Contains a primary source document--President Nixon's resignation letter--and suggests teaching strategies for its use with secondary level students. To refresh students' memories of the events surrounding the letter, a selective chronology is also presented. (RM)

Presents four Gestalt learning activities which can help elementary students achieve a more genuine understanding of individual differences. (RM)

Describes techniques used by a sixth-grade teacher to introduce students studying Greek culture to the methods of inquiry used by social scientists. For example, playing the role of archaeologists, students gathered wastebaskets from all parts of the school. They sorted through the containers as they would historical evidence. (RM)

Describes a study which surveyed K-9 teachers, administrators, supervisors, and teacher educators concerning their perceptions of social studies. The study focused on two issues: What social studies goals should be stressed and how should social studies be defined? (RM)

The Economic Balance model can be used in secondary economics classes to show demand- and supply-sides of the overall economy as well as how the two sides influence each other. Demand-side approaches to recession and inflation and supply-side approaches to expansion of production capacity and inflation are discussed. (AM)

Community history units can provide a framework for elementary economics instruction. The DePaul Center for Economic Education developed a unit on Chicago's economic history. It includes strategies for collecting and organizing content, locating resource people, and developing materials. (AM)

State social studies supervisors and State Economic Education Council representatives in twenty-three states were interviewed to determine the state of economic education in United States public schools. Findings indicate professional growth, content emphasis, and classroom practices. (AM)

A field trip to a local living museum, Old Sturbridge Village, was used to infuse basic economics concepts and understandings into a high economics school unit. The selection of economics concepts, warm-up activities, the field trip, and evaluation of student learnings are discussed. (AM)

The names and addresses of historical farms, villages, museums, and parks in each of the 50 states are listed as resources for introducing students to history. (AM)

A unit on cartoons was used in a high school economics course. Students studied the symbolism used in cartooning, the background factors that form a basis for the cartoon, techniques and approaches used by various artists, and the validity and significance of messages offered by cartoonists. (AM)

Teachers and students of economics and literature can learn about economics by studying concepts and topics in great literature and drama. Themes in literature deal with economic forces. A table of these themes is included. (AM)

People should understand what the commodity futures market is and who uses it. The commodity futures market should be studied in a high school economics course so a one-week unit was developed for students that involved them in a simulation as hedgers and speculators. (AM)

Junior high students learned about the economic problems their parents face in today's inflationary world by participating in a simulation mortgage. They experienced the difficulties of buying a home that would meet the needs of family members within a given time. (AM)

A prewriting activity requires elementary and middle school students to compose a political cartoon interpretation by asking questions and helps develop their writing ability. An example shows how the prewriting strategy translates into a specific classroom application. (AM)

The Executive Director of the National Council for the Social Studies (NCSS) discusses a number of issues, including her new job, pet projects, her view of NCSS, what NCSS can offer that state and local councils cannot, NCSS membership, and whether NCSS shows sensitivity to the problems and needs of women. (RM)