A secondary teacher uses examples from his own experience to illustrate how instructors can help students improve learning by following advice about group dynamics given in Richard and Patricia Schmuck's book "Group Processes in the Classroom." (RM)

Defines the study of geography and the four traditions of the discipline: (1) earth science, (2) man-land relationships, (3) area studies, and (4) spatial orientation. Proposes some appropriate questions and problems for students to investigate and provides basic guidelines for carrying out a geography project. (JDH)

From the late 1940s through the 1970s the belief that we were being visited by intelligent guests from other worlds swept the United States and the world. Discusses how materials generated by the unidentified flying objects controversy can be used to encourage secondary students to examine a popular topic. (RM)

Characteristics of exponential growth which should be taught in social studies classes are listed, and learning activities dealing with exponential growth which can be used in secondary social studies classes are provided. (RM)

This is a general compilation of textbooks, activity books, trade books, and reference materials suitable for teaching about China. A portion of the listings are briefly annotated and some include information about grade level. (JDH)

Presents Merrill and Tennyson's model of teaching concepts which can be used in elementary and secondary social studies courses. A sample concept lesson is included. (RM)

Presents a position paper for use in high school social studies class debates on the Geneva Protocol of 1925. The Protocol was an international agreement to restrict chemical and biological warfare (CBW). The author traces the history of U.S. policies dealing with CBW since 1925. (AM)

Reviews responses of 30 eighth grade social studies students and 30 11th grade history students to a request that they write a definition of religion. The mass confusion indicated in the responses is intended as a reminder to social studies teachers to define concepts in the context of their use. (DB)

There are six separate features that are the building blocks of a positive self-concept. They are uniqueness, affection, belongingness, usefulness, competence, and influence. (RM)

Morrison's critique of the Reagan Administration's Strategic Defense Initiative is representative of the views of those who oppose ballistic missile defense (Georgia Social Science Journal; v16 n2 p12-14 Spr 1985). Morrison's analysis is thoughtful, well structured, and well presented. However, it is quite wrong. Fallacies in his analysis are…

Steven Adragna's arguments for a space-based ballistic missile defense (Georgia Social Science Journal; v16 n2 p14-16 Spr 1985) are founded on the High Frontier organization's usual distortions of the historical record, coupled with a wildly optimistic technological euphoria shared by few of even the Strategic Defense Initiative's most ardent…

Teachers should help students to (1) select information that is important by providing them with specific instructional objectives or sample test items, (2) monitor how they process information by giving them a reading guide, and (3) utilize think-links, schematic devices that display the relationships among ideas, concepts, and events. (RM)

Identifies the types of perspectives, knowledge, competencies, and value positions to which students need to be exposed if they are to develop a more global perspective. Suggests that a global education curriculum should stress the connections between what students do in their communities and events around the world. (DB)

Describes a data processing exercise for social studies in the primary grades. Students create a histogram out of building blocks to represent the number of siblings in their families. Pictures of men, women, boys, and girls are used to construct a pictorial graph of the number of adults and children in students' families. (AM)

Focuses on ideas for teaching about Japan which elementary school classroom teachers can use to supplement a textbook unit on Japan. Suggestions are intended to allow for reflection by students on their own culture, as well as the culture of Japan. Topics are children's perceptions of Japan and the Japanese, developing a geographical perspective,…