This study aims to first clarify an argument assessment strategy as an application concept and then designs a question paper aimed at relationship building through a recontextualization of Junior High School Social Studies. As it is important to encourage the use of conceptual knowledge when seeking to build relationships, this study clarifies the effectiveness of using LCD in lessons and assessment. This method was found valid in terms of the following characteristics: its lack of otherness, the inadequacy of value judgments, and the lack of “application” to learn through answers. To overcome these problems, 11 strategies based on the citizenship and LCD frameworks were developed to reconsider the Toulmin Model. Further, the results indicated the validity of this method with regard to lesson practice and assessment in junior high school social studies.

　　This study compared Japanese and German research on historical consciousness. Japanese research on historical consciousness has, through studies into three aspects of historical consciousness, derived (1) an incremental model of historical consciousness and (2) a growth model of historical consciousness that alters through the means of historical cognition acquired during history classes. German research on historical consciousness has elucidated the dimensions of historical consciousness from its elements and structured historical consciousness by verifying these dimensions.

　　These characteristics indicate the differences in relations between historical consciousness and historical cognition as observed in the two countries. In Japan, historical consciousness is defined as a methodological concept of developmental psychology, and it is considered from the perspective of historical cognition. In contrast, in Germany, historical consciousness is defined as a concept of educational aims, and it is used while considering historical cognition. Therefore, it can be deemed that this relational difference has made historical cognition a central category in Japan while historical consciousness fulfills this role in Germany. After historical consciousness became a central category, German history education developed under the key concepts of competence-based learning and constructivism, and the establishment of the concept of educational aims now holds the key to development in research on history education. Similarly, in Japan, the establishment of historical consciousness as the concept of educational aims specific to the history field is essential to the development of research on history education.

　　This paper identifies the characteristics of Mineji Mitsushige’s theory of community education through a discussion on the “Production and Education” controversy and a comparison with the social recognition of rural teachers. Mineji practiced community education at Uwanada elementary school during the 1930s. Specifically, by focusing on the goals of education and the relationship between the school and community, the positioning of Mineji’s practices in rural community education in the1930s are examined.

　　Many community education movements during the 1930s in Japan sought to reconstruct the exhausted farm villages through education. On the one hand, Mineji attempted to develop the personality of the children; this can be considered as a personal objective of education. On the other hand, many other primary school teachers sought to adapt the children to the society; this can be considered as a social objective of education. These were the causes behind the “production and education” controversy. Mineji strove to practice a combination of personal and social objectives through community education.

　　From the Taisho to the Showa periods, the educational movements of the Taisho liberal education were revolutionized into community education. Mineji’s theory was influenced by the Taisho liberal education, and this was an important feature of his community education focus.

　　This study aims to clarify the need to introduce the results of STS (Science, Technology, and Society) into a social studies disaster prevention unit. It is difficult (trans-scientific problem) to understand how to prevent or reduce the effects of disasters. Therefore, it is necessary to introduce natural disaster prevention as a trans-scientific problem in social studies disaster prevention units based on STS results. Introducing STS results are significant: 1) to educate citizens on public governance; 2) to develop student abilities to view society from various perspectives; and 3) to develop scientific and technological inquiry techniques. To realize these aims, the lesson was developed as a case study of Taro district, Miyako city, Iwate prefecture and Shibitachi district, Karakuwa town, Miyagi prefecture, Japan. The significance of introducing the STS results was clarified by student descriptions regarding the lesson protocol.

　　This paper aims to clarify how first year pre-service Social Studies teachers transition from “students”to “teachers.” To examine how the teachers’ develop their view of Social Studies and their lesson planning skills, the effects of their K-12 experience and pre-service teacher education curriculum are examined. A mixed research method was applied to first-year pre-service Social Studies teachers at X national university. The results of the survey were analyzed based on: 1) the relationship between the teachers’views regarding Social Studies and their lesson plans; and 2) the effect of their K-12 experience and preservice teacher education curriculum.

　　The first-year teachers clarified that their view regarding Social Studies was based on their K-12 experiences as well as from the Social Studies methods course at university. The pre-service teacher education curriculum was also identified as assisting the pre-service teachers in understanding how to adapt their lesson plans to suit the viewpoints of “good” Social Studies lesson the curriculum suggested. However, some students were unable to autonomously develop their lesson plans because of the influence of the lessons from their K-12 experience.

　　Previous research has separately dealt with the “awakening” effect, which is related to the metacognitive growth experienced at university and the “washed out” effect, which is the tendency to evaluate views or lesson styles based on positive K-12 experiences. It was found that the pre-service Social Studies teachers’ experienced both effects at the same time and developed their views on Social Studies and lesson planning by dealing with the conflict between them. This research implies that the new pre-service teacher education curriculum should consider a balance between the “awakening” effect and the “washed out” effect.