Presents ideas to aid high school social studies classroom teachers as they teach students the impact of media advertising for political candidates. Students are involved in activities to decide which candidate for president they would select on the basis of several media presentations. (DB)

Describes seven resources on curriculum development in social studies found in the ERIC system. Among the cited items are journal articles on various aspects of the social studies scope and sequence and an ERIC document on the role of secondary social studies in developing technological literacy. (JDH)

Describes the teaching materials produced by the Joint Council on Economic Education, the Federal Reserve Banks, and the World Bank. Material is geared for grades K-12 and includes such topics as basic economic concepts, government regulation, the world economy, and economic history. (CS)

The child's natural inclination to accept differences in others can be used in promoting an anthropological perspective. Language, the arts, and family life were all subjects which can be used to integrate anthropology into the curriculum. Describes anthropology-related activities for grades K-6. (CS)

Argues that the contributions of women, especially from developing nations, have remained for too long an untold story in classrooms. Discusses readings that present the words and lives of ordinary women from the following regions: Africa, Asia, Latin America, and the Middle East. (DB)

Seeks to highlight women's labor so that classroom economics lessons will no longer maintain women's invisibility. Intends only to suggest issues for further study and topics for inclusion in lesson plans; not meant to be a conclusive explanation of a historically very complex and controversial topic. (DB)

Presents an eight-step process for developing and presenting a supplementary unit to help students in grades 5-12 understand in greater depth the story of America's cities. (RM)

Considers three issues related to gender-balanced global education: gender's place in the social studies; survey results on awareness and implementation of the National Council for the Social Studies' resolution on gender in global education; and criteria for evaluating global education materials. (DB)

Proposes a practical approach for implementing the seventh grade curriculum of California's History-Social Science Framework (1988). States that the emphasis placed on each of the 11 units can be framed in the context of the individual classroom. Advocates building a context (including content and thinking processes) which makes information…

This article provides an overview of how oral language and writing activities may be integrated into a typical kindergarten through sixth-grade social studies curriculum. (JDH)

Argues that, despite multiple calls for the integration of women's history into the K-12 U.S. history curriculum, many states and districts do not regularly or systematically include women in their curricula. Proposes an infusion approach to representing women within the current curricula and provides a sample lesson. (DSK)

Lists 18 statements that form a synthesis of social science concepts. This synthesis was prepared in the late 1950s but was never implemented. The California History Social Science Framework is a new attempt to encourage the integration of social science concepts. (CS)

Recommends that simulation games be used to teach high school students in social studies courses about contemporary and controversial issues such as nuclear power. A simulation is described which involves students in deciding whether to build a nuclear power plant in the California desert. Teaching and debriefing tips are also provided. (DB)

Addresses differences in process and content teaching in the social studies. Suggests a curriculum with a conceptual approach and outlines educational objectives in terms of knowledge, concepts, and skills. (KC)

Describes the Contemporary World History Project (CWHP), a year-long, two-part program that integrates the study of world problems within a traditional world history curriculum. Outlines the two parts, historical background and a simulation, and the objectives fulfilled by CWHP. Notes the variety of project topics available to teachers. (DSK)