A principal suggests strategies that will help elementary social studies teachers provide students with the optimum educational experience. Discussed are assessment of information possessed by students, reading levels and material readability, potential biases or special interests, high interest projects, and motivational level. (RM)

Discusses a parent's expectations of a secondary social studies program. For example, a social studies program should teach basic skills and provide futuristic training. Students must learn to acquire, arrange, and analyze information. Social studies must help students acquire deeper insight into issues of value and choice. (RM)

Discusses a parent's expectations of a secondary social studies program. Examined are three main areas: mechanics (standard procedures of outstanding social studies teachers such as good preparation and knowledge), content, and teacher expectations. (RM)

Discusses changes that a social studies teacher can expect when a disabled student is mainstreamed into his or her classroom. The role that the teacher must play is examined. (RM)

Suggests ways to use media to improve teaching and learning in social studies classrooms. Examined are the use of multimedia packages for individualized learning, problem solving with media, having students design an instructional unit, and the use of media in a traditional classroom. (RM)

Describes a method for eliciting student ideas and involving them in a discussion of problems of authority and self-determination and presents the results of a study employing this method with elementary, middle, and junior high school students. The study demonstrates that children are very willing and able to discuss real social issues in a…

For the school to teach only procedural values, and not core values, is for the school to ignore an important responsibility and a significant dimension of the student. The self-actualizing person defined by Maslow and others provides a source of core values that can be taught to public school students. (RM)

Contains a list of questions to help teachers determine how well they really know the students in their classes. (RM)

This documents consists of 12 issues of a journal that seeks to provide information and reviews concerning social studies textbooks; each issue consists of 16 pages. Contents in the 12 issues include: (1) California control over textbook content; (2) "skills" teaching in elementary-level social studies texts; (3) readability formulas; review of…

Readings are organized for teachers by these topics: World War II; The Atomic Bomb; The Cold War; American Political Personalities; and, General Events in the United States. A 7-item list is presented for high school students. (DB)

Broad guidelines based upon Robert Stake's model of educational evaluation are composed for social studies departments improving their program through some evaluation measures. (VW)

Questions considered are: What are the modal political beliefs and attitudes of junior high school students? What are their capabilities for political learning and what suggestions for improving instruction can be derived from studies of their political learning? (Author/VW)

Inner city youth must be made aware of the problems confronting them on an individual level, the social factors which have brought these problems about, the facts about the constitutional relationships between citizen and government, and, finally, the uses of citizen power. (Author/JB)

The author discusses the ways in which the middle school can meet the special needs of pre-adolescent and early adolescent students, and spells out the characteristics of Man: A Course of Study that make it particularly applicable to the middle school. (JLB)