Herbert Hoover articulated and personified a vision of America with which every high school student should be familiar. Presented is a unit of study for high school students that presents the real Herbert Hoover by surveying his lifetime, not just his presidency. (RM)

Describes five units used to help students build the skills required for successful study of world history. The units focus on (1) geography, (2) note-taking and paragraph writing, (3) library and reference skills, (4) charts, graphs, and statistics, and (5) major world regions. (JDH)

Materials used to teach economics to junior high school students must be concrete, people-oriented, and activity-oriented; the curricula must cause students to manipulate information and link new knowledge to old. A textbook--"Our Economy: How It Works"-- that fits these criteria is described and two sample economics lessons are provided. (RM)

Describes a junior high unit on masks, including five discussion questions, four activities, and a bibliography of resources for students listing six books and six journal articles. (CK)

Through social studies, children can learn to identify with people who have experienced every human emotion. To help elementary teachers provide a challenging program, resources, including Banks' schema for analyzing ethnic awareness, units of study, and resource centers, are described. (RM)

Six geography lessons which teach a global perspective to fifth graders are discussed. The lessons include examining maps made in countries other than the United States, brainstorming about another culture, taking an imaginary trip over a region just studied, participating in a simulation, and researching the making of a pencil. (RM)

Describes a local history unit used to introduce fourth graders in Berkeley, California to history. The topics and activities used to teach the topics are discussed. (AM)

Discusses a teaching unit which enables high school students to see the connections between the specific grievances listed in the Declaration of Independence and the structural prohibitions in the U.S. Constitution. Predicts that 27 grievances will be identified as students become more familiar with these two documents. (GEA)

Presents an eight-step process for developing and presenting a supplementary unit to help students in grades 5-12 understand in greater depth the story of America's cities. (RM)

Describes a social studies unit for teaching high school students about energy. Entitled "Energy Tradeoffs in the Marketplace," the unit focuses on economic aspects of energy, economic-related educational games, social decision making with regard to energy, and social studies skill development. (DB)

Simple but innovative strategies that fourth-grade California teachers can use for building student knowledge of California geography while reinforcing map skills throughout a typical fourth-grade state studies curriculum are presented. (RM)

Presents a teaching unit which will enable secondary students to differentiate between unitary, federal, and confederate forms of government; list factors leading to the formation of the U.S. federal system of government; and understand how different structures of government result in different degrees of freedom, responsibilities, and…

Argues that, despite multiple calls for the integration of women's history into the K-12 U.S. history curriculum, many states and districts do not regularly or systematically include women in their curricula. Proposes an infusion approach to representing women within the current curricula and provides a sample lesson. (DSK)

This article provides a five day unit for secondary students which demonstrates how limited information influences U.S. foreign policy decisions. Students assume roles as presidential advisors recommending actions among three imaginary foreign countries and the United States. (JDH)

A sample unit providing materials and activities for grades 5-12 familiarizes the student with concerns affecting his future in relation to the energy crises and his role as a citizen. (Author/KM)