Maintains that the benefits of incorporating "response groups" (small groups of students which meet to discuss and respond to lesson material) into regular classroom instruction are increased student involvement, greater achievement, and more self-appraisal. Shows how response groups may be integrated into several different types of activities.…

A substitute teacher describes some of the impromptu lessons and activities that she has successfully used in secondary social studies classes, e.g., analyzing political cartoons; reading charts; defining, spelling, and using terms correctly in writing. Some of these activities are intended to close gaps detected in student knowledge. (RM)

This article describes the development process and products of a two-year project designed to improve basic skills instruction in existing secondary social studies courses. Includes a sample lesson plan and student handouts. (JDH)

Elementary and secondary social studies teachers are first asked to rate their classroom textbooks concerning readability, interest level, quality and quantity of illustrations, clarity, and organization. Techniques that they can use to enrich each of these areas are then presented. (RM)

Intended to help teachers provide effective instruction about the economic concept of inflation, this article focuses on (1) a teaching strategy to introduce inflation in a concrete, dynamic way; and (2) topical suggestions for both general inquiry and exploration of the social-psychological dimensions of inflation. Provides a list of 12…

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)

Examines the role of literature in the California's History-Social Science Framework (1988). Surveys the goals of incorporating literature into the Framework and identifies types of literary works used to enhance content learning at each level. Presents criteria for evaluating and selecting instructional materials and lists major purposes for…

Discusses the benefits of using literature in classroom instruction and describes its inclusion in California's new English-Language Arts Framework as well as in the new History-Social Science Framework. Lists several works appropriate for use in K-6 instruction. (GEA)

Describes and illustrates the performance differences observed between boys and girls on California's history-social science assessments. Provides specific recommendations about what classroom teachers can do to help reduce these differences. (GEA)

Techniques for teaching listening and speaking skills in the social studies are discussed. The historical importance of rhetoric in education and its relation to the modern social studies curriculum are stressed. (Author/DB)

Explores the value of workbooks in improving student work-study skills in social studies. Presents an assessment of students' skills, a discussion of conceptualization skills, and describes a balanced skills program. (Author/DB)

A review of the literature in social sciences instruction which deals with developing student competence and increasing student motivation is presented. Tables identifying four teacher and student behavior models are included. (Author/DB)

Offers suggestions about what to teach within the five themes of geography in California's History-Social Science Framework (1988). States that the use of these themes (location, place, relationships, movement, and regions) along with the 15 basic concepts of geography provide a structure for understanding the substance of geography and its…

A principal suggests strategies that will help elementary social studies teachers provide students with the optimum educational experience. Discussed are assessment of information possessed by students, reading levels and material readability, potential biases or special interests, high interest projects, and motivational level. (RM)