Although a general description of NAEP as well as some of its reports are presented, the purpose of this article is to emphasize the hopes that the work of NCSS will bring about a better understanding of NAEP by social studies and citizenship educators. (Author) Primary type of information provided by report: Program Description.

A bibliography of NAEP official reports and booklets containing the descriptions of objectives and sub-objectives developed for each National Assessment subject area and the Process of their development is presented. (Author/KM) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.

Routes by which the responsive teacher can create opportunities for increased pupil initiative by organizing instruction in particular ways and by using particular patterns of verbal communication are explored, emphasizing the use of learning contracts. (Author/KM)

MACOS illustrates the rationale and operations of the new social studies by emphasizing the processes of learning and by the social interactive nature of learning experiences. (Author)

The roles and behavior of the process education curriculum of MACOS are meaningfully implemented in a college professional preparatory setting. (Author/KM)

An extensive, three-year inservice training model is described as implemented MACOS in a elementary social studies program. (KM)

Generalizations and questions arising from the implementation experience of a social studies program deal with teacher and student teacher responses as well as student attitude and skill change. (Author/KM)

Items representing the conceptual and theoretical basis of MACOS and applied studies in the classroom offer a representative sample of accessible materials. (Author/KM)

A broader and more meaningful perspective for studying world history is suggested based on the course of global events during the 1960s and 1970s. (JR)

A modified chronological or narrative historical approach for teaching world history is suggested and evaluated for both positive and negative factors. Essentially a topical-chronological approach, this technique allows for the grouping of materials under broad units that may overlap in time. (Author/JR)

Based on the premise that world history courses should stress general educational goals, Fenton examines his curriculum package which focuses on six major objectives: developing positive attitudes, self esteem, learning and inquiry skills, acquiring knowledge, and valuing. (JR)

The World History Project of Indiana University for secondary students which introduces students to the total human experience in a global perspective is examined. (Author/JR)

"The Human Experience," a world history program for secondary students, is examined as a basis for teaching a sense of the unity of human experience which is central to understanding the global community. (Author/JR)

This article identifies several innovative strategies and provides sample lessons of innovative approaches to world history including: concept teaching, site plans, values clarification, role playing, and simulation. (Author/JR)

This article identifies selected sources and resources useful for teaching world history including: 1) items concerning the rationale for teaching; 2) approaches to world history; 3) helpful reference works; 4) practical guides; 5) journals; 6) games and simulation; and 7) organizations. (JR)