Briefly discusses programs designed and developed by Junior Achievement, focusing on the Applied Economics program, in which economic theory instruction is combined with practical usage. (AEM)

Identifies the characteristics of a slow learner and gives a basic philosophy and techniques for teaching the slow learners in social studies. Includes a list of 11 tips for teaching slow learners and offers a lesson format designed for their instruction. (AEM)

Offers a review of various authors' interpretations of historical mindedness and perspective. Lists ten educational outcomes achieved through the development of historical mindedness and concludes that its development provides a frame of reference in which a more balanced and comprehensive view of life is cultivated. (JDH)

This article describes how two independent nations which border the Republic of South Africa have reacted to its policy of apartheid. Malawi has maintained more friendly relations than Zambia but both have had to rely on economic ties and consequently have been unable to actively oppose South Africa's policy of apartheid. (JDH)

Offers a list of ten suggestions for improving students' listening skills in social studies. Among the suggestions: pace your presentation so the listener can process the information; repeat and redefine critical parts of the message; and use graphic aids such as overhead transparencies. (JDH)

This article provides a number of oral communication-based learning activities which focus on the social, religious, and political history of the Middle East. (JDH)

Reports a three-year case study of the effects of systematic interventions designed to enhance prosocial behavior among elementary school students. Particular attention is devoted to the scope and design of the study and a listing of the factors which were potential threats to its validity. (JDH)

Notes that politics has always been involved in the appointment of United States Supreme Court judges. Offers an annotated bibliography of ERIC documents and journal articles which will help teachers develop background and provide instruction on this recurrent process. (JDH)

This article describes the development and content of the international baccalaureate program recently developed at Pensacola High School. The program synchronizes the content of history and English in a team teaching environment which focuses on the development of skills in critical thinking, reading, writing, and oral expression. (JDH)

States that the proper business of social studies is civic education and contends that civic education must take into account the way in which global connections and uncertainties will affect citizenship in the Constitution's third century. Cites the problems associated with AIDS and the Iran-Contra affair as examples. (JDH)

Offers a collection of seven lesson plans and 33 activity ideas for the celebration of the Constitutional bicentennial. The lesson plans and activities span grades K through 12. (JDH)

Contains the preliminary report on the study examining the relationship between education and professional practice in science engineering and public policy (SEPP) undertaken by the American Association for the Advancement of Science (AAAS). The study focused on academic programs that prepared students at the postgraduate level for careers in the…

Describes the curriculum used in Kentucky to study the history, geography, economics, and politics of that state. Gives information about state studies in the contiguous states of Illinois, Missouri, Indiana, Ohio, Tennessee, Virginia, and West Virginia, focusing primarily on state-authorized curriculum guides. (RKM)

Examines the content and instructional approach typically used in the American studies component of the British primary school curriculum. Concludes that this rapidly expanding element of British social studies programs provides a useful first step in helping British children develop a more global perspective. (RKM)

Discusses the role of the public school in educating students to be responsible citizens. Asserts that a complete program must include appropriate courses in addition to modeling democratic processes and providing opportunities for students to practice responsible, democratic behavior in all aspects of schooling. Discusses how these aims can be…