Provides a rationale for the use of social history relating to women's studies and suggestions for strategies and resources for teaching social history in courses such as European history, world cultures, sociology, and United States history. (Author/CK)

Describes a survey of social studies education in three elementary schools in Southern California. Findings showed textbooks to be a major influence, little communication between teachers, some innovative teaching activity, and little attention to objectives. (CK)

Describes a junior high unit on masks, including five discussion questions, four activities, and a bibliography of resources for students listing six books and six journal articles. (CK)

Reports on a 1979 conference at Stanford University in which 55 social studies leaders exchanged ideas on the current status of social studies and discussed steps to resolve some critical issues facing the profession. (Author/CK)

Geography must help students understand the interrelationships of people with each other and with their surroundings. Describes a world geography unit for the sixth grade based upon the climatic regions of the world. By asking questions at increasingly higher levels, teachers can raise students' thinking skills. (CS)

Students must develop skills in map reading, map interpretation, and mapping in order to use maps and globes effectively. Presents a compilation of basic map skills and concepts, along with techniques and "tips" for teaching map skills to grades six through eleven. (CS)

Students can use their community as a historical base, but they must first learn how to question effectively. Specific strategies for implementing interviews are suggested. Through interviewing, students learn concepts about demography, roles, and social change, and they acquire skills in collecting data, testing hypotheses, and evaluating data.…

The study of psychology can help K-12 students achieve the personal responsibility necessary for good citizenship by helping them develop a sense of individual identity, create a positive self-concept, strive for self-actualization, and develop and clarify value systems. Suggests activities to achieve these goals. (CS)

Instead of developing a separate unit approach, economics can be integrated into the existing curriculum. Eight steps are listed to assist teachers in this process. The Joint Council on Economic Education has produced publications and TV video series, and there are workshops and centers for economic education available to teachers. (CS)

More teaching of economics within the social studies is vital. The California History Social Science Framework contains 13 basic concept capsules which can be used as the basis for an economics program. Suggests an integrated approach and describes a K-12 sequence to teach students economic concepts. (CS)

Describes the teaching materials produced by the Joint Council on Economic Education, the Federal Reserve Banks, and the World Bank. Material is geared for grades K-12 and includes such topics as basic economic concepts, government regulation, the world economy, and economic history. (CS)

The child's natural inclination to accept differences in others can be used in promoting an anthropological perspective. Language, the arts, and family life were all subjects which can be used to integrate anthropology into the curriculum. Describes anthropology-related activities for grades K-6. (CS)

Artifacts can help students see the differences and similarities between cultures. Describes an artifact collection on India that includes such items as furniture, clothing, kitchen utensils, decorations, and books. Suggestions are given for collecting artifacts to use with the study of other cultures. (CS)

There are many available resources, other than textbooks, for studying government. Simulation games are available, both commercial ones and those an imaginative teacher can develop. Newspapers, video tapes, educational films, and computer games are other resources which can be used in government courses. (CS)

The wayang, Indonesia's traditional theater, provides insights into aspects of Indonesian history. It also gives insight into such areas as cultural diversity, tolerance for ambiguity, and ways of perception. How techniques of the wayang can be applied in the classroom to create better understanding of American culture is discussed. (CS)