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)

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)

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)

The goal of this mini-unit is to teach elementary students economic concepts related to consumerism and to develop problem-solving skills. Students test a product such as sugarless bubble gum and study how it is advertised. The students then make their own advertisement for the product. (RM)