In describing how the small school educator can effectively use community resources, points out the teacher must accept "that the community is a learning laboratory full of people, places and things that can contribute to the learning that takes place within the walls of the classroom." (Author/LC)

Describes a curriculum-embedded focus for character education. Outlines a series of character-related topics (justice, responsibility, civic virtue) and combines them with corresponding social studies topics and activities (reviewing the origins of self-government, interviewing community elders) for each grade K-12. Includes reading list and…

Reviews current research on infant and toddler physical development, cognitive development, and language acquisition. Provides a list of suggested activities, safety concerns, and opportunities for caregivers to enhance child development. (SD)

Discusses the impact of computer networking on foreign language teaching and focuses on the competing claims made regarding the value of network-based language learning activity. A description of how internet-based activities operate in the classroom is included. (24 references) (Author/CK)

Provides seven library media activities that are designed for use with specific curriculum units in art, health, reading and language arts, science, and social studies. Library media skills, objectives, grade levels, instructional roles, procedures, evaluations, and follow-up are described for each activity. (LRW)

Recounts a series of primary grade-level literacy-related activities using Margaret Miller's, "Who Uses This?" The book features the occupational tools of various professions and the activities emphasize word construction and recognition, problem solving, shared reading, and interactive writing. Includes a nine-item selected bibliography. (MJP)

Describes five activities using the World Wide Web that teach students to experience searching, locating, and organizing data. Students learn to summarize statistics, analyze data, make conjectures, and communicate information. They interpret or create bar graphs, line graphs, histograms, and circle graphs. (PVD)

Reviews the value of topic work with regard to the British National Curriculum guidelines on curriculum planning. After years of concentrating on issues of content in planning, consideration of basic aims and values in education is again urged. Topic work allows teachers to teach in depth areas of personal expertise and interest in a local…

Provides seven fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluations, and follow-up are described for each activity. (LRW)

Explores how to integrate history content and skill development in elementary social studies. Suggests ways to combine history, language arts, reading, and critical thinking, including teaching history through children's literature, story telling, story writing, and mock trials. Identifies community resources for history projects. Introduces an…

Presents a social studies lesson, Head-Smashed-In, based on inquiry and cooperative learning principles, that asks students to hypothesize about the mystery of an Indian buffalo jump. Provides clues and topographical maps for the Head-Smashed-In jump in Alberta, Canada. Objectives include understanding the relationship between physical environment…

Depicts an eighth grade unit utilizing the production of a newspaper to teach U.S. history, 1787 to 1791, in a combined social studies and language arts class at Malcolm Price Laboratory School (Iowa). Two teachers used both large- and small-group instruction to focus on the development of the U.S. Constitution. (LS)

Maintains that the U.S. government policy of Indian removal in the 1830s provides a focus for exploring issues of cross-cultural relations during the first half-century of U.S. history. Presents a high school lesson plan, including student objectives, teaching materials, instructional strategies, and a bibliography. (CFR)

Contends that research confirms that too many names, dates, and facts can make social studies boring and irrelevant. Proposes a four-step approach to help students examine issues rather than merely learn facts. Describes a lesson on ethnic discrimination and presents a composite teacher-student dialog. (ACM)

Presents a learning activity to help students see themselves as part of the historical process. Describes the nine-week project in which students solicit written or oral remembrances of family, local, and national history. Maintains that the project integrated history and writing in a meaningful way for students. (CFR)