GRADES OR AGES: Grade 9. SUBJECT MATTER: Social studies; world problems. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into six subunits, each of which is laid out in two columns, one each for topics and activities. It is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: The objective of the unit is…

GRADES OR AGES: Grades 10 and 11. SUBJECT MATTER: Social studies; United States foreign relations. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide is divided into three subunits, each of which is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is…

The objectives and dimensions of this analysis system are described in SO 000 835. However, this document contains the actual instrument which was designed to provide a method of analyzing autotelic educational material such as games and simulations. It was created for curriculum supervisors, chairmen, and teachers who make curriculum decisions,…

GRADES OR AGES: Grade 8. SUBJECT MATTER: Social studies: pockets of poverty. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an overview of the unit and an explanation of how it is incorporated in the K-12 social studies program. The main content is presented in four columns of content, teacher directions, learning…

GRADES OR AGES: Grade 4. SUBJECT MATTER: Social Studies; including units entitled "Getting Ready for Our World Journey,""Africa,""Australia," and "The Netherlands." ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four separately bound units. Each unit is further subdivided into lessons. The…

In this speech, a plea is made to return content to the social studies. Content is seen as essential to cognitive and affective learning. Although the author feels that the introduction of behavioral objectives is a significant development of the various social studies projects, it is meaningless unless it is related to content. Clearly stated…

Another in a series of Task Force on Ethnic Studies units, this document contains over 60 poems of the American Indian. Other units in this series are SO 005 534 through SO 005 551. (OPH)

This almanac is designed for use in the fifth grade course on regional studies which focuses on several case studies rather than on detailed study of each region. (The course is described in ED 062 226). For that reason the factual information is selected and includes figures relevant to the case studies in the regional areas of the Midwest, North…

Six hundred and thirty social studies books for elementary children, published between 1935 and 1964, are listed in this revised annotated bibliography intended for teachers and librarians. The aim of the book is to provide, as a supplement to the classroom texts, a list of fact and fiction illustrating different ways of life in other countries in…

An author of children's history books discusses some problems presented by history, including its elusiveness, bewildering supply of conflicting answers, suppression of truth, refusal to repeat itself, evasiveness, tragedy, unpredictability, inconclusiveness, and profusion of useless facts. Also hints at the excitement of the subject. (ED)

Findings from a survey of fourth, fifth, and sixth grade teachers to determine their personal reading habits are presented. For journal availability see SO 504 433. (Author/RM)

List of resources for labor studies that includes persons to contact and simulation games. (ND)

The first meeting of the Organization for Economic Co-operation and Development focused on how to raise the overall quality of education and widen access to educational opportunities, and how to reinforce the role of education in preparing the young for working life and facilitating their entry into employment. (Author/BB)

A question and answer format outlines some issues regarding perceptions about contemporary social studies education in West Germany with some comparison between that system and the American one. (JMF)

There is a wide discrepancy between how adults and young students define the scope of social studies; it is suggested that teachers have not effectively communicated the goals of their social studies programs. (JD)