Suggests that social studies teachers review how they ask their students to speak publicly in class (question-responses, oral reports, group discussion, and/or role playing). They should also assess how alert their students are to language clues such as certain vocabulary words, intonation, facial expression, and gestures. (DB)

Suggests a practical strategy for teachers to use in high school social studies courses to involve their students with quantitative data and to counter students' commonly held fear of statistics. (Author/DB)

Demonstrates how social studies classroom teachers can personalize historical events by getting students to empathize with historical individuals. Describes an activity which investigates factors influencing immigrants to North America. Students are involved in acquiring data, applying data, reaching a conclusion, taking a position, and analyzing…

Suggests that social studies classroom teachers should use the process of rational decision making to teach students how to think at higher intellectual levels, become more creative, clarify values, and increase moral development. Learning activities are described. (DB)

Enumerates reasons why social studies skills are essential and provides evidence to show that these skills are not currently being properly taught in most social studies classrooms. Explains how current events can be used to exemplify map and globe skills and can involve students in using newspapers, listening and reading skills, recognizing bias,…

Explores whether energy education is part of environmental studies or an area of inquiry with its own identity. Evaluates also whether attention will be soon focused away from energy education to new subject areas. Topics discussed include definition of energy education terms, problems of awareness, materials and models, and getting energy…

Suggests some do's and don'ts which social studies classroom teachers should consider before launching an energy teaching effort. Pointers include avoid teaching answers, look at the long term trends, beware of simple solutions, direct students' attention to the positive as well as negative aspects of transitions to a simpler lifestyle, and…

Compares energy education in Brazil and the United States. Topics discussed include the Brazilian setting, government initiatives, dependence on foreign fuel sources, public reaction, schools and energy education, and mass media involvement. (DB)

Describes a social studies unit for teaching high school students about energy. Entitled "Energy Tradeoffs in the Marketplace," the unit focuses on economic aspects of energy, economic-related educational games, social decision making with regard to energy, and social studies skill development. (DB)

Describes two classroom experiences which can be useful to high school social studies classroom teachers as they teach students about global interdependence. Lessons involve energy production and use, and relatinships between energy and environmental issues. Students are involved in group discussion, map work, reading newspapers, and analyzing…

Describes a curriculum which uses an interdisciplinary approach to help junior high school students understand some of the complex issues of life in modern, technologically-oriented societies. Presents worksheets and discussion questions from several of the 15 modules in the curriculum. (DB)

Recommends that simulation games be used to teach high school students in social studies courses about contemporary and controversial issues such as nuclear power. A simulation is described which involves students in deciding whether to build a nuclear power plant in the California desert. Teaching and debriefing tips are also provided. (DB)

Suggests that social studies teachers on all levels include material on energy in their curricula. Reviews various ways in which this material can be presented (interdisciplinary approach, current events, subject area perspective, skills approach, and/or social studies skills). (DB)

Presents a listing of instructional packets, films, fact sheets, newsletters, films, and comic books on various topics related to energy. Materials are designated as being appropriate for primary grades, junior high, and high school. Addresses are included. All materials are free of charge. (DB)

Addresses the need for a balance between skills- oriented and content-oriented approaches to teaching social studies. Suggests a program in which an updated skills sequence could be interposed over an identified scope of prime content. (Author/KC)