Addresses practical concerns about teaching students with Attention Deficit Hyperactivity Disorder (ADHD), explaining what it is, how it is diagnosed, what it looks like in the classroom, how to address the symptoms of ADHD through direct classroom instruction, and how to help parents of children with ADHD. (DSK)

Relates the creation of the "Tarheel Museum," created by fourth-grade students in a North Carolina school. Used the creation of a museum to engage students in studying about state history; to incorporate art, music, and physical education into social studies; and to engage special education students. (DSK)

Discusses the revision of the curriculum for college-bound students. States three apparent needs: conceptual knowledge, note- and test-taking skills, and critical thinking skills. Provides suggestions for developing these areas, devoting much attention to critical thinking. (GEA)

A model which describes the major decisions a teacher makes during instructional planning is discussed. The theory presented is derived from human learning research that addresses itself to individual differences. (RM)

The Raygor Readability Estimate, described in this article, is much like the widely used Fry Readability Graph, except that it determines vocabulary difficulty by counting words of six or more letters, rather than by counting syllables. An evaluation found that Raygor was faster and easier to use and more objective than the Fry method. (RM)

Provides a list of 20 knowledge, skill, and attitude goals for teaching about Europe in high school European history courses. Stresses education for international understanding, avoidance of simplistic stereotypes, and recognition of the diversity and power of Europe in the contemporary world. (JDH)

Argues that an in-depth, interdisciplinary course in European history is a positive addition to the typical high school history curriculum. Provides a rationale, brief history, course outline, assignments, and a selected bibliography for an elective high school history course covering Russia and Austria around the turn of the 20th century. (JDH)

Maintains that social studies students need to realize the relationship of the European Economic Community to the United States in order to understand the trade bonds that exist between us. Briefly reviews the history of the Community, outlines its Common Agricultural Policy, and provides situations for classroom role playing. (JDH)

Addresses the problem of overcoming the prime time commercial TV stereotype (e.g. "Dynasty,""Hill Street Blues," and "Dallas") of the United States as it is learned by European students. Focuses on European perceptions of post-World War II U. S. foreign policy and the damage that policy does to the image of Americans abroad. (JDH)

Outlines a participatory approach to social studies education called "skills-in-living." This approach defines schooling and classroom work not as preparation for life, but life itself and emphasizes the application of social science concepts and generalizations to the real life decision-making, participation, communication, interaction skills of…

Presents an application of Hilda Taba's "Interpretation of Data Strategy" using a computer database example from the social studies. (JDH)

Basic characteristics of the more influential curriculum development models in social studies are discussed. For a curriculum development model to be effective, it must provide for extensive teacher involvement. The most successful school practices are those that are school-based and collaborative. (RM)

Describes a map-reading unit used in a seventh-grade geography course offered at Jefferson Junior High School in Champaign, Illinois. Suggests that this map study provides many opportunities to make connections among disciplines. Finds that students respond well to the practical format of the unit and to the challenge of working cooperatively. (KO)

Discusses the need for school districts to compete for both public and private grants to fund special programs such as law-related education (LRE). Covers important features of writing effective proposals, especially those addressing LRE, and includes examples which illustrate important points. (GEA)

Educators must decide which concepts, generalizations, and content of multicultural education are to receive priority attention. Characteristics of curricular elements to be selected as foundations of multicultural education are discussed. (RM)