Social studies teachers must realize that they are the key guardians of our democratic system. The level of sophistication of the social studies profession must be raised. To accomplish this, we must choose people who value scholarship and who are strong models of sociopolitical participation to become social studies teachers. (RM)

Discusses ways that elementary social studies teachers can use television as a teaching tool. Book tie-ins, actual television scripts, the magazine, "Teachers Guide to Television," the use of materials on critical viewing skills, and the production of television shows on videocassettes by students are examined. (RM)

Describes the "Neighborhood Walking Tour" project in which gifted sixth graders worked with college students in Duluth, Minnesota to compile histories of buildings located in their neighborhoods. Evaluation results show that the project results in a greater awareness of appropriate sources for the collection of various types of data. (RM)

A middle school teacher describes how his class actually practiced democracy by writing a classroom constitution. Students made rules by which they were governed within the classroom. (RM)

Argues the legitimacy and desirability of multiple research modes in social studies education. Social studies research should not be confined to a single orientation. (RM)

Describes a secondary, U.S. history simulation of the settlement of the Jamestown colony. Students are provided with a map and asked to decide where the fort and colony should be set up. They must state reasons for selecting a particular site and reasons for rejecting others. (AM)

Contains a French folk tale and discussion questions that give elementary level students the opportunity to discuss cheating and human behavior. Children read about three clever boys who outwit an unscrupulous innkeeper. They discuss the behavior of the protagonists and argue for or against the brothers' trick. (AM)

Contains a collection of comments by Russians about their country and the U.S.; gives questions for discussion with secondary and college students. The statements serve to stimulate discussion and, together with additional study, may provide valuable information about the life style and living conditions in the Soviet Union. (AM)

Secondary students complete an application for employment using a person they have studied in their U.S. history, government, or psychology courses. All information has to be historically correct. The teacher reads the application to the class and students guess the name of the applicant. A sample application form is included. (AM)

Describes the use of a modified congressional constituent questionnaire to illustrate to secondary social studies students the range of political attitudes (conservative to liberal) on current issues. A sample questionnaire is included. (AM)

Activity requires secondary students to make an entrepreneurial decision concerning a conflict between long-term and short-term results. Students read a dilemma story involving an automobile manufacturer. They must write down positive and negative consequences for alternative decisions on a "Human Consequences Matrix" and an "Economic Consequences…

Discusses the problems of teaching current events to primary grade students and suggests methods of instruction. Problems include determining areas of interest, levels of knowledge, extent of misconceptions, and ability to understand a given issue. Methods suggested are daily newspaper clippings, small group discussions, and opinion polls. (AM)

Describes eight ways of using "The Book of Lists" to stimulate the thinking and imaginations of high school social studies students. The author also presents examples of ways lists can be used to teach concepts and to clarify values. (AM)

Examines the results of the National Survey of Economic Education 1981 and suggests how its data may form a basis for future research. More economics is being taught by better trained teachers using better material than any time in the past. Teachers want more training and materials. (AM)

Discusses the meaning and objectives of global education and presents recommendations for expanding the global dimension of the K-12 social studies curriculum. Cultural diversity and interdependence should be emphasized to prepare students to become effective participants in future world affairs (AM).