Discusses ways in which social studies teachers can introduce a futures perspective into traditional courses. Explains how to identify futures concepts in a world history course, introduce a futures unit in U.S. history, use community resources in a government course, focus on approaches to futures issues in economics, and apply basic skills to…

Photograph of a land auction in Imperial, California, 1904, accompanied by a history of the federal government's policy on the distribution and development of publicly owned land. Suggestions for using the photograph as historical evidence are included. (KC)

Describes a geography project based on Ripley's "Believe It or Not" books. Students write their own booklets about different world cultures. Phase I involves three days of research and writing; phase II involves typing and assembling the booklet. Students examine cultural values in relation to the "unusual." (KC)

Reading past issues of one's school newspaper provides a source from which an era may be studied through student perspectives. The papers afford an examination of World War II, the "happy days"of the 1950s, and the turbulence of the 1960s, as well as an analysis of faculty censorship before that time. (KC)

Provides five exercises designed to include real world experiences in consumer education for primary students. The identification of basic food items, development of a shopping list, assignment of shopping behavior (careful, careless), and a field trip to the supermarket precede filling out a chart with comparative prices, brand names, and total…

Discusses assumptions underlying human need for privacy. Provides case studies and teaching strategies related to privacy, constitutional principles, legal cases, and decision making. Strategies include role playing, class discussion, writing, and art projects. (KC)

Provides charts, statistics, and commentary. Explores topics suggested by the United Nations Year of the Child: (1) "Children of the World: Rights and Realities," (2) "Children and Population Change," (3) Educating the World's Children," (4) "Family Life of American Children," (5) "Children Bearing Children: Teenage Pregnancy in the U.S.," and (6)…

Contends that the mainstreaming effort can lead to breaking down of stereotypes and enables all citizens to participate as contributing members of society. Introduces an elementary level unit, "Likenessess and Differences among People in the Community, Nation, and the World," designed to identify similarities among individuals and to minimize…

Outlines the responsibilities of the resource room teacher as support person and diagnostician. Provides the Individual Education Plan (IEP) chart legally required for children receiving special education services. (KC)

Outlines basic components of a prescriptive teaching program: assessment, curricular objectives, and individualized instruction. Notes the implications that each of these components has for the handicapped student in a mainstreaming environment. Two charts illustrate criteria involved in prescriptive teaching or individualized instruction. (KC)

Proposes in-service training on the utilization of ancillary personnel (special education teacher, school nurse, hearing and speech clinician, guidance counselor) in assisting the social studies teacher with the mainstreamed student. Outlines how ancillary personnel may aid in preparing students for entrance into the regular classroom, developing…

Discusses arguements for, but basically against, both open space classrooms and open education. Reviews studies which reveal that students in a traditional setting and program demonstrate higher basic and creative skills and reveal less anxiety than do those in a nontraditional setting. (KC)

Contends that the lack of reorganization to a new environment creates problems in open space classrooms. Adminstrators, parents, and faculty must be involved in preparation for this change from a traditional setting. (KC)

Provides teachers with information relating to the technical aspects of test development within various content realms of the social studies. The author explains how tests can be employed to guide the direction of investigation as well as for diagnostic and evaluative purposes. (DB)

Informs social studies teachers about ways of helping their students prepare for standardized tests by developing classroom exercises that enable students to see relevance and transferability between the classroom activity and the social studies test. (Author/DB)