Discusses trends in K-12 social studies education in Boston as determined by a study conducted during the 1976-1977 school year. Desegregation efforts of the 70's brought about many changes in the educational environment. How these changes affected social studies education is examined. (Author/RM)

Examines trends in K-12 social studies education in three Ohio cities: Warren, Canton, and Youngstown. The case studies were conducted during the 1976-1977 school year. Findings show that there is little student involvement in any of the programs and that specialized help for social studies teachers is limited. (Author/RM)

Examines trends in K-12 social studies education in Vermillion, South Dakota. The case study was conducted during the 1976-1977 school year. Findings show a return to the basics in social studies. Law, ecology, environment, career education, and ethnic heritage studies are being emphasized. (Author/RM)

Examines trends in K-12 social studies education in Marin County, California. The case study was conducted during the 1976-1977 school year. One serious problem is the lack of money for social studies materials. In the elementary schools the amount of time devoted to social studies has declined because of increasing emphasis on the basics.…

Trends in elementary and secondary social studies education in San Antonio, Texas, are discussed. The case study was conducted during the 1976-1977 school year. Because of the back to basics movement, more money has been spent on mathematics and language arts than on social studies. The major focus in social studies is on history and government.…

Trends in elementary and secondary social studies education in Birmingham, Alabama, are discussed. The case study was conducted during the 1976-1977 school year. Improvement and growth in social studies offerings are reported. (Author/RM)

Photographs of earth taken by two Landsat satellites can be used by elementary and secondary social studies and geography teachers. Classroom activities are suggested and materials and sources are listed. (Author/RM)

Teachers at the elementary, secondary, or college level can use postage stamps to help students develop skills in language arts, data gathering, and critical analysis. The era of the American Revolution is used to illustrate this teaching technique. (Author/RM)

Elementary teachers can use ham radios to involve students in live communications. Students can talk to and gather information about people and places throughout the world. (Author/RM)

This class activity for senior high and adult education provides a medium for teaching cultural pluralism. Information about an ethnic wedding and a non-ethnic wedding is presented. (Author/RM)

A junior high school teacher describes how newspapers can be used to teach elementary, middle, and junior high school students about the different lifestyles of the American colonists. (Author/RM)

Two maps of Salem Neck, Massachusetts, are primary source materials from the National Archives which K-12 teachers can duplicate and use to teach map skills. Students learn how to read maps and how to use them as historical documents. (Author/RM)

Two high school students from Brooklyn, New York, suggest ways for public schools to overcome student apathy by allowing students to take an active role in student government. (Author/RM)

Two views are presented on the question of whether or not creativity can be taught in social studies classrooms. Barbara Olmo argues that social studies is especially well suited for teaching creativity. Alvin Wolf replies that creativity can be encouraged but not taught directly. (Author/RM)

A parent describes a much needed enrichment program for minority students which the District of Columbia public schools will implement. (Author/RM)