A sense of priorities concerning pollution problems needs to be established, on the basis of their seriousness. Combinations of incentive and regulation approaches can be utilized, with the main objective being to expand the dimension of responsibility for environmental quality. (SD)

Social pollution provides the matrix for the pollution of the physical environment. This stems from man's present inability to function synergistically. To find new freedoms in purposeful evolution, we will have to start cleansing our Mind. (Author/SD)

A. W. Smith gave testimony in answer to questions posed by Representative Henry S. Reuss, Chairman of the House Conservation and Natural Resources Subcommittee. Hearings were held in February 1970 to elicit views on programs necessary to attain a healthy environment. (Author/SD)

U. S. Senator J. D. Tydings presents four specific suggestions that provide guidelines for immediate action on the problem of environmental pollution by the Federal Government (Author)

Discusses categories of music, interaction of musical styles, status of musicians, and the roles of African music scholars and teachers. (Reprinted from African Report.) (DB)

Discusses a rationale for teaching about Africa and an interpretation of appropriate inquiry techniques. (DB)

A model lesson is presented based on the four basic operations of inquiry: defining a problem; hypothesizing answers; testing hypotheses; and, drawing conclusions. The lesson begins with the question, what are the people of the world like, refined to, what are the Hausa like. (DB)

Provides guidelines for preparing a unit on African geography, specifically physical landscape, using inquiry techniques. (DB)

200 Africans responded to a questionnaire eliciting recommendations for teaching Americans about Africa. Among them were: avoidance of stereotypes; understanding of African culture; inclusion of North Africa; and, greater emphasis on problems in southern Africa. (DB)

Characterizes the literature in terms of works that move away from and back to traditional cultural roots. (DB)

The listings are grouped by grade level: K-4, 5-8, and 9-12. Prepared by New York State Department of Education and Board of Education, New York City. (DB)

This author's interest in Africa sprang from a visit to that continent as early as 1948, when she witnessed the growing demands by African majorities to share or control political power. Today, the attraction is no less, and the availability of instructional material far greater. (JB)

Aims of conceptual clarity of scope and aims of social studies by offering a definition of social studies as a way of organizing, selecting and teaching content related to citizenship, and by describing the three competing traditions within the social studies. A related article is SO 500 189. (JB)

Discusses the positive value and usefullness of the Barth and Shermis definition of social studies and points out that in spite of circumstances which wmay limit its classroom influence, it should serve to focus attention on the important question of professional identity. Related article SO 500 188. (JB)