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)

Presents ideas to aid high school social studies classroom teachers as they teach students the impact of media advertising for political candidates. Students are involved in activities to decide which candidate for president they would select on the basis of several media presentations. (DB)

Cites selected resources on teaching economics in the social studies classroom. Documents listed concern economics projects, activities and courses, software to aid economic instruction, economic education materials, and global economics instruction. (AEM)

Three tables outline a framework for conservation and environmental studies curriculum development. (KM)

Describes a history project that was used to teach students in grades one through six data interpretation and other methods of the historian. (AM)

Describes seven resources on curriculum development in social studies found in the ERIC system. Among the cited items are journal articles on various aspects of the social studies scope and sequence and an ERIC document on the role of secondary social studies in developing technological literacy. (JDH)

Describes the teaching materials produced by the Joint Council on Economic Education, the Federal Reserve Banks, and the World Bank. Material is geared for grades K-12 and includes such topics as basic economic concepts, government regulation, the world economy, and economic history. (CS)

Describes materials in a kit assembled by the Royal Ontario Museum (ROM) that can be used to revitalize the teaching of Roman history and as a model for teaching about ancient history in general. The author also suggests a new approach, concepts, and topics that should be used in teaching Roman history. (AM)

Surveys the 17 "distinguishing characteristics" listed in the introduction of California's History-Social Science Framework (1988), and evaluates its strengths and weaknesses. Points out inconsistencies and argues that the arbitrary omission of some important items was unnecessary. (GEA)

Describes resources used to teach local history at the third-grade level in El Cajon, California. The content of the resources is described as well as the methods used to develop the resources. (AM)

Suggests that elementary self-contained classroom teachers be provided with specific statewide content guidelines. The content should be based upon Piaget's theory of cognitive development. (Author/KC)

Encourages participation of high school students in courses relating to politices and government and identifies five types of student political participation that can be incorporated into the curriculum. Activities include political campaigning, participating in decision making, interning, lobbying for a cause, and taking part in extracurricular…

Presents findings of a survey concerned with the civic education preparation of future teachers. Concludes that a large percentage of students in teaching credential programs have insufficient knowledge of subject matter connected with civic education and Constitutionalism. Includes data charts, a sample survey, and suggested actions to remedy the…

The child's natural inclination to accept differences in others can be used in promoting an anthropological perspective. Language, the arts, and family life were all subjects which can be used to integrate anthropology into the curriculum. Describes anthropology-related activities for grades K-6. (CS)

Describes the San Francisco Unified School District's Educational Redesign Plan with respect to social studies and global education. The new curriculum is global in outlook, multicultural in focus, and emphasizes basic competencies. (KC)