A short introduction to the study of the American Revolution coordinates photographs and pertinent questions to gain a perspective on history as a discipline in general and the history of the revolution in particular. (KM)

An interview with Irven DeVore, anthropologist, gives perspective on materials dealing with American colonial communities. A card-sort and a brainstorming exercise, along with other activity suggestions for ways to investigate a local community, help students gain a feeling for values held by colonialists at the time of the Revolution. (KM)

An introductory and a negotiations exercise offer activities related to the choices offered to the participants in the American Revolution. The choices offered are discussed from the viewpoint of Roger Fisher, a law professor. (KM)

The statements of Erik Erikson and Urie Bronfenbrenner on American values are followed by a values clarification exercise and an activity based on biographical sketches of five Americans who lived before and after the American Revolution. (KM)

The presentation of a new perspective on evaluation discusses the essential dimensions of student growth and classroom environment necessary to provide a structure for humanistic evaluation and accountability in education. Specific strategies are offered to teachers and students as ways to implement the approach in their own classrooms. (Author/KM)

Aspects of required teacher competencies and new developments in social studies, lingering conflicts, and suggestions to strengthen the social studies teaching profession are observed in an address by the President of the National Council of Social Studies. (KM)

Organizing content, structuring word lists, course outlines, curriculum guides, and chronological textbook composition are used as examples and students' rights to put things together for themselves is defended. (JB)

The annotated bibliography of 141 books published in 1971 (1) are written primarily for children, (2) emphasize human relations, (3) present an original theme or fresh slant, (4) are highly readable, (5) are accurate in fact and interpretation, and (6) contain maps or illustrations, where appropriate. Reading level is indicated. (Author/OH)

An introduction and background to National Assessment of Educational Progress (NAEP) discusses how decisions were made as to what objectives were assessed and how the evidence was interpreted. (Author/KM) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.

The data-gathering model for the National Assessment offers many uses and implications at state and local levels for accountability and curriculum development purposes. (Author/KM)

Social studies objectives for the 1971-1972 National Assessment and citizenship objectives for the 1969-1970 and 1974-1975 Assessments are outlined. (KM)

The three-step procedure for judging social studies exercises developed for the NAEP is described for use by schools and communities in considering performance standards for their own students. (Author/KM) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Utilization).

The exercises prepared for and organized by the Education Commission for the States are investigated in order to determine their content validity and to determine if the exercises as developed are to be used as models by teachers in developing their own evaluation questions. (Author/KM)

NAEP results further confirm that "effective citizenship" is different for Black and non-Black populations. (Author) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Suggestions for adapting NAEP procedures for local use are based on the assumptions that instructional decisions can be improved through systematic gathering of data and that every student is not tested. (Author/KM) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Utilization).