Describes a living history program at the Old Town State Park in San Diego, California for elementary children. Program activities and the roles of volunteers and teachers are discussed. (AM)

Describes a living history program on life in nineteenth-century San Diego for secondary students. During tours of a restored Victorian house, students view slides of historical photographs, study clothing and furniture styles, and participate in typical sewing, cooking, and cleaning chores. (AM)

Describes a program for San Francisco elementary and secondary schools in which humanities scholars serve as resource people for students, teachers, and the community. A variety of projects conducted by the scholars are described. (AM)

Discusses the use of historical novels in social studies curriculum. The author explains why the novel is useful as well as how an inquiry and aesthetic reading novel curriculum approach can be used and the benefits of using this approach. (AM)

Discusses the use of the Guided Design teaching method to teach college-level Latin American geography. This method allows the analysis of spatial patterns and processes and critical-thinking skills. (AM)

Describes a college-level geography unit on the socioeconomic influences affecting urban migration of women in Latin America. In role-playing modules, students explore dilemmas influencing individual migration decisions, Peace Corps project planning, and long-term international aid programs for urban Peruvian women. (AM)

Describes an exercise for use in college-level geography courses dealing with the tandem development of transport networks and commercial agriculture in Central America. Using six maps, the author shows the parallels between highway and railroad construction and commercial crops, (coffee, bananas, and cotton) in Central America between 1855-1975.…

Discusses the use of literature in college geography classes to enrich student understanding of ethnic identities and racial relationships in Latin America. The author recommends specific fictional works. An annotated bibliography is included. (AM)

Describes an activity for college geography classes in which students study demographic transitions and spatial patterns which provide a clear understanding of what modernization implies in Middle and South America. Students make maps, construct scattergrams, and analyze birth rates, gross national products, and infant mortality rates in 19…

Describes a study which surveyed the attitudes of 400 college freshman and sophomores toward their high school social studies coursework. Overall, the college students had moderately favorable attitudes. They expressed favorable judgments with regard to teachers' effectiveness and negative judgments regarding the perceived usefulness of social…

Describes various ways that social studies courses can help meet the special needs that students have in the seventh and eighth grades. (RM)

Argues that in addition to citizenship education, social studies should have as one of its goals the development of affective, intuitive, and creative processes in students. (RM)

Outlines the goals of a secondary social studies course for six categories: basic skills; citizenship; leisure time and stimulation; work, careers, or employment; knowledge and creativity; and understanding self and working with others. (RM)

Suggests ways in which secondary social studies teachers can help students develop skills in problem solving. (RM)

From a counseling and social studies point of view, discusses the needs that students will have in the 1980s and presents suggestions to help social studies teachers meet these student needs. For example, students must understand the economic system since they are picking their future careers based on present economic conditions and predictions.…