Briefly reviews the literature on the teaching of social studies to gifted children and reports on a study of the activities of gifted students in Iowa social studies classrooms. (RKM)

Reports the results of a study that investigated kindergarten children's understanding of historical concepts and the sources of that knowledge. Concludes that though the children in this study had a rudimentary knowledge of the past, acquired mainly from parents and pictures, kindergarteners are largely unable to understand simple concepts of…

Claims careful planning in developing activities for history lessons will motivate students. Offers several examples of motivating devices which can be used in teaching U.S. history. (RKM)

Lists five units of instruction, available from ERIC, for teaching about U.S. history. The units span the K-12 social studies curriculum, focusing on such topics as immigration, women, and urban development. (RKM)

Recommendations include having educators treat the energy problem as a global problem, focus upon the broader aspects of the energy situation and upon what individuals can do, give attention to choices confronting us, integrate energy education throughout the curriculum, and use existing energy curriculum materials rather than develop new ones.…

Justifications for energy education which place a high priority on energy understanding within social systems and social education are presented and classroom opportunities for teaching about the energy crisis are examined. With regard to social studies, the goals of energy education are moral sensitivity and action. (RM)

Views on the social and institutional forces that act on curriculum decisions are presented, some possible futures for the entry of energy into the curriculum are reviewed, suggestions on teaching methods are provided, and a few ideas about resources for integrating energy curricula and social studies are offered. (RM)

The major characteristics of oil marketing, with special attention to developments in the Middle East, are described. The information presented provides a firm basis for several types of instructional inquiry. (RM)

Wisconsin is developing an energy-related education program as an adjunct to environmental education, a program that stresses the infusion of energy concepts in different K-12 disciplines. The seven steps in the infusion process are described. (RM)

These National Council for the Social Studies guidelines can be used as a guide for educators interested in introducing multidisciplinary energy education programs, a baseline from which to assess instructional programs, and a starting point for a wider dialog on the nature, scope, goals, and methods of energy education. (RM)

Based on the "Guidelines for Energy Education in Social Studies" developed by the National Council for the Social Studies in 1981, this checklist will enable curriculum planners to weigh their ideas and proposals against carefully developed statements of principles and standards. (RM)

Provides specific examples of futuring activities appropriate for students in elementary school social studies programs. Activities involve students in making predictions about what their neighborhoods and families will look like in the future, thinking about what their values will be in the future, and making illustrated booklets showing specific…

Offers suggestions on how teachers can use different teaching methods to get students to like and value social studies. Information is presented on involving all teachers and administrators in initial social studies planning, encouraging feedback, developing meaningful staff development programs, and diagnosing students' social and learning needs…

Outlines eight principles and five priorities of social studies classroom teacher staff development. Principles include identifying teacher needs, matching teacher inservice preferences with program offerings, and devoting quality time throughout the year to skill development. Priorities include working with volunteer teachers, establishing a…

Provides a rationale for multicultural education and describes two major approaches to teaching multicultural education. The rationale centers on helping students understand and appreciate the world as a multiracial, multicultural, multilingual, and multinational phenomenon. Approaches stress a cross cultural and an interdisciplinary approach. (DB)