Argues that current social studies textbooks lack coherent formats, decipherable vocabulary, clearly written paragraphs, and presume background information which students lack. Presents a lesson which combines information from research in reading and cooperative learning techniques in an attempt to encourage discussion of information and eventual…

Argues that despite positive student interaction associated with cooperative learning, group work in heterogeneously mixed classrooms can create a condition of unequal contribution based on status. Suggests that cooperative learning is more effective if unequal status interaction is treated. Gives examples of assignments which will lead to this…

Describes a map activity for studying the nine nations of the United States using cooperative learning techniques. The concept of geographic region is discussed and linked to the term "nine nations." Lesson plan, student worksheets, maps, and other materials are included. Indicates the software used to produce maps. (KO)

Discusses the question, "how do learners best learn." Urges teachers to strive to create a community atmosphere within the classroom. Suggests things teachers can do which will assist in the process of creating this community atmosphere. Lists organizations and their addresses from which information can be obtained. (KO)

Describes the use of cooperative learning groups in a competitive setting. Discusses teaching objectives, delivery methods, grading procedures and results of a cooperative learning unit which is used to teach the Middle Ages to seventh grade students. Provides student instructional materials. Activities include time period newspapers and the…

Reviews the status of sociology in the public schools through four studies carried out over an eight-year period in the public schools. Examines the core content of high school sociology courses along with the core sociological knowledge, values and skills that have been integrated into other social studies courses. (LS)

Exposes erroneous ideas related to the use of databases for teaching thinking skills. Reviews the importance of databases for teaching social studies; describes the teacher's role in helping students use databases; discusses effective teaching strategies; and outlines what is needed to teach thinking skills. (Author/LS)

"The Elementary Economist" shows third graders how communities change. "News!" (C. Hunter) requires middle school students to produce a class newspaper based on a history topic currently being studied. "Patriotism in the 80's," (M. A. Barber), allows secondary students to examine U.S. patriotism throughout history. (GEA)

Vaky, former Assistant Secretary of State for Inter-American Affairs, presents an assessment of how the United States regards Latin America, how Latin America views the U.S., and how the two impact upon each other. Concludes that the security and leadership of the United States rests on collaboration with Latin America. (GEA)

Describes several ways of using journals, diaries, historical documents, and photographs found in attics or closets to provide stimulating classroom activities. Suggests ways of using the accounts and experiences of real people (preferably the ancestors of students) to enliven history and create interest in historical topics. (GEA)

Lesson plans include an application by James D. Laney for teaching the concept of economic scarcity to first graders, and an activity requiring seventh graders to report on the origins of Texas towns by Pat Hazlett. Glenda Hayes and the Center for Civic Education offer activities for U.S. history, U.S. government, and world history. (LS)

Provides a direct instruction strategy for teaching skills and concepts required for database use. Creates an interactive environment which motivates, provides a model, imparts information, allows active student participation, gives knowledge of results, and presents guidance. (LS)

Suggests 12 strategies for helping students read social studies material with greater comprehension and increased creative interaction with text. Strategies include drama games, simulations, debates, oral histories, current events, and cross age teaching. (LS)

Presents an instructional activity which can be used to introduce teachers to the five basic themes of geography, or to help intermediate or secondary students relate geography to their lives. The material can be used in several variations and is organized around the five concepts of location, place, relationships within places, movement, and…

Highlights ideas from urban geography that may be used to teach students about the interaction of people and space. Students will learn to better relate geography to their own lives if they understand how the concept of accessibility relates to competition for commercial land, and if they consider questions related to the use of urban space. (LS)