Describes a recently developed test for measuring law-related attitudes among students at the junior high level and suggests ways in which teachers might employ this test in their own classrooms. The test includes all features of a satisfactory test for social studies outlined by Hunkel (1976). (Author/KC)

By investigating their own family history, junior high school students see that their families played a part in some of the events chronicled in their history books and were influenced by them. Specific questions to help students study their personal histories are provided, and teaching procedures are suggested. (RM)

Junior high students learned about the economic problems their parents face in today's inflationary world by participating in a simulation mortgage. They experienced the difficulties of buying a home that would meet the needs of family members within a given time. (AM)

Contains an annotated bibliography of highly rated children's books published in 1981. Books selected are for grades K-8, emphasize human relations, and provide a fresh slant on traditional topics. Topics covered include: the American heritage, Native Americans, world history, cultural awareness, biographies and autobiographies, legends,…

Offers a series of recommendations for middle grades social studies reflecting a conscious commitment to three educational goals: (1) personal development; (2) communication and learning skills; and (3) on history, government, and geography; use of a variety of teaching methods; and recognition of the uniqueness of middle school students. (GEA)

Presents an annotated bibliography of materials pertaining to social studies in the middle school. Teacher resources, classroom applications, and curriculum guides are listed along with ordering information. (GEA)

Books selected for this annotated bibliography (1) are written primarily for children in grades K-8; (2) emphasize human relations; (3) present an original theme or a fresh slant on a traditional topic; (4) are highly readable; and, when appropriate, (5) include maps and illustrations. (RM)

Presents four universal game grids, which may be used to help junior high students learn various kinds of information. Describes the kinds of games which can be played with each grid and includes a sample drawing of the grid's lay-out. (JDH)

Teaching activities for primary and intermediate grades that allow a refocus of existing curricula to accommodate career development objectives are suggested. (Author/JR)

In 1981, the Boston Public Schools embarked on a program to develop new, city-wide curriculum objectives and tests in all subject areas. This article examines the state of K-8 social studies as they found it and discusses the philosophy and goals of the new curriculum. (RM)

Presents brief descriptions of seven class projects designed to teach important social studies concepts to middle school students. Provides addresses for those wanting to obtain more information. (GEA)

A prewriting activity requires elementary and middle school students to compose a political cartoon interpretation by asking questions and helps develop their writing ability. An example shows how the prewriting strategy translates into a specific classroom application. (AM)

Describes a five-day instructional unit designed for seventh and eighth graders about the First Amendment to the U.S. Constitution. Points out that the individual rights in the First Amendment often conflict with the rights of the majority. Provides student questions and suggestions for resources and activities. (CFR)

The three authors exchange ideas on career education at the elementary level and, specifically, in relation to social studies instruction. (JR)

A representative sample of career education programs that have a developmental focus is presented. Also suggested are references and tools for teachers who want to implement career education at the elementary and middle school (K-8) levels through the social studies. (Author/JR)