THE EFFECT OF FEEDBACK OF ACTUAL AND IDEAL BEHAVIOR RATINGS BY HIGH SCHOOL TEACHERS ON THEIR DEPARTMENT CHAIRMEN WAS STUDIED. IT WAS HYPOTHESIZED THAT SUCH INFORMATION WOULD INFLUENCE THE BEHAVIOR OF DEPARTMENT CHAIRMEN IN WHAT THEIR TEACHERS DESCRIBED AS A DESIRABLE DIRECTION. THE VARIOUS REQUIREMENTS OF THE EXPERIMENT WERE COMPLETED BY 208…

A description of how primary grade children made their own soap is told in detail. (JH)

This article suggests techniques for making effective use of essay questions in the social studies. For journal availability see SO 504 433. (Author/RM)

Describes over 20 inexpensive resources for use in the teaching of economics at the elementary and secondary level, including publications of the Joint Council for Economic Education. Addresses and prices of materials are included. (KC)

Examines the making of Harold Rugg's curriculum in the light of his own curriculum theory. (Author/MLF)

"Jogging Geography" is designed to incorporate social studies, geography, and history with physical education. (MM)

Describes a learn-by-doing mapmaking project that makes geography not only a memorable subject, but one that elementary students eagerly anticipate each year. (Author/RK)

Maintaining primary teachers should teach social studies and science, this article presents five conceptual teaching directions: identification of locational relationships to the rest of the world; sense of personal identity; understanding of relative time; identification of available resources; and realization of and respect for life. (JC)

Four geographic concepts can be used for an in-depth study of the community: spatial tradition, area studies tradition, man-land tradition, and earth-science tradition. (Author/JR)

The author discusses the process of moral development and offers ideas and practical suggestions which will help elementary teachers further their students' moral reasoning. The socialization process at the secondary level is also discussed. (Author/RM)

Social studies educators in the coming years should concentrate on the humanizing elements of the curriculum to ensure that programs are social and humane. (MM)

Examines the writings of John Dewey in order to find his views of the aims of the social studies. Considers the values paramount to his educational and social philosophy, i.e., intelligence and democracy. (RK)

Advocates a topical approach to teaching United States history as more practical and effective than a chronological approach. Briefly explores the topics of reform, expansion, revolution, and the presidency; and shows how they could be used to teach about nineteenth century U.S. history. (Author/AEM)

Argues for the use of news media as a way of teaching major ideas. Shows a graphic (taken from a 1981 survey) depicting how Canadians view the mass media. Offers a collection of activity ideas for using radio, television, and newspapers in the classroom. (JDH)

Illustrates how the ideas of classical economists Adam Smith, Thomas Robert Malthus, David Ricardo, and John Stewart Mill are excellent sources for the contemporary social studies teacher. Suggests classroom applications to be used in conjunction with explanation of the economic principles of each of the above-named theorists. (AEM)