In England, the Education, Reform Act 1988 was established in July 1988. In accordance with the act, the National Curriculum came to be made, which set the standards of each maintained schools' curriculum, in other words, the national standards of education.
In March 1991, the part of geography in the National Curriculum was published. That is Geography in the National Curriculum (England). It has been said that England is an advanced country in geographical education. So it is expected that Geography in the National Curriculum (England) suggests how we should improve geographical education in Japan.
By the way, former researches in geographical education in England have tended to discuss its teaching methods of geography without enough consideration of the background of the development of their methods, paying attention only to their surface features. The author thinks that that is caused by the state that they have not studied enough the history of geographical education in England. The purpose of this paper is to clear the history of geographical education in England and to consider what the significance of the establishment of Geography in the National Curriculum (England) is.
As a result of the consideration after investigation into the history of geographical education in England and Geography in the National Curriculum (England), this three significance of the establishment of Geography in the National Curriculum (England) were found. First, the coherent standards of geographical education were set from primary education to secondary education, and geography gained the right as a compulsory subject in primary schools and secondary schools. Secondly, the methods and contents of the learning of regional geography were enriched. Thirdly, geography was made to play the nuclear part of environmental education.
In future, it is necessary that Geography in the National Curriculum (England) is discussed in respect of its usefulness in Japan. On that occasion, we should consider the political intention that reflects on Geography in the National Curriculum (England), to be concrete, emphasis on economic contents and the exclusion of politically-sensitive areas.

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In the present world, we are confronted with the problems concerning gloval environment, human rights, peace, race and ethnic, developing countries and so on. Moreover, such problems become more complicated. We are necessitated not only to recongnize them as matters of life and death, but also to conduct a certain social action for solving them, now.
From educational points of view, such problems are the most important parts of the teaching materials and contents of social studies. Therefore, the social studies lessons on such problems have to be aimed at changing students' values and attitudes toward solving them.
The purpose of this paper is to propound several problems in the social studies lesson construction aimed at changig students' attitudes through analizing the lesson construction theories in International Education.
The lesson construction theories aimed at changing students' attitudes have been studied by many reserchers. Especially, the lesson construction theory “A New Problem Solving Method” (ATARASHII MONDAIKAIKETSUGAKUSHU) presented by Prof. Nobushige Imatani is one of the most prominent theories, because his theory contains students' practical attitudes, such as “rational decision making” and “independent social participation”, as elements of the lesson construction. However, we can find several problems comparing his theory with the lessons based on it.
Those are described as follows.
1) how to deal with students' value inquiry process in the lesson construction.
2) how to comprehend the quality of students' value inquiry and how to answer for its improvement.
3) how to harmonize lesson construction elements with the lesson order.
4) how to comprehend students' practical attitude and how to answer for forming their attitudes in lesson construction.
5) how to answer for the continuty of students' value inquiry and thinking both in lesson construction and in curriculum construction.
In addition, these points are generally seen in other lesson construction theories.

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