Suggests that elementary school social studies is the subject that students like the least; is viewed as a subject one knows, not does; the future-oriented applicability of social studies is meaningless to children; and experience enables students to bring meaning to their studies. (KC)

Suggests using games to teach students how to ask effective questions. Games include "I've Got a Secret,""What's My Career,""To Tell the Truth,""Jeopardy,""Stump the Teacher,""Ten Q," and "Question Circle." (KC)

Describes an artifact box that fourth grade students filled for their teacher to take to students in Japan. The process consisted of committee formation, budget hearings, and shopping. The final product contained clothes, food, cassette recordings, toys, and school materials. (KC)

Classifies social educators' attitudes toward indoctrination as those who reject it, those who support imposing procedural and behavioral values, and those who would impose substantive values as well. Concludes that we must accept the fact that some indoctrination is inevitable and that the issue should be carefully analyzed. (KC)

Suggests that social studies teachers should rationally advocate that students should adhere to specific moral norms. Three considerations include community agreement on which moral norms are the focus of instruction, teacher training, and method and content of instruction. (KC)

Suggests that handicapism (discrimination against and stereotyping of the disabled) merits the same attention from the social studies profession as sexism and racism have received. The subject should be introduced into the curriculum and would be appropriate, for example, for historical analysis, psychology, and anthropology. (KC)

The bibliography contains a variety of audiovisual resources about television journalism. Most resources are appropriate for grades 7-12. Teacher's guides, books and periodicals are also listed. (KC)

Research and learning opportunities for elementary and secondary students at the seven presidential libraries located around the country are discussed. A questionnaire was sent to each institution, and several of the libraries were visited. Also presented is an overview of the presidential library system. (RM)

A five-day activity helps secondary students evaluate the qualifications of each major presidential candidate. Ten presidential roles are explained: head of state, executive leader, head of armed forces, diplomatic leader, legislative leader, head of party, voice of the people, protector of the peace, manager of prosperity, and global leader. (RM)

In this interview Art Buchwald, whose column of political humor now appears in 550 newspapers around the world, talks about his life and career, his sources of ideas, whether there is a place for humor in the school curriculum, and the state of American humor today. (RM)

A 1944 presidential election campaign flier used by Franklin Roosevelt when he ran for a fourth term as president is the basis for learning activities to be used in a secondary level U.S. history course. (RM)

Provided is an annotated listing of filmstrips and videocassettes or 16mm films which can be used in elementary and secondary social studies classes. (RM)

Four questions are answered by a social studies coordinator: Does the public value social studies instruction?; What is the K-12 social studies program?; How can social studies be better taught--especially when using textbooks?; and What difference does knowing "what" and "how" make to students? (RM)

This guide will help secondary teachers use the 1984 elections as a tool to teach about American government and politics. Students use their town, county, or city as the classroom. Newspapers, community resources, campaign materials and activities, and the broadcast media are their textbooks. (RM)

A global studies course focusing on the developing world uses computers to show middle school students how data can be used to understand phenomena. Students secure data for one or two countries and, using the programing language APL, create tables, make maps, visuals, and graphs, and manipulate computer-generated models. (RM)