Presents a high school unit about the U.S. Industrial Revolution featuring the Boott Cotton Mills of Lowell, Massachusetts. Includes student objectives, step-by-step instructional procedures, and discussion questions. Provides two maps, five illustrations, one photograph, and three student readings. (ACM)

Maintains that 40% of 13-year-old students and 16% of 18-year-old students have not acquired intermediate reading skills. Asserts that teachers must strengthen students' motivation if they are to help them improve literacy skills. Recommends classroom activities and reading materials on this topic. (CFR)

Contends that it is important for students to be motivated and well prepared for class units and activities. Describes a "previews of coming attractions" instructional strategy that uses advance organizers to increase information processing efficiency. Includes a sample unit outline illustrating this approach. (CFR)

Contends that significant shifts in theories about curriculum development and teaching methods are presenting dramatic challenges to traditional thinking about teaching social studies. Discusses the Internet and provides illustrations of using online systems in social studies. (CFR)

Provides reviews of two CD-ROM products currently available for social studies education. Describes the content, technical requirements, and instructional strategies of "Who Built America?" and "The Revolutionary War." Also contains a review of a videotape about the internment of Japanese Americans during World War II. (CFR)

Discusses the origins and development of social studies education from the Populist/Progressive era to the present. Contends that, because of the influence of politics on programs of study in schools, the social studies curriculum has been affected by the rise and fall of ideological and political trends. (CFR)

Presents an annotated bibliography of 154 trade books selected by a joint committee of the National Council for the Social Studies and the Children's Book Council and recommended for use in social studies education. Presents the criteria for selection and categorizes the books into primary, intermediate, and advanced levels. (CFR)

Presents an annotated bibliography of six books that won the 1994 Carter G. Woodson Book Award presented by the National Council for the Social Studies. States that the award was established to inspire contemporary authors to continue to write books related to ethnic minorities. (CFR)

Presents reviews of three instructional resources on World War II. Includes a multimedia kit based on newspapers and a videotape, an illustrated book on issues surrounding the bombing of Hiroshima, and a diary of a grade school teacher's experiences in the Women's Army Auxiliary Corps. (CFR)

Presents a three-activity lesson plan based on Weir Farm, home of Impressionist painter J. Alden Weir and listed on the National Register of Historic Places. Includes three student readings, three maps, and a tabular chart. Outlines step-by-step instructional procedures and a list of books for further reading. (CFR)

Describes study which focused on the economic vocabulary used in national and international news magazines and papers. Compares findings with definitions of economic literacy proposed by economists and suggests that economics courses include economic news literacy. (KC)

Describes benefits of museum field trips to elementary school children. Suggests that the experience is especially beneficial to students with learning disabilities and physical or emotional handicaps. (KC)

Describes the Smithsonian's summer program which emphasizes the development of language skills for hearing-impaired elementary school children. In week-long sessions, students concentrate on one part of the collection. Emphasis is on naming objects and understanding concepts by engaging in a number of reinforcement activities. (KC)

Describes a museum's 10-week summer education program for elementary school students. In a nineteenth-century setting, students assume the role of adults and create an American West community. Tasks include blacksmithing, weaving, farming, carpentry, and printing. (KC)

Outlines steps in establishing a History Day program. Purposes of History Day are to stimulate greater interest in history among students and to encourage innovative teaching. The culmination is an awards ceremony for student projects. (KC)