Orwell's thoughts on education were formulated partly by his experience as a student at an English preparatory school and his year and a half of teaching at a small boy's school. But he generated most of his thinking from his hypothesis that English society was a reflection of the educational system. (RM)

How the novel "1984" evolved out of Orwell's mind and experience is examined. The novel was meant to be much more than an attack on the Soviet Union and communism. The real target is the deadly combination of advanced technology and unbridled exercise of power over the individual. (RM)

Orwell's novel "1984" illustrates almost every form of censorship. In so doing, it is the most thorough twentieth century work on the subject. (RM)

Most of the 11,108 sightings of unidentified flying objects (UFOs) between 1947 and 1966 were explained by the Air Force as astronomical phenomena, aircraft, or balloons. The document from the National Archives produced here for use in secondary classes is typical of those sighting reports. Classroom activities are suggested. (RM)

Third-grade children were able to interpret "Band 5" black-and-white Landsat images (those produced nearest the visible light portion of the spectrum) with little difficulty. (RM)

Preteaching vocabulary terms to fifth-grade students was found to have a significant facilitative effect on their acquisition and retention of social studies content. An instructional sequence for teachers to follow in preteaching concept vocabulary is outlined. (RM)

Research on teacher effectiveness has provided substantial evidence that certain teaching behaviors are more likely than others to promote student achievement. Described is an instructional design model that can help teachers plan for more effective teaching. Two sample social studies lessons based on the model are presented. (RM)

A student's understanding of the methodology of history and his acquisition of research objectivity are just as important as his understanding of the content. Provided is an activity to help secondary students evaluate historical information. (RM)

Learning activities are suggested to give secondary students an understanding of totalitarian concepts found in such literature as "1984" and of violations of international human rights. (RM)

Programs are available which permit the computer to be used in the social studies classroom as an information-processing tool. For example, there are programs which allow students to create their own databases. Students can then use the computer to sort their recorded data in whatever ways they choose. (RM)

Described are materials which may prove useful to K-12 social studies teachers, either as supplements to standard curricular materials or simply as sources of specialized information. (RM)

Students should be taught how to make well-reasoned and analytic judgments about the Nazis. The process of arriving at judgments about the Nazi period should be characterized by a factual knowledge of the Nazi era within a general historical knowledge of the period, sympathy, and an open mind. (RM)

Americans are more aware than ever of the interdependence of the global economy. With this awareness comes a need for a better understanding of world economics. (RM)

Worldwide economic problems must not be allowed to disrupt international trade. Specifically discussed are the long-run trends in U.S. competitiveness, financial developments and their effects on trade and the international debt problem. (RM)

For economic recovery to become durable and self-sustaining, major countries must work together to: develop and carry out a coordinated growth strategy with an expansionary impact; resolve the debt crisis; halt the erosion of the trading system; and correct the huge misalignments between key national currencies. A program is presented. (RM)