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Suggests that whether U.S. education is a catastrophe depends not on whether students can answer questions on the Standard Achievement Tests (SAT) but on their ability to survive in the modern world. Stresses that the challenge to the social studies is to teach students to integrate their learning not to play the testmakers game. (NL)

Compares the theories of E. D. Hirsch on teaching cultural literacy with the earlier work of education reformer, Carleton Washburne. Points out that Washburne also supported the notion of cultural literacy, developed a social studies curriculum, and promoted the organization and internal continuity of learning as the prime consideration. (NL)

Describes a unit in which elementary students experience life in ancient Egypt by role playing different positions in society. Students research their role, prepare a paper doll dressed in the clothing of their role, analyze an opera, and paint a window in the stylized method used on Egyptian tomb paintings. (RM)

Presents alternative educational principles from the point of view of a "social educator" which should be considered by the New York State Education Department as it revises the secondary social studies program. The primary function of a "social educator" is also discussed. (RM)

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)