Social studies instruction using a variety of data sources engages elementary school children in relatively autonomous collecting, organizing, and evaluating of data--processes necessary for exercising sound judgment and taking appropriate action. (RM)

Recommends a revision of the traditional method for teaching history, so that students view facts as the starting point, from which they learn to classify, examine, and evaluate historical events. Suggests activities and projects for implementation of this teaching method. (LS)

Reviews how census data are used every day to make decisions in businesses, government agencies, and community organizations. Identifies key tools used in demographic analysis, suggesting applications of demographic data at a local level. Concludes with ideas for student activities, including guidelines for creating a community profile. (LS)

This unit emphasizes the integration of software in a focus on the classroom instruction process. Student activities are based on plans and ideas for instructional units presented by a teacher who describes and demonstrates the activities. Integration has occurred when computer applications are included in an instructional activity. This guide…

One aspect of children's daily lives--the school itself--is often ignored as a source of readily available data for student activities. School-based research activities that require students to collect, organize, and interpret data are described. For example, students conduct research on how students travel to and from school?

How museums have changed to accommodate young children is described, the importance of pre-visit preparations is discussed, and strategies and activities to enhance the concepts gained from museum experiences are presented. (RM)

Folktales as reflections of a culture provide many kinds of information for social studies that are unmatched in the elementary school. However, teachers must be alert to the potential of folktales to present unintended or erroneous information. (RM)

Presents recommended resources for implementing activities in social mathematics, an instructional approach created by combining numerical information with social studies concepts. Describes ways to generate historical timelines, create family histories, and collect and interpret numerical data. (CFR)

Recommends making choropleth maps as a fun and interesting way to teach geographic concepts. Choropleth maps represent data and ratios (population density, voter registration) and can be constructed easily. Includes suggested activities and representative maps. (MJP)

Argues that using census data allows students to practice doing history, and points out the growing importance of quantitative social history as a rationale for including more census data in history courses. Describes information to be found in various census products, suggesting ways history teachers might use census data in the classroom. (LS)

Asserts that no attitude is more detrimental to democratic values than blind allegiance to numerical data. Maintains that children must challenge and debate numerical data. Includes examples of data collection and activities designed to encourage students to be skeptical about numerical information. (CFR)

Asserts that integrating disciplines is a goal of elementary social studies education. Presents a bibliographic essay describing instructional materials that can be used to integrate mathematics and social studies. Includes recommended photograph packages, computer databases, and data interpretation packages. (CFR)

Shows how census data illustrated in pie charts, bar graphs, line graphs, and a map can be used in teaching students to read and interpret large amounts of information about the community, state, and country. Provides examples from "An Advance Look at the 1990 Census" (World Eagle) and suggests activities and discussion questions. (LS)

A child's immediate environment provides an ideal data source for initial mapping experiences. How teachers can help pre-school and primary school children make block maps, picture maps, and drawn maps is discussed. (RM)

Presents a series of activities using data collection and interpretation techniques designed for levels 1-8, 1-5, 3-6, and 4-8 that integrate mathematics and social studies through the common theme of television viewing. Includes an activity sheet for parents to use with their children, three class-activity sheets, and a data sheet. (MDH)