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)

The state Board of Education began the development process for the Arizona academic standards in 1996 to define what Arizona students need to know and be able to do by the end of twelfth grade. The Social Studies Standards were adopted in 2000 and partially revised in 2003. Developed by committees comprised of educators, subject matter experts,…

This curriculum unit and 1-hour videotape are designed to help students understand the purpose and functions of the United Nations (UN) and explore the relationship between the United Nations and the United States. The UN's role in the global counterterrorism campaign serves as a case study for the unit. The students are asked to develop a basic…

This resource guide is intended to help teachers lead their students through an exploration of the issues and story of "After Chicago v. Morales." The guide explains that in 1992 the city of Chicago (Illinois) passed an ordinance authorizing the police to arrest people in a group if they failed to move along or were thought to belong to…

This article discusses the results of a survey of 380 elementary teachers randomly selected from 42 schools concerning their classroom practices, opinions, and suggestions of the Inquiry teaching method of Social Studies. (Author/RM)

Five objections to inquiry teaching in the social studies classroom are discussed. (Author/RM)

This article argues that in most educational games the act of winning proves little. A debriefing session is therefore proposed, during which students can have feedback, the opportunity for application exercises, and linkage of the game to the course of instruction. (JA)

Mastery of learning processes, social processes, methodological processes, and institutional processes is fundamental if students are to function effectively in their many present and future worlds--the most difficult of which may be their school world. (Author)

The role of social studies chairmen, as revealed in a survey of more than 200 in the area covered by the North Central Association, is depicted. The writers conclude that chairmen can provide instructional leadership but that they need support and authority to initiate this leadership. (Editor)

In this article, an attempt is made to help administrators and teachers determine, evaluate and decide which social studies instructional materials most effectively meet their needs. A few guidelines, questions, and a response form are suggested by the author to help teachers cope with factors which make it difficult to choose materials. (SM)

The focus of this article is centered around this fundamental question and attempts to provide a more systematic framework needed to clarify the general nature of the relationship between behaviorally stated educational objectives and the assessment of their acheivement. (Author)