The authors describe an experimental curriculum they developed, whose central core is the child's recognition of his uniqueness, identity, and legitimacy as a real person. The curriculum is based on the belief that the basis of a child's learning is himself and his need to get information about his world. (JB)

Describes several games currently available, how they relate to social studies objectives, and suggests further resources. (JB)

A brief review of the objectives of MACOS, and published reports of its success, is followed by the author's own evaluations based on his group's experience in teaching highly diversified inner-city students. (JB)

Provides an overview and a framework for the social studies educator in order that he might develop a basic understanding of the educational uses of the computer as it relates to the social studies/social sciences. Discusses use of computer as a teaching device and as tool for information storage and retrieval and lists 24 programs. (DB)

As of mid-1970 45 states employed state social studies specialists. Further data from a survey indicate their educational preparation, duties (consulting more than supervision), professional association affiliation, and salaries. 95 percent of local school districts do not employ a social studies consultant. (DB)

Argues that students should get a world perspective on America's social problems in social studies. (DB)

An occasional supplement presenting practical, concrete, and specific materials. Titles: Dialogue on Dissent, Choral Poem on Folklore Theme, Aerial Photographs for Inquiry, Statistical Report on Blacks, Discussion Groups with a Purpose, and Glossary on Drugs. (DB)

Teaching suggestions emphasize dramatic presentations and action programs for maximum student interest and involvement in the environmental crusade. (Author/SD)

In the outpouring of material on the environmental crisis, the role of the individual is often forgotten. Yet, the individual remains a key factor in environmental reconstruction. (Author/SD)

Provides brief look at the history of ecology and defines it. Also discusses the balance of nature and calls for regulation. (DB)

Cites governmental handling of air piracy in late 1970 as model for handling environmental problems. (DB)

Defines environment with three questions: What is it? What do we do in it? How do we feel about it? Describes developing urban environment programs in Philadelphia and recommends guidelines for other teachers to develop their own programs. (DB)

Outlines the advantages of such programs for non-rural youth, one being increased awareness of ecology in their home environment. (DB)