Discussed is the preparation of a lesson plan. The lesson objectives, prerequisite concepts, materials and preparation, lesson, and quizzes are described. The evaluation criteria of the lesson plan is suggested. Provided is an example of lesson plan on guard cells. (YP)

Describes a class activity demonstrating the reality of revolution to introductory political science students. Student "plants" rebel against a teacher's "injustice," overthrow the teacher when he calls on a higher authority, and mobilize the class to sign a petition. Follow-up discussion covers elements required for revolution. (LS)

Describes a course taught at Oakland University (Rochester, Michigan) that provides specific information on, and preparation for careers in public administration and political science. Outlines course assignments and organization. Concludes that guest speakers representing a variety of career settings are an important feature of the class. (LS)

Describes a three-week summer institute for high school social studies teachers, held at Rutgers University in 1987, which was intended to prepare teachers for the advanced placement course and examination in political science. Covers institute planning, participant recruitment, institute course content, final evaluation, and follow-up on the…

Discusses the meaning of the term "faculty development" and analyzes its effectiveness in the political science departments of U.S. universities. Presents recommendations for successful faculty development, including a warning to be cautious of centralized efforts and a suggestion that small successes should be accepted because substantial…

Discusses the use of "The Federalist Papers" in U.S. government textbooks to explain the political theory on which the U.S. Constitution is based. Presents an assessment of how 18 introductory texts covered the papers. (GEA)

Presents a syllabus for a seminar on political culture. The syllabus is composed of readings centered around such topics as individualism, egalitarians, leadership, media, and cultural change. (GEA)

Presents a simulation which examines the complexities of governmental machinery and the government's decision-making process. As the first in the American Foreign Policy Simulations series, this exercise in negotiation and compromise seeks to explore the potency of official roles in contrast to belief systems in foreign policymaking. (GEA)

Discusses the use of classroom debate as a teaching resource which generates argumentation and, hence, new ideas. Advocates the use of debate to increase student involvement and commitment to a topic. Describes case construction, debate protocol, and student evaluation procedures. (GEA)

Discusses the format and results of the first Advanced Placement (AP) Government and Politics Examinations given by high schools in May 1987. Findings show the need for further training of AP teachers, improved instruction, and increased student interest in political science. Provides ordering information for two AP guides to assist political…

Discusses reasons for the failure of the post-Sputnik science curricula and offers criteria for selecting relevant curriculum content, suggesting that these curricula focus on problem-solving. Lists seven problem areas (technological, environmental, empirical, historical, aesthetic, philosophical, and futuristic) with recommended topics for each…

Provides an example of how archaeologists might conduct a hypothetical research program to illustrate how specific types of data are generated and then used to interpret prehistoric culture systems. A brief review of the historical development of American archaeology is also provided. (JN)

Presents arguments against continuing to search for general scientific literacy. Indicating that there is no need for scientific literacy and that it may not be attainable, suggests that science educators move toward a more realistic goal, namely, technological literacy. The rationale for focusing on technological literacy is addressed. (JN)

This is the text of a presentation at a meeting of the Hoosier Association of Science Teachers. Recommendations are given for planning science in the elementary and secondary school to satisfy the Comprehensive Assessment and Program Planning System (CAPPS) mandate in Indiana. (SA)

A model is given of the Comprehensive Assessment and Program Planning System (CAPPS) in Indiana. The purpose of diagnostic/prescriptive teaching is discussed within the context of this model. (SA)