Presents a learning activity for secondary U.S. history classes on the impact of industrialization upon working conditions. Students read three accounts of the changing working conditions experienced by shoemakers between 1830 and 1972 and compare their viewpoints for bias and historical accuracy. (AM)

Discusses two approaches for teaching labor studies at the elementary secondary levels: elective courses and the infusion of labor topics into existing curricula. Sources of classroom materials are listed. (AM)

Contains learning activities dealing with child labor around 1908 and utilizing primary source documents for secondary U.S. history classes. Students read and discuss two oral accounts and analyze three photographs depicting child labor and working conditions in 1908. (AM)

Examines a recent study of children's definitions of classroom work and play and discusses the implications of the findings for curriculum and teaching. Findings show that children in kindergarten call required work activities, work, and voluntary ones, play. Fifth graders define play as any activity, voluntary or required, which is pleasurable.…

Seventy six teachers and 737 social studies students from rural high schools in six states were surveyed to determine whether rural secondary social studies programs discuss topics and themes that provide an insight into rural America. Findings suggest that rural life-styles are inadequately portrayed in social studies curricula. (AM)

Discusses nine types of court approved disciplinary measures available to schools and teachers. These include detention and in-school suspension, corporal punishment, physical restraint, grade reduction, denial of extracurricular participation, and suspension and expulsion. Synopses of significant legal decisions covering the application of school…

Contains a bibliography of free or inexpensive informational publications on American Indian culture, history, and problems. The list will also acquaint teachers with some of the educational centers across the nation that have significant materials on Native Americans. (AM)

Describes an experiment which compared the effectiveness of explicit instruction in problem-solving methods to an indirect, guided-discovery approach upon stimulus-bound and stimulus-free thinkers in the third and fourth grades. Findings suggest that logical problem solving is best taught using explicit instructions for both types of thinkers. (AM)

Contains a poem about children with emotional and behavior problems. (AM)

Third in a series of three posters designed for an energy-enriched curriculum, this poster deals with nuclear energy. Learning activities for secondary students are provided on the reverse side. (RM)

Social history should be integrated into the secondary social studies curriculum. The themes and topics of social history, which deal with everyday activities and ordinary people, are likely to be be intrinsically interesting to young people. (RM)

Discusses how social history lessons fit with relative ease into secondary U.S. and European history courses. A sample lesson shows teachers how to use data on the history of childhood when teaching about the Enlightenment. (RM)

Illustrates how social history topics can be integrated into economics, sociology, political science, legal education, and multicultural education courses. Social history can help link social science and topics on contemporary problems to historical study, and vice versa. (RM)

Describes print and audiovisual resources available for teaching social history to secondary students. Topics covered include crime, the family, health and medicine, work, and youth. Student texts are also cited. (RM)

Describes a study which analyzed 10 current and widely used secondary U.S. history textbooks for their coverage of the Vietnam War to determine their accuracy, completeness, and objectivity. Most of the textbooks studied offered a too sketchy account of the Vietnam War. Certain key topics are often neglected. (RM)