Discusses problems that technological innovations have brought to women, particularly in developing countries. Women must be able to buy and control new technologies in order to benefit from them. (CK)

Presents two elementary and two secondary teaching strategies related to food and energy as global issues. Includes making a survey on energy use, an exercise about food, society, and technology, an energy and a water survey, and discussion and experiments concerning food and technology. (CK)

Describes 15 instructional packets developed by the National Science Teachers Association to present a wide range of activities encouraging elementary and secondary students' participation while introducing basic energy concepts. Includes title, grade level, and annotations for each packet and ordering information. (CK)

Annotates available books, magazines, and curriculum background and teaching materials for social studies teachers. Topics include background materials on global and developmental issues, teacher-student curriculum materials, and a list of related organizations and their resources. Title and publishing information is given. (CK)

Presents an eyewitness account in diary form recording day-by-day reactions to the nuclear crisis at Three Mile Island, Pennsylvania. (CK)

Describes a survey measuring 27 publishers' ratings of types of social studies instructional materials, topics, orientations, and factors important to textbook selection. Findings show retrenchment of traditional curriculum and instruction, some growth toward psychology, sociology, and economics, and domination by hardcover text. (CK)

Four essays in honor of the International Year of the Child present the authors' feelings about future possibilities of the world, emphasizing current positive and negative aspects and their meaning for the future. (CK)

Discusses children's picture books as vehicles for teaching social studies. Offers selected examples of picture books illustrated by naive art, describing the humanistic purposes and social studies concepts depicted, and suggesting teaching possibilities. A bibliography is included. (CK)

Considers how elementary social studies teachers view the early values development their students receive in the home. Discusses the influence of parents, the modeling process, discipline, parents as teachers, and proposes a cooperative parent teacher project for values education. (CK)

Discusses how oral history can motivate elementary students in the social studies. Suggests oral history learning activities and procedures to help students recreate events from the past. (CK)

Discusses diffusion problems of new social studies curriculum materials, exploring roles of external and internal agents of change. Recommends that subject specialists, curriculum designers, evaluators, and educational sociologists cooperate with teachers to diffuse materials. (CK)

Examines eight reasons diffusion efforts fail to produce instructional change. Recommends a model for change which focuses on teachers, the instructional program, and the school system and uses a team of an internal change agent, external change agent, and a consultant or diffuser. (CK)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)

Describes a classroom game simulating the American westward movement in 1850. Designed for junior high school students, emphasis is on making decisions, clarifying values, and understanding the conditions of those who moved to the West. (Author/CK)

Describes preparation and implementation of a data analysis and card-sorting activity to help junior high and high school students use categories on a continuum to determine the power, status, and roles of men and women in India. (CK)