GRADES OR AGES: Grade 8. SUBJECT MATTER: Geography and Anthropology. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes descriptions of geography and anthropology as disciplines, the basic course objectives, techniques for evaluating objectives and a student self-evaluation form. The guide covers six units: 1) "What Kind of…

This article introduces the main theme of this journal issue: teaching of history in grades seven through ten. Articles included in the journal are briefly described. (Author/RM)

Introduces the articles in this special issue on social studies. Articles concern political socialization, economics, geography, a global perspective on social studies, ethnic studies, social change, thinking skills for citizenship training, and the integration of writing skills and social studies. (RH)

Discusses several issues to anticipate in planning for the implementation of a curriculum guide. Suggests that curriculum development requires the construction of institutional procedures to reinforce the positive motivation and hard work of teachers and administrators. (JK)

Reports on a poll conducted by the National Council for the Social Studies (NCSS) which asked members and potential members to respond to 28 professional issues and rate a series of services provided by NCSS. Includes ordering information for the complete survey. (GEA)

Reports the results of a qualitative content analysis of the primary grade level books of four popular elementary social studies basal textbook series. Maintains that much of the content is redundant, superfluous, vacuous, and needlessly superficial. Recommends, among other things, eliminating textbooks prior to third grade and abandoning the…

Secretary of Education, William Bennett responds to the five preceding papers which evaluate his teaching of a social studies lesson on Federalist Paper No. 10 to high school students. (MT)

A synthesized interview of four of the five editors of SOCIAL EDUCATION through its 50 years of publication, this article addresses the recurring hopes, problems, and issues which these men encountered during their respective periods of leadership. (JDH)

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)

Reviews "Learning History" (Dickinson, Lee, and Rogers, 1984), a book which focuses on the nature and structure of history and the need to relate this to the psychological make-up of the pupil. Chapters cover such topics as: Why learn history?, the value of teaching history in schools, and how students learn history. (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)

Most of the 11,108 sightings of unidentified flying objects (UFOs) between 1947 and 1966 were explained by the Air Force as astronomical phenomena, aircraft, or balloons. The document from the National Archives produced here for use in secondary classes is typical of those sighting reports. Classroom activities are suggested. (RM)

The materials in this lesson plan introduces students to the U.S. Navy by exploring the hats officers and enlisted personnel wear to work. The lesson is appropriate for students in grades 1-3 and was designed in accordance with local and national social studies standards. The lesson plan cites educational objectives and lists materials provided.…

"We the People . . . Project Citizen," an instructional product, involves students in the selection and investigation of important public issues in their community and thus engages students in learning experiences designed to affect positively their civic development, which involves three basic components of democratic citizenship: (1)…

The concept of citizenship is at the core of education for democracy. This Digest presents what citizenship is; why citizenship is an essential element of democracy; and how to teach about citizenship in a democracy. In a democracy, the source of all authority (the legitimate basis of all power) is the collective body of the people, the citizens…