ABSTRACT
My interest in the role of controversial issues in the teaching of history in particular and social studies in general grows out of my experiences as a student in social studies classes, as a teacher of junior and senior high school social studies, and as a professor of social studies instruction. I regularly begin my social studies instruction courses for university students who are preparing to teach either elementary or secondary school students by asking the adult students to recall their earlier experiences as pupils in elementary and secondary social studies classes. Their recollections tend to be very similar. With regard to their elementary school experiences, some have no memories at all of social studies instruction. Some recall memorizing states and capitals and have a vague sense of having read textbooks. On the other hand, with a sense of enjoyment, a few students remember projects and active learning. I myself remember constructing models of Native American villages and Spanish missions when studying early California history in the third grade.
