Describes and evaluates a project initiated by the Economics Association to develop economic understanding and an awareness of the importance of contemprary economic issues and problems by means of a two-year high school level introductory economics course. (Author/DB)

Presents a General Assessment Model (GAM) to evaluate learning activities for secondary school students. Students summarize the content within the activity and relate the content to a core of social studies skills and knowledge. The teacher then constructs a graph which correlates GAM scores with the activity. (KC)

A study of social studies methods teachers indicated the teachers' and the general public's need for further economics education. The author suggests that this could be accomplished by incorporating the study of economics in the preparation of social studies teachers. (CJ)

A basic skills model is presented which stresses the skills of writing, reading, study, and research for elementary school pupils. The model focuses on lesson background, the purpose of the reading, independent reading, follow-up discussion, developing related skills, and extending and applying ideas. A lesson about the 1910 British expedition to…

A list of 88 games appropriate for elementary level social studies is presented. Only games which may be played with large groups are included; board games are excluded. Each entry includes recommended grade levels, playing time, number of players, and cost. Addresses for each source are provided. (Author/KC)

Outlines strategies and resources for an analytical approach to the subject of pollution for high school students. Part of a larger unit entitled "Threats to Human Existence," the component focuses on defining the issue, synthesizing various stances with regard to the issue, and placing the issue in broader perspective. Discussion questions and…

Discusses uses of the lecture approach in social studies education and presents ten guidelines for preparing effective lectures. Lectures are effective for illustrating and clarifying issues and interpretations stated in textbooks and for creating controversy and stimulating debate. (KC)

Examines the effectiveness of the keyword method to improve children's learning of states and their capitals. Twenty-two children in a combined fourth- and fifth- grade classroom took part in this study. (MP)

A collection of brief articles offers suggestions for teaching the basics: social studies, problem solving, reading, and science. (CM)

Simulations and games should be investigated as a technique for bicultural-bilingual education programs. (MM)

Neil Sutherland discusses the historical context of the back to basics movement in social studies. Ken Osborne points out that the movement is stifling innovation. Max van Manen addresses the question of what curricula should be considered basic. (Author/RM)

Provides an overview of the nature and purpose of semantic mapping, as well as the instructional research base. Describes how semantic mapping was used in one secondary social studies classroom. Suggests ideas and resources for interested teachers. (RS)

Describes the use of picture books to teach social studies to middle-school students. Provides example using picture books to teach a unit on World War II. (PKP)

Examined descriptions of North Africa (particularly Tunisia) found in U.S. high school social studies textbooks, noting the resulting perceptions and images these descriptions created in the minds of teachers and students. Data from examination of textbooks and interviews with teachers indicated that few high school students were exposed to images…

Offers advice to photojournalists for using the camera to sensitively portray news events. Suggest ways to avoid negative stereotypes, and for using photography to truthfully illustrate factual situations. (LS)