The author identifies some guidelines for teachers to use in selecting and evaluating media. A criteria checklist in question format is included in an attempt to clarify potentially useful media for teachers. (SM)

Provides a practical guide for evaluators of social studies courseware derived from a general evaluation instrument and the National Council for Social Studies' curriculum specific guidelines. The criteria address content, instructional, and technical quality, as well as social studies knowledge, skill development, and values. Includes a sample…

In honor of the Bicentennial, current instructional materials concerned with American lifestyles--past and present--American music, art, education, customs and traditions, and language are reviewed. The reviews are presented in a narrative format and value judgments are made where appropriate. Address and price information are found in a list at…

Many of the factors that go into evaluating computer courseware are the same ones educators have been applying to all instructional materials long before computers entered the classroom. Discussed are some effective ways for locating computer courseware and instruction and computer related evaluation factors. (RM)

Presents a brief overview of ethnic material available to elementary school social studies classroom teachers, suggests criteria for selection of materials, presents examples of ethnic materials on different complexity levels, and gives some general pointers to teachers on what to avoid when selecting ethnic materials. (DB)

This article deals with the selection process of social studies curriculum materials, introducing readers to the major ideas contained in the NCSS's Social Studies Curriculum Guidelines and SSEC's Curriculum Materials Analysis System. (SM)

The author describes some of the past and current trends in the field of educational film production and identifies many films useful in social studies classes. (Author/DE)

The author discusses the special potential of nonnarrated films over traditional films and cites many film titles for possible classroom use. (Author/DE)

Clarifies and explains the ideologies and potential justifications of censorship efforts. Offers recommendations and procedures for maintaining an atmosphere with ample freedom to learn and positive community relations. (JDH)

The subject matter social studies teachers choose to have students think critically about is very important. Appropriate types of material--such as excerpts from primary sources--are provided as an illustration. Also included are 10 key critical thinking questions that teachers can use to generate class discussion of the excerpts. (RM)

States that academic freedom is probably better described today as a protected interest rather than a right. Offers a set of policy guidelines for handling censorship efforts. Includes a sample statement of policy on the selection and reconsideration of instructional materials. (JDH)

Identifies and outlines key considerations that should influence the selection of instructional technology. Provides specific questions to ask about hardware, multimedia use, computer assisted instruction, and the Internet. Considers specific applications (and limitations) of these technologies with regard to specific social studies standards and…