Provides an annotated bibliography of 12 free publications which, taken together, provide a supply of readable articles for high school economics instruction. Among those listed are "The Background and Issue Bulletin,""Brookings Review,""Business Review," and "Coordinated Action." (JDH)

Defines the predominate classifications of economic systems: traditional, command, market, capitalism, socialism, and communism. Considers property rights, role of government, economic freedom, incentives, market structure, economic goals and means of achieving those goals for each classification. Identifies 26 print and audio-visual sources for…

Describes how to use a family history to improve students' involvement in, and understanding of, history. Provides sample forms and suggestions for use in elementary and secondary schools. (JDH)

Describes the history and cultural roots of the Japanese system of education. Explores salient aspects of the system, its values and objectives and draws comparisons to the United States education system. Identifies those aspects of the Japanese system which are adaptable and worthy of emulation in the U. S. schools. (JDH)

Emphasizes the ineffectiveness of American schools to teach proper expanded citizenship education while recognizing that multiple factors (peers, parents, church, school, etc.) can and do play roles in civic socialization. Concludes with eight promotional elements and implications for the role of the school and society. (TRS)

Examines a variety of computer software uses and possible effects they can have on social studies instruction, using programs as mediating devices and tools. Concludes that the computer can assist implementation of essential objectives in the social studies curriculum. (TRS)

Describes an experienced-based economics program for grades 3-6 composed of two interactive components to learn real-world economics in a meaningful and memorable way. Situations are discussed and positive effects are assessed. (TRS)

Elaborates on an instructional organization method for purposeful learning experiences within the social studies curriculum through compilation of varied learning activities built around a central topic. Provides a recommended outline including objectives, motivational activities, learning activities, evaluation techniques, and bibliography. (TRS)

Suggests pupils need to experience relevant objectives pertaining to geography in social studies curriculum. A variety of learning activities to meet desired ends and important outcomes of learning are considered that may ultimately be appraised to determine student progress. (TRS)

Emphasizes the great value of teaching American students both sides of an issue--good and bad--to allow them to fairly determine the truth without teacher indoctrination. Illustrates the point with examples in world history and economics history, stressing that acknowledging wrongdoing is the first step in good education. (TRS)

Reviews several definitions of material culture and material culture research. Identifies the special characteristics and pitfalls of material culture research appraising how such research can be useful in historical explanation. Forecasts expectations for materials culture research over the next decade. (JDH)

Within the context of American studies, this article explores how material artifacts, in this case early American structures and dwellings representative of different sections of the United States, can illuminate the history of a community. (JDH)

Defines the methodology and scope of interest of historical demography and sketches the main contours of American demographic history, showing how it relates to social history. Specifically treats native American populations, frontier settlement, and the baby boom of the 1940s and 50s. (JDH)

Reviews the work of American urban historians, noting that historians lagged far behind other disciplines in discovering the significance of industrialization and suburbanization on the American character. Contains an extensive bibliography of the literature in this field. (JDH)

Provides a brief summation of the historical tradition that social studies teachers share. This information fills a knowledge vacuum relative to the historical foundations that have always supported the basic purpose for the field. Points out unique contributions to the field of social studies. (KO)