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Rosenberg, Alan; Zevin, Jack – Social Studies, 1981
Suggests that if the concept of genocide is not integrated into our mental and moral world, we become passive or active participants in processing people for destruction. Provides definitions of the terms genocide and holocaust and eight classroom strategies to help develop understanding. (Author/KC)
Descriptors: Classroom Environment, Educational Objectives, Elementary Secondary Education, Genocide
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Victory, James – Social Studies, 1981
Presents four exercises to help secondary school social studies students understand the complex issues of the draft. Students participate in a mock draft lottery, analyze Phil Och's Draft Dodger Rag, examine how individual experiences affect attitudes, and compare writings by Bill Mauldin and Ron Kovic. (KC)
Descriptors: Learning Activities, Secondary Education, Social Studies, Student Attitudes
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Diem, Richard A. – Social Studies, 1980
Describes projects funded under Part C, Title IV of the Elementary Secondary Education Act. Part C funds projects to develop new and creative approaches to education and projects that adopt the validated programs of other educational sources. Funded social studies programs include citizenship, consumer, environmental, law,…
Descriptors: Elementary Secondary Education, Federal Aid, Federal Programs, Instructional Innovation
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Farmer, Rod – Social Studies, 1980
Discusses the controversy over teaching what religious fundamentalists and social conservatives consider secular humanism. Suggests that modern social studies does not support secular humanism even though they share epistemological and ethical assumptions (the use of the scientific method, intelligent reasoning). Provides suggestions for teachers…
Descriptors: Elementary Secondary Education, Humanism, Negative Attitudes, Public Opinion
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Fraser, Barry J.; Smith, David L. – Social Studies, 1980
Reports results of an evaluation of a tenth-grade unit developed by the High School Education Law Project (HELP) in Australia. The study measured student attitudes toward the normality of judges, enjoyment of legal studies, and dynamic nature, influenceability, and comprehensibility of the law. Cognitive outcomes were also measured. (KC)
Descriptors: Affective Measures, Cognitive Measurement, Comparative Education, Curriculum Evaluation
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Marker, Gerald W. – Social Studies, 1980
This article discusses the results of a survey conducted to determine what educators know and feel about the energy situation. A total of 324 educators, 82 percent of whom were elementary teachers, responded to the survey. Overall the educators were somewhat better informed about energy matters than the few general population groups which have…
Descriptors: Elementary School Teachers, Energy, Knowledge Level, Social Studies
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Labbett, B. D. C. – Social Studies, 1979
Describes a curriculum development project developed in the United Kingdom to help students write histories based on local case studies. Topics discussed include reasons for writing local history, gathering historical evidence, primary source materials, procedures, and advantages of a local history project. (Author/DB)
Descriptors: Case Studies, Curriculum Development, Educational Needs, Educational Practices
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Chiarelott, Leigh – Social Studies, 1979
Describes a project to reconceptualize the base for citizenship education and to determine implications of experiential learning for curriculum and instruction. (Author/DB)
Descriptors: Citizenship, Citizenship Education, Curriculum Development, Educational Needs
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Papaleo, Ralph J. – Social Studies, 1979
Examines how social studies and history teachers can help students understand the intellectual origins of German Nazism during World War II. Suggests discussion questions and learning activities. (Author/DB)
Descriptors: Concept Formation, Curriculum Development, Curriculum Guides, Educational Objectives
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Brodbelt, Samuel – Social Studies, 1979
Calls for social studies teachers to emphasize future studies and the implications of growing global interdependence. Students should learn about alternative futures, the possible decline of nationalism, overpopulation and food resources, the ecological system and natural resources, and ways of achieving interdependence. (AV)
Descriptors: Educational Needs, Elementary Secondary Education, Food, Futures (of Society)
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Harbison, John L. – Social Studies, 1978
Unlike Franklin, Jefferson, and Adams, Thomas Paine was a feminist, a revolutionary in his time for the cause of women's rights and their liberation from servility. While others considered women second-class citizens whose only place was in the home. Paine argued for the political, legal, economic, and social rights of women. (Author/BC)
Descriptors: Civil Rights, History, Marriage, Revolution
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Kelly, Eileen – Social Studies, 1978
A brief discussion of the Equal Rights Amendment (ERA) including questions often asked of social studies teachers in the classroom. A map of the United States shows which states have passed the ERA to date. Also includes a bibliography of 43 resources about ERA. (BC)
Descriptors: Civil Rights, Court Litigation, Feminism, Laws
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Martorella, Peter H. – Social Studies, 1978
Presents a model for introducing inquiry and problem-solving into middle grade history classes. It is based on an educational approach suggested by John Dewey. The author uses the model to explore two seemingly contradictory statements by Abraham Lincoln about slavery. (AV)
Descriptors: Elementary Secondary Education, History Instruction, Models, Problem Solving
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Ediger, Marlow – Social Studies, 1977
Social studies curricula should include units on the Old Order Amish and the Hutterites. The author outlines the life styles and beliefs of each group, stressing their independence from the national society and their interdependence within their own communities. (AV)
Descriptors: Amish, Comparative Analysis, Curriculum Development, Educational Needs
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Kazemi, Farhad – Social Studies, 1977
The author demonstrates how to teach a college political science course on the Arab-Israeli conflict in an objective, unbiased way. Objectivity is important because of the obvious biases and the nature of this controversial issue. (JR)
Descriptors: Arabs, Conflict, Controversial Issues (Course Content), Higher Education
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