Suggests primary sources for studying local ethnic groups when conventional textbooks omit or distort information. Primary sources include church and census records, city directories, oral tradition, pictorial records, programs, and artifacts such as statues and plaques. (AV)

Presents tables of sexist words (those which apply to one sex only) and words generally used for one particular sex. Teaching suggestions involve students in researching etymology and current uses of the words. Words include job titles (patrolman), words of disapproval (roughneck), and words derived from names (pollyanna). (AV)

The author describes values clarifiction as an educational approach which employs practical strategies, is consistent with democratic society, covers a variety of issues, adapts to all subject matter, and can be done at all ability levels. (Author/AV)

The values clarification approach contains conceptual, ethical, and practical flaws. These include failure to distinguish moral from non-moral value issues, use of methods which jeopardize students' privacy rights, reliance on assumptions and methods of approaches to therapy, and absence of persuasive research to support claims of effectiveness.

The author criticizes values clarification techniques done without parental consent in non-elective courses because they invade privacy, lead to ethical relativism, and have the potential to damage children's ego-strength. (Author/AV)

Schools should continue to teach values now that traditional institutions (church, family) have less impact on children. Although some new techniques have concerned parents, it is the school's responsibility to teach the secular value system which is an outgrowth of the religious values of our nation's founders. (AV)

Examines three problem-solving models that have applications for the elementary school classroom. All are easily understandable, practical, pedagogical, and will improve children's thinking. Models are the Universal Traveler, Philosophy for Children, and the Decide Model. (Author/AV)

Presented is an interview concerning development and implementation of the Unified Sciences and Mathematics for Elementary Schools (USMES) project, which has developed an interdisciplinary problem-solving curriculum for elementary students. (Author)

A comparison of the Unified Sciences and Mathematics for Elementary Schools (USMES) program with eight major goals for social studies identified in 1971 by the National Council for the Social Studies. USMES is weak in knowledge of a wider world, but is strong in real problem solving, cooperative efforts, and community involvement. (Author/AV)

Describes two methods to incorporate problem-solving into social studies classes. Project REACH, a five-step method, teaches students the process of problem solving while using a variety of materials and classroom situations. Project USMES incorporates problem solving into a set of specially developed curriculum materials. (Author/AV)

The author suggests that community action programs may not be widely adopted unless developers clearly state the benefits to students, reduce implementation time, and answer six questions about feasibility and priority of such programs. (Author/AV)

An annotated bibliography of 133 books about the Middle East. Categories are reference works; general works; pre-modern history and geography; Islamic religion, law, institutions, and thought; Islamic literature; and Islamic art and archaeology. (AV)

Describes a research study which involved building a theoretical construct to define the primary dimensions of adolescent alienation, and developing and testing attitude scales to measure alienation in early adolescence. Personal incapacity, guidelessness, and cultural estrangement were found to characterize alienation in this age group.…

A research study asked suburban middle school students what they would do if they and their brothers were fighting on opposing sides of a war battle. More than 75 percent chose non-aggressive responses. Significant differences were found between boys and girls, and between fifth and sixth graders versus seventh and eighth graders. (AV)

There are many lessons one can derive from the study of the ancient Greeks. This article describes those aspects of the Greek character, life, and achievements which have the most meaning for educators, and especially for social studies educators. (Author/RM)