new chapters on important issues—including race, gender, sexuality, and multiculturalism—affecting social studies education.

The future of K-12 social studies is examined in this volume, one in a series resulting from Project SPAN (Social Studies/Social Science Education: Priorities, Practices, and Needs). The report contains four sections. The first section presents "A Summary of Project SPAN." The project reviewed and analyzed the current state of K-12 social studies in order to form a basis for recommendations for future directions that might be taken to improve social studies. The five reports which were written as a result of Project SPAN are described. The second section presents and examines "Six Problems for Social Studies in the 1980s." The problems concern student learning and valuing of social studies, the culture of the school, teaching practices, the curriculum, the social studies profession, and public support. The focus of the third section is the "Desired States for Social Studies." The desired states for each of the problem areas identified in the second section are described. Together the six desired states present a vision of an ideal state of social studies education. The final section presents "Recommendations for Social Studies in the 1980s." The recommendations are organized to parallel the six problems and desired states. (Author/RM)

The field of social studies is unique and complex. It is challenged by the differing perspectives related to the definition, goals, content, and purpose of social studies. Contemporary Social Studies: An Essential Reader discusses the contemporary issues surrounding social studies education today. Contemporary Social Studies: An Essential Reader encourages and inspires readers to think. The chapters included in this volume are written by prominent scholars in the field of social studies. The collection inspires and provokes readers to reconsider and reexamine social studies and its contemporary state. Readers will explore the various critical topics that encompass contemporary social studies. This collection provides readers with rich chapters which are sure to be cited as key works. Compelling and accessible, this collection brings to light the critical topics relevant to contemporary social studies and is sure to serve as a cornerstone and seminal text for the future.

This fully revised and updated edition includes twelve new chapters on contemporary topics such as ecological democracy, Native studies, inquiry teaching, and Islamophobia. The Social Studies Curriculum, Fourth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. The book connects the diverse elements of the social studies curriculum—civic, global, social issues—offering a unique and critical perspective that separates it from other texts. Completely updated, this book includes twelve new chapters on the history of the social studies; democratic social studies; citizenship education; anarchist inspired transformative social studies; patriotism; ecological democracy; Native studies; inquiry teaching; Islamophobia; capitalism and class struggle; gender, sex, sexuality, and youth experiences in school; and critical media literacy. All the chapters from the previous edition have been thoroughly revised and updated, including those on teaching social studies in the age of curriculum standardization and high-stakes testing, critical multicultural social studies, prejudice and racism, assessment, and teaching democracy. Readers are encouraged to reconsider their assumptions and understanding about the origins, purposes, nature, and possibilities of the social studies curriculum.

Just as society has changed dramatically over the last century, so have the social sciences. This valuable reference chronicles the historical development of social studies as a discipline in elementary and secondary schools. It also assesses the current state of teaching and research in the social sciences and history at the pre-college level, and it charts new directions for the future of social studies in secondary and elementary schools. By tracing the historical development of social studies, the reference indicates how social studies has constantly been redefined to meet the changing needs and expectations of society. At the same time, the historical context provided by the authors sheds new light on the current state of social studies in the curriculum and the development of social studies in the future. The book begins with introductory chapters that overview themes and issues common to all areas of history and the social sciences. The chapters that follow summarize and assess the developments and trends of particular fields commonly thought to constitute social studies. The volume concludes with chapters on broad topics, including the place of religion in the social studies curriculum, the role of writing in history and the social sciences, and the professional training of social studies teachers. Each chapter begins with a section of reflections on the development of the discipline, followed by a section on current issues and trends, followed by a final section of projections for the future of the discipline. The result is a comprehensive overview of the past, present, and future of social studies in elementary and secondary schools and an indispensable reference for educators, historians, and social scientists.

Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts. Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.