The author demonstrates how to teach a college political science course on the Arab-Israeli conflict in an objective, unbiased way. Objectivity is important because of the obvious biases and the nature of this controversial issue. (JR)

Argues that orienting high school teaching towards the advanced placement test fails, ironically, to prepare students for thinking, writing, and reading skills required in college. Noting that standardized tests promote the (misleading) conception of knowledge as correctness, offers a choice-based method for students to analyze writing function…

Presents the structure of a business communication course that utilizes computers. Describes challenges teachers must face in the areas of computer/software knowledge, keyboarding skills, lab facility, and teaching methods. Emphasizes the benefits of learning to compose and keyboard at the computer, particularly regarding job marketability. (JD)

Noting that combining reading instruction with writing instruction is more effective than teaching writing alone, describes and evaluates various sequential activities and exercises to promote involved reading. Includes mapping, summarizing, synthesizing, and critiquing assigned readings, all of which lead to the research paper. (JG)

Teaching men about gender in general and masculinity in particular is most effective when a feminist perspective is used to develop tactics of engagement. An argument is made for requiring students to understand the role homophobia plays in maintaining masculine stereotypes and the interdependency of female and male roles. (Author/RM)

Discusses the development of a twentieth century world history course, its possibilities, pitfalls, and rationale. Includes a course outline, readings, audio-visual materials, and discussion topics. (GEA)

If South African apartheid is considered a matter of professional as well as personal concern, then there are two clear levels of potential involvement, the professional organization level and the school/classroom level. What educators can do at these two levels is discussed. (RM)

Explains how a writing course with lyric poetry as its subject matter, when designed according to cognitivist principles, provides an environment in which students can grow as writers and also mature in their ability to respond to literature. (HOD)

How classroom debates can be used in a developmental psychology course to teach students about controversial issues and to help them improve their thinking and oral communications skills is described. Evaluations indicate that students consider debates to be a positive learning experience. (Author/RM)

Describes a simulated business approach in which students write about the kinds of correspondence that members of company departments might write. Discusses determining a schedule, forming departments and choosing a company, making assignments, and using student managers. (EL)

Argues in favor of a reader-response approach to the process of selecting the literary works students read in introductory or survey courses. Offers a rationale for using "The Tempest" in such a course. (FL)

Describes a workshop forcing environmental science students to experience regulatory and legal process such as writing permits, testifying in court, and being deposed. Role playing and the pedagogical device of creative chaos are used in the workshop, which emphasizes organization of arguments, available data, group interaction, and working under…

Presents a twofold approach to teaching basic geology based on five principles to make science accessible to students who think they are bored with or afraid of the subject. The approach focuses on: appealing to the mind (to attack boredom) and appealing to the emotions (to attack fear). (BC)

Describes the wide variations in family life education taught in an estimated 50% of British Columbia secondary schools. Describes the organization, content, methodology, and evaluation of the courses, and the qualifications and characteristics of family life education teachers. (SB)

Presents a model for a technical writing course with special emphasis on the needs of English as a second language students. Explanations of assignments focus on the rhetorical, syntactical, and grammatical features to be stressed. Also considers problems resulting from cultural differences, and the advantages and disadvantages of the sequence.…