Discusses the results of several studies which evaluated how Africa was and is presented in elementary and secondary social studies textbooks. In the past five years, the coverage given to Africa has increased in quantity and quality. However, major new problems have arisen. (RM)

A teacher developed multidisciplinary unit for teaching elementary and secondary students about Tanzania (Africa) is described. The unit can involve students and teachers from geography, economics, history, language arts, mathematics, literature, and art courses. (RM)

Suggests ways in which the rich resources of African arts--literature, sculpture, music, dance, theater--can be made more accessible to elementary and secondary social studies classrooms. A bibliography of print and nonprint materials is also provided. (RM)

The dynamism of Africa's role in world history, recent work in African economic history, the role of women, and the African colonial period are discussed. Various aspects of this history can be integrated easily into existing social studies courses. (RM)

Political reporter Theodore H. White discusses American politics in this interview. Issues examined include racism, one-term presidencies, how what liberals have done in the past 30 years has created a nation of dependents, the primary system, election polls, and what young people should be taught about American history and politics. (RM)

Discusses problems involved with the use of infant formulas in developing countries and then examines the other side of the story, the legitimate need for infant formula. The International Code for the Marketing of Breastmilk Substitutes is also presented and discussed. (RM)

Dedends the use of infant formulas in developing countries and discusses how the Nestle Company is doing all that is reasmnably possible to ensure the safe and effective use of the formula they market. (RM)

What should social studies teachers be trying to teach students how to do? Every culture provides its members with social "maps" that explain how things are--e.g., school materials, advertisements. Teaching students how to read these social "maps" should be the central task for social studies education. (RM)

Proposes a method for rectifying deficiencies in the widening horizons approach to organizing the elementary social studies curriculum. This method, referred to as "The Child's World," is intended to add relevance, coherence, and flexibility. (RM)

An ad hoc committee of National Council for the Social Studies members conducted a study to determine significant content for social studies education and the grade levels in which it should be taught. The findings are listed by subject matter, concepts, and grade level. (AM)

A study was conducted to analyze how accurately and adequately United States children's books and school texts teach about Central America. Findings indicate that the majority of materials perpetrate ignorance and distortion about Central America. Book titles included in the study are listed. (AM)

Eleanor Smeal, the outgoing President of the National Organization for Women (N.O.W.), discusses her views on where the Women's Movement has been and where it is going. She deals with ERA, abortion, sexual harassment, and the gender gap. (AM)

A photograph of the Lincoln Memorial under construction is a useful primary source for studying topics in United States history. Seven suggested teaching strategies are listed. (AM)

Social studies and foreign language teachers are undertaking active cooperative efforts at the state, district, and school levels because they recognize that language competence and understanding of the world are both necessary for global literacy. In the future additional cooperative projects will emerge. (AM)

The familial understanding and locale relationship understanding of young children was investigated. Findings support the theory that social studies and other learning need to be more concrete for young children. (AM)