Presents a chart of anti-Jewish laws which were instituted in Germany from 1933-38. Sections of the laws are reprinted and a short explanation of the laws is given. (Author/DB)

Presents a chronology of events related to Jewish persecution in Europe from 1933-45. Events are listed by day and year and are described by a phrase or short sentence. (Author/DB)

Provides a teacher's personal reminiscences of the Jewish holocaust during World War II. Recommends that social studies teachers teach about the holocaust for the benefit of students who have no personal experience with it. (Author/DB)

Questions how various actors in the World War II holocaust were able to face their consciences. Examples are presented of railroad workers, German judges, industrial bosses, and other bureaucrats who unhesitatingly carried out some role in the holocaust. Excerpts from diaries of Jews are presented. (Author/DB)

Presents a social studies unit for grade 9 related to the holocaust involving Jews in World War II. Suggests readings, filmstrips, topics for papers, and discussion questions. (Author/DB)

Presents a guide of books related to the Jewish holocaust during World War II for use by students, teachers, and librarians at the secondary level. Books are listed in 20 categories including Hitler, Third Reich, Anti-Semitism, Ghettos, and World Reaction. (Author/DB)

Offers a rationale for including study of the holocaust in the world history curriculum at the secondary level. Suggests materials and resources. (Author/DB)

Discusses episodes from the history of the Sioux Indians in North and South Dakota and suggests ways in which this information can be incorporated into social studies classroom activities. Information is taken from primary source material in the Educational Division of the National Archives. (Author/DB)

Chairmen of six American corporations respond to questions on energy conservation and development. Corporations are American Telephone and Telegraph, IBM, United States Steel, Exxon, General Motors, and du Pont de Nemours. Recommendations include creation of a national energy policy, reduction of wasteful uses of energy, and increased efforts in…

Simultaneous teaching of reading and social studies is unworkable because reading skill development (1) takes time away from social studies content; (2) has different objectives; (3) causes students to loose interest in social studies; (4) is too complicated when mixed in with social studies concepts; and (5) is not within the area of expertise of…

Offers suggestions for social studies teachers to incorporate reading into social studies courses. Teachers should determine student and textbook reading levels, provide supplementary reading materials, involve reading specialists, and motivate students to read social studies materials. (Author/DB)

Discusses ways in which children can be harmed by information collected and analyzed by schools and identifies ways in which the Family Educational Rights and Privacy Act has enabled parents to participate in the education of their children. (Author/DB)

Discusses data collection ability of modern technological societies and evaluates the extent to which this ability constitutes an invasion of privacy and freedom. Maintains that social studies teachers have a special responsibility to help students understand pressing social problems such as invasions of indivudual freedom. (Author/DB)

Describes problems encountered in educating students to become citizens who are capable of responding to domestic and international challenges. Discusses the responsibility of social studies educators in the realm of citizenship education. (Author/DB)

An educational research project dealt with teaching slow learners to analyze their values related to public and private issues. Findings from a test sample of 75 ninth and tenth grade slow learning students indicated that the students did not exhibit greater understanding of value dilemmas when classroom projects dealing with the dilemmas were…