Describes an electronic field trip to colonial Philadelphia (Pennsylvania). The historic locale has generated enough websites (Philadelphia Historic District, Betsy Ross homepage, and the Franklin Institute Science Museum) for students to take a virtual tour of the colonial capital. Suggests structuring the activity as a know-want-learn (KWL)…

Described is an activity that incorporates a computer, geometry, algebra, trigonometry, and calculus to answer questions about the planet Mars. A possible crescent of Mars is compared to those of Venus and Mercury. (KR)

Argues the usefulness of timelines for fourth, fifth, and sixth grade history instruction, contending that timelines reveal history's unfolding better than fact-recall techniques. Presents ways to use timelines, including autobiographical, large display, and manipulative timelines, and combining timelines with biographies. Suggests timelines help…

Provides learning activities concerning the horizontal proliferation of nuclear weapons. Includes step-by-step directions for four activities: (1) the life cycle of nuclear weapons; (2) nuclear nonproliferation: pros and cons; (3) the nuclear power/nuclear weapons connection; and (4) managing nuclear proliferation. (NL)

Recommends that writing teachers integrate word processing and revision strategies when teaching how to diagnose and correct structural writing problems. Presents exercises employing these methods in a first-year English composition course. Stresses the computer's ability to help students evaluate their writing, encouraging eventual independent…

Described is how folk art can be used to teach spatial thinking and symmetry. Activities are open-ended and can be used for all age groups and levels of development. Mathematics is integrated with the study of culture, art, and history in these activities. (KR)

The importance of teaching students to communicate mathematically is discussed. Examined are ways to develop this skill. Activities and open-ended questions are included. The use of physical materials, cooperative groups, listening skills, and writing are stressed. (KR)

Presented is a detailed review of eight computer software packages. Strengths, weaknesses, and recommendations for each game are listed. Mathematical and thinking skills, problem solving, drill and practice, procedural activities, decision making, understanding money, and basic skills are emphasized. (KR)

Uses microfilm copies of the 1880 and 1900 census records which tallied information about Laura Ingalls Wilder and her family to teach about using census data. Suggests activities that develop vocabulary skills, teach document analysis, utilize map skills, and require research and synthesis skills. (LS)

Discusses the use of a mock Canadian city council to help students develop an understanding of their local government and community. Presents a plan for running a mock council, and encourages the use of simulations to enhance the learning experience. (LS)

Asserts that teachers should educate students to use historical research methods, even in the elementary and intermediate grades. Argues that, although history should be taught as a "story well-told," it should also be discovered, just as historians discover it in the course of their research. (CFR)

Contends that it is important for students to be motivated and well prepared for class units and activities. Describes a "previews of coming attractions" instructional strategy that uses advance organizers to increase information processing efficiency. Includes a sample unit outline illustrating this approach. (CFR)

Asserts that tolerance is a fundamental part of democracy. Presents a lesson plan to help students understand tolerance as it applies to homosexuality. Includes student objectives, step-by-step instructional procedures, and a student handout featuring Oregon's proposed minority status and Child Protection Act. (CFR)

Contends that student motivation is a major issue for all teachers but is of particular concern for middle school social studies teachers. Reports on an interview with 18 middle school teachers and 60 middle school students on the effectiveness of strategies designed to increase motivation. (CFR)

Contends that during the Great Depression the federal government gave the visual arts unprecedented support. Presents a classroom lesson on a public controversy regarding a Works Progress Administration sponsored mural in an Idaho city. Includes teaching suggestions, recommended topics for student projects, and four primary sources. (CFR)