Urges that energy concepts be taught in an interdisciplinary manner from kindergarten through the twelfth grade. Describes a materials development program, the Project for an Energy-Enriched Curriculum, which offers a broad-based curriculum emphasizing general energy concepts, availability of energy resources, and information on how various uses…

Suggests how social studies classroom teachers can help students understand culture and folk art through study of folk tales. Activities involve students in class and group discussions of other cultures, story telling, illustrating folk tales, playing traditional games, and studying traditional foods and medicines. (Author/DB)

Presents reasons why the topic of aging is important to young people and why it should be included in the curriculum. Reasons include that young people today have a greater chance of long life and that there is evidence that young people have negative views of aging. Includes a quiz to pretest knowledge of students about aging. (DB)

As a means of helping students build map skills, the article presents information on how the energy crisis affects poor people in developing nations (lack of firewood, disappearing forests, erosion due to removal of ground cover). Presents a global map showing the extension of desert conditions and includes questions to help students analyze the…

Explains how folk literature can be used in the social studies classroom to help students understand human nature and society. Three ancient Chinese tales focusing on various social situations are included, and questions and activities based on the tales are presented. (Author/DB)

The lesson is designed to acquaint students with the positions taken on environmental issues by leading jurists. Activities include writing the second act of an environmental play, role play, dramatic reading, and class discussion. (Author/DB)

Two Latin American stories are presented as examples of tales which can help students explore the use of animals in folk tales and the special qualities of myth. The stories reinforce a global perspective by stressing commonalities among people from all cultures. (Author/DB)

Presents a case study of an Indian village to show how and why values change as a result of environmental change. Objectives, suggested teaching time, materials, teaching techniques, and discussion questions are included. (Author/DB)

Describes a role playing exercise in which students act as delegates to a meeting at which they will revise the Antarctic Treaty. Background information is presented about Antarctica, the Antarctic Treaty, and positions of 19 nations with regard to the Treaty. (Author/DB)

Advocates using folklore to help students build humanities skills and develop global perspectives. Provides an outline of topics and activities which should be an integral part of a folklore study and suggests using the humanities series developed by "Intercom" (see SO 506 865-871) as a curriculum guide. (Author/DB)

Introduces the use of proverbs to teach students about values analysis. Students are involved in considering the sound and rhythm of various proverbs, deriving data about different societies from proverbs, and analyzing the role of proverbs in the development of value systems. (Author/DB)

Describes how stories and poems can help students understand the experience of growing up in various cultures. Students are involved in role playing, dramatization, and writing assignments. A Yoruba poem and a tale from the mountains of North Carolina are presented as examples. (Author/DB)

Described is a social studies lesson plan which investigates colonialism in Africa by focusing on individual attitudes toward the colonial experience. Maps, questions, teaching suggestions, and student materials are provided. (Author/DB)

Offers suggestions for using Islamic folk tales to help students learn about decision making, accepting authority without losing face, and resolving conflicts with tact and honesty. Objectives, learning activities, and story interpretations are presented. (Author/DB)

This social studies unit uses folk tale learning as an approach to teach students about the fate of the world's trees. Activities involve students in producing original folk tales, role playing, and defining and defending conflicting attitudes about trees. (Author/DB)