A high school-level course utilizing a model from Constantine A. Doxiadis' study, Ekistics: The Science of Human Settlements, is discussed. The model is interdisciplinary and can be adapted for a wide variety of teaching techniques and social studies curricula. (Author/MB)

An activity requiring students to image the world's population reduced to the size of a small town stimulates understanding of true minority groups, of diverse interests. (JB)

Increased interest in the use of simulation and games as instructional techniques can motivate the teacher to create games which meet the students' needs at low cost. (JB)

A need for quality in instructional materials is cited, with the future role of teacher seen as a learning coach, an organizer, manager and creator of learning experiences. (Author/JB)

Students were given first hand experience in map making through the use of multimedia instructional materials. (JB)

Described is an experimental program which involved social studies teachers in using innovative materials. Field agents--persons with specialized knowledge of new developments in the field, and who would have regular contact with both teachers and development centers--acted as trainers with the purpose of sending teachers back to their own…

Described is a project planned to enable districts in the St. Louis area to analyze, adapt, and implement new social studies curricula cooperatively. (JB)

The rationale and techniques being employed in social studies education give promise of significant changes ahead, in course content, in teacher role and student role, and in the learning environment and a host of new experiences relating to new perceptions of social learning. (Author/JB)

Implementation of a new project is outlined and the rationale leading to its development is described. (JB)

Emphasis is on teacher knowledge and understanding prior to instructing about a part of the world such as Africa, and suggestions are given in utilizing the novel, sematics, and the geographic and historical approach. (JB)

Demonstrations of diagnostic teaching are outlined, generalizations about diagnostic teaching made, and emphasis placed on the need for teachers to individualize instruction and to take into consideration student learning levels. (JB)