This document defines learning as a process of knowledge and skills acquisition, application, reinforcement, and refinement that cannot be rushed. Each student brings to assigned tasks a personal perspective compiled of native abilities, acquired skills, personal interests, prior experiences, the home environment, exposure to diverse learning…

Urges that natural hazards be studied in order to analyze the geographic theme of human-environment interaction. Suggests ways in which this information can be introduced in the classroom. Identifies field studies and cross-cultural analysis with follow-up discussions as possible activities. Points out information sources. (KO)

Observes that preparing and searching a database will help students analyze, synthesize, and evaluate data, but stresses the need to distinguish between teaching how to process information and how to think. Sees the database as a tool in teaching social studies but maintains that the primary goal is to teach thinking skills. (CH)

This paper suggests that the study of holidays presents an opportunity for elementary school teachers to employ a range of social science disciplines and to teach their students the fundamentals of inquiry and critical thinking. The study of holidays from a cross-cultural perspective helps students to understand that peoples of all cultures find…

A program is described in which drama is used as an integral educational tool in conjunction with the study of literature, social studies, and history. The program adapts drama as a forum for presentations, debates on history or present-day events, and the study of biographies of great people. (JDD)

This article reviews the research on notetaking and describes a new notetaking strategy that emphasizes manipulating and organizing information rather than writing it. Teacher prepared individual note items are graphically organized by students. Examples are used from Grade 10 social studies and Grade 9 English classes, both of which included…

The major goal of social studies education is to provide students with the skills and knowledge essential for effective participation in society. As a supplement to more traditional social studies material, newspapers can help students make the connection between the classroom and real life. The social studies activities suggested in this guide…

In the spring of 2001, illegal drug use had risen by 40% among teens in the town of Springdale, Utopia. School administrators and the Springdale Police Department decided to implement a crackdown on teen drug use in all high schools in Springdale. A high school principal received a tip on a hotline that Jamie Davidson, a senior, had been seen…

Mildly handicapped elementary-school students (n=17) were taught information from a social studies textbook using a mnemonic instruction approach or more traditional, textbook-based instruction. Under mnemonic instruction conditions, students performed significantly higher on both immediate and delayed chapter tests than under traditional…

Maintains that children's literature and trade books can be a springboard for the social studies curriculum. Argues for the use of text sets, especially in the younger grades. Provides bibliographies of three text sets covering the topics: friendship, families, and community helpers. (MJP)

Argues that student comprehension difficulties are often diagnosed as reading problems, even though the problem extends to other learning skills. Considers the issue of comprehension in the context of reading, and examines aspects of the issue that extend to teacher communications. Suggest ways to help students understand social studies material.…

This course content guide identifies the objectives that form the basis for social studies in grades four through eight in Arkansas schools. Classroom teachers, curriculum specialists, administrators, professors, and the Department of Education personnel participated in the guide's development. The information for each grade is presented into…

This handbook, designed for teachers of kindergarten through third grade, has two objectives: (1) to make the concept of critical thinking and the principles that underlie it clear; and (2) to show how critical thinking can be taught in language arts, social studies, and science. The introduction explains and justifies lesson plan remodelling. The…

This handbook, designed for teachers of fourth through sixth grades, has two objectives: (1) to make the concept of critical thinking and the principles that underlie it clear; and (2) to show how critical thinking can be taught in language arts, social studies, and science. The introduction explains and justifies lesson plan remodelling. The…

This science/technology/society (STS) training manual is designed to help state-level coordinators, university teacher educators, district coordinators, or lead teachers to implement the guidelines provided in "Science/Technology/Society: A Framework for Curriculum Reform in Secondary School Science and Social Studies." The manual…