The results of the third survey of CIN Project participants are presented. The responses to the following questions on specific social studies materials are tabulated and analyzed: 1) how well did these materials work with your students? 2) how do they compare with other materials you have used? and 3) would you recommend them? (JR)

The city of Salvador, Brazil, is growing rapidly; yet 100,000 people still live in the slums and unemployment is high. This article examines the lifestyle of one of these slum dwellers and his family focusing on their poverty. Discussion questions and activities are provided. (DE)

In South Carolina, the children of farmworkers were found to be getting 800 calories of food a day. This case study describes the lifestyle of one of these families and examines problems associated with underemployment and poverty. Study questions and activities are included. (DE)

This article suggests specific themes and approaches to integrate a more global perspective into courses presently taught at the secondary level. (Author/DE)

Focusing on elementary education, this article examines some of the pitfalls found in textbooks dealing with global interdependence. Suggestions are made to avoid these mistakes and involve students in activities outside of the textbook. (DE)

The mass media, development education, future studies, and war/peace studies are teaching approaches which give a new perspective on global studies. Guidelines are suggested for interpreting and selecting world studies materials. (DE)

This article presents a list and short analysis of sources and resources for teaching about global hunger and poverty. Included in the article are teacher-student materials, background readings, and organizations and their resources. (Author/DE)

A learning center is a designated area of the classroom where resources are provided to guide individuals and groups of children in specific activities. The rationale, suggestions for themes, and design and construction of the learning center are examined. (Author/DE)

An outline of Lawrence Kohlberg's theory of cognitive moral development prefaces an application of the teaching plan developed by the Social Studies Curriculum Center at Carnegie-Mellon University for leading discussions of moral dilemmas. (JH)

The work of developmental psychologists, Kohlberg and Piaget, is used to summarize characteristics of moral thinking at the elementary levels in order to help teachers encourage their students to the next higher level. (JH)

Procedural principles that must be decided before teachers and schools can assume responsibility for moral education are outlined. (JH)

Suggestions for the effective use of current events in moral education build on Piaget and Kohlberg and include procedures to follow and specific aids for clarifying discussion. (JH)

In-depth investigations of individuals or groups, for instance, Harry Truman, Martin Luther King, Jr., or American Indians, provide stimulating teaching material to help youngsters move to higher levels of moral reasoning. (JH)

School districts selling materials on Black Americans, Mexicans, Americans, Asian Americans, and Native Americans, and bilingual, bicultural, or other ethnic materials are listed. (JH)

The origin of our quality of life problems is explained within a historical and international perspective. Two sample problems are analyzed to illustrate the effects of the causes of quality of life problems and to propose solutions to these problems. (KM)