This chapter analyses two questions concerning adolescents’ thinking about political and social issues: (1) What is conceptual change in the social and political domain of knowledge dealing with contemporary political events and with historical events? and (2) What is important about developmental processes as they intersect with instructional processes to influence instructional processes to influence conceptual change in this domain?

Data were collected from think-aloud problem solving, concept mapping, and related techniques dealing with historical and contemporary political issues. Two instructional experiences were chosen as they prompted adolescents to grapple with social and historical issues in a context of peer group discussion. First, research was conducted with 14- to 17-year-old participants in a computer assisted internal simulation (Project ICONS). Second, a study was conducted using concept mapping of topics related to the Holocaust with 12- to 14-year-olds participating in an education program in their classroom and a museum exhibit.

In conclusion, findings revealed the mental states of individuals are augmented by social or political processes. In some adolescent responses there are singularly caused events while for others multiple causes are recognized. There was some indication that both for concepts of the Holocaust and concepts of events leading up to the expulsion of the Jews from Spain in 1942, conceptual change in history can be thought of as involving additional layers or the recognition of alternative ontological aspects of problems and issues in history. Findings also suggest peer group situation or context is important among adolescents as participation with peers in discussion and authentic projects is more likely to be developmentally appropriate for promoting conceptual change.