Presented is an economic classroom model in which elementary children learn important social studies concepts by observing or helping with classroom routines. Twenty percent of the school day necessarily spent on routines can be saved using this model. (RM)

There are serious flaws in the claim that there is some equal balance in the nature of book protests from the left and right wings. The flaws are a failure to acknowledge distinctions that have to do with the object of the protest; its aim and eventual consequence; and its tactics. (RM)

Twelfth-grade students became significantly more energy literate after completing a two-week energy study. As a result of the course the students also showed more positive energy conservation attitudes. (RM)

Tactile learning activities generated positive evaluative attitudes in fifth-grade learners toward geography. These learners did better academically when their competence was measured by content tests. (RM)

The schools must confront and deal with the issues of the nuclear weapons controversy on pain of ceasing to be relevant to the critical needs of the rising generation. Every aspect of the nuclear arms controversy needs to be discussed in secondary and university classrooms. (RM)

Concepts which represent the minimal conceptual essentials for the study of nuclear weapons in secondary level social studies classes are discussed, and issues and controversies which may rise during such a study are examined. (RM)

An examination of 19 world and U.S. history textbooks showed that overall, the texts give scant attention to nuclear war and arms limitation. The inclusion of a course in contemporary issues for grade 12 might be one way to help resolve this problem. (RM)

The Committee on the Present Danger, Inc., the Committee of Atomic Bomb Survivors in the United States, the World Friendship Center in Hiroshima, two authors, physics and education professors, an English and history teacher, and a high school student comment on nuclear education. (RM)

Pros and cons of a nuclear freeze are argued. (RM)

Society must explore the possibilities of an abolitionist movement centrally concerned with war and peace, just as an earlier abolitionist movement was concerned with the obscenity of slavery. We must think about nonviolence as a basis for security and explore in educational settings alternatives to weapons of mass destruction. (RM)

To educate students about nuclear war, Educators for Social Responsibility sponsored a "Day of Dialogue" in schools October 25, 1982. What some teachers did in their classrooms on this day is described. Also discussed is what social studies courses need to do to help students become peacemakers. (RM)

This three- to eight-week unit encourages dialog among students concerning the myriad aspects of the nuclear weapons controversy. The unit is comprised of several areas: a preassessment quiz; a section on relevant vocabulary; an historical overview; a literary exploration; guest speakers; suggestions for personal involvement; and a major project.…

Hersey humanizes the horror of Hiroshima by describing the experiences of five survivors. Twenty senior high students in a U.S. history course were divided into five teams, one for each survivor, and asked to write a case history of that individual, make an oral presentation, and draw the victim's picture. (RM)

This annotated listing describes materials dealing with nuclear warfare, including annotated bibliographies, nonfiction, fiction, organizations, journals, newsletters, and curriculum materials for elementary and secondary schools. (RM)

Films have a unique ability to transmit images and ideas in a way that provides a satisfying, common group experience, one which can successfully promote analysis and discussion of the nuclear threat. Films dealing with nuclear war issues are annotated. (RM)