Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

Lists names and addresses of companies producing software directories, software catalogs, and professional computing journals. Suggests four considerations in ordering software. (JDH)

Criticizes current citizenship education that often results in antidemocratic attitudes due to obvious conflicts between the classroom and society and a rigid socialization process discouraging critical examination, questioning, and participation by youth. Encourages an approach whereby students can effectively participate and feel confident they…

Argues that to be relevant and interesting, history properly studied requires two judgments: (1) Facts being reported must be true facts; and (2) Determination of whether the behavior of citizens in an historical episode is good or bad. Concludes that teachers must become themselves real students and encourage inquiry from students. (TRS)

Indicates the need for deliberate, better, and systematic attention to the teaching of critical thinking skills, as per "A Nation At Risk" recommendations. Presents an effective teaching sequence with a definition and classification of critical thinking and stresses the difficulty of the actual teaching of critical thinking skills. (TRS)

Discusses the reasons why the microcomputer revolution merits attention within the social studies curriculum. Stresses the skills social studies must help develop for students to deal with the impact of computer operations. (TRS)

Discusses the reintroduction of geography into national school curricula--specifically, Louisiana--as a consequence of the renewed emphasis on the mastery of basic academic subjects. Stresses the challenge of providing teacher training, teaching geography through concepts rather than facts, and makes recommendations for teaching world geography in…

Present four policy statements on issues of scope and sequence, values, lobal education, and the Michigan Educational Assessment Program. Of the four statements, the response to the assessment program was the most critical, noting inadequate assessment of social studies content and the negative effects of comparisons made by parents and the press.…

Outlines a 3-year global education program used in a Michigan high school that was intended to alter multicultural/global fragmentation, dehumanization, and debilitating skepticism. Program components that are discussed include resources, curriculum, testing, activities, parent participation, projects, surveys, and student responses. Concludes…

Reviews research on students' attitudes toward social studies instruction at the elementary and secondary levels. In general, studies reveal a more negative attitude toward social studies than other subjects. Favorable attitudes are fostered by teachers who, among other things, go beyond being competent instructors to make social studies…

Presents a unit consisting of 4 lessons which focus on Dr. Martin Luther King, Jr.'s childhood, his adult life and family, his civil rights work, and the national holiday which commemorates his birthday. Each lesson features specific objectives, learning activities, and instructional guidelines for the teacher. (TRS)

Based on the microcomputer's instructional potential, this article maintains that social studies ought to rank first among school subjects in microcomputer use. It advocates use of all types of software, from drill and practice to simulations, and highlights the use of databases. (TRS)

Contends that developing an interest in a particular topic is the first step in getting students ready to read in the social studies. Maintains the teacher must find ways of using what children already know and couple this with their experiential background to fulfill the need for establishing familiarity before reading. (TRS)

Discusses future implementation of a pilot course using computers to develop social studies skills. Specifically focuses on student use of databases for developing concepts and problem-solving skills. Maintains that computers will influence not so much what is taught, as how it is presented. (TRS)

Outlines a community and school involvement program where learners take major responsibility for involving the community and where job consultants work easily and regularly in the classroom as part of the teaching program. Provides examples and guidelines for using community resource persons as consultants, not guest speakers. (TRS)