Describes the role of captioned programs in instructional television for the hearing impaired and notes prerequisite knowledge viewers must possess. Teacher objectives, preparatory or follow-up activities, supplementary materials, and evaluation methods are also presented. (BK)

A report of high school students covering the 1980 Democratic National Convention. (RL)

Describes an artifact box that fourth grade students filled for their teacher to take to students in Japan. The process consisted of committee formation, budget hearings, and shopping. The final product contained clothes, food, cassette recordings, toys, and school materials. (KC)

In order to understand the work and play in kindergarten and to define kindergarten play from the children's perspective, children in three classrooms were observed and interviewed. (MP)

Describes how a class of technical writing students learned to create their own style guides relevant to their areas of specialty. Includes a composite style guide. (TJ)

Ideas for educational games in the elementary school classroom. (M)

Creativity is the key word for the teacher as the types of activities for students are limited only to the teacher's imagination and ability to create new learning strategies. Activities for basic business courses are suggested: Projects, committees/teams/groups, field trips and guest speakers, sociodrama, improvisation, problemsolving, and…

Describes an educational game which helps students learn about prepositions. (DD)

Argues that the poetry of war is often compressed and powerful and that students of writing and literature can learn from these poets that restraint creates resonance. Discusses war poems with emphatic conclusions; war poems that are short and direct; and teaching the dynamics of brevity through a variety of activities using war poems and war…

Describes the Annual Book-Banning Project for 11th-grade English classes, a four-week project that tackles the issue of censorship by having students in groups prepare and carry out mock book-banning hearings. Describes how students integrate various skills and also experience the passion, hard work, cooperative planning, and group dynamics of a…

Presents three brief essays that discuss approaching traditional literature (Thornton Wilder's "Our Town," Mark Twain "Adventures of Huckleberry Finn," and Geoffrey Chaucer's "Canterbury Tales") in imaginative ways in high school English and vocational/technical classrooms. (RS)

Presents an acting lesson intended to teach students to remain focused on character objectives while retaining the spontaneity that is key to producing believable acting. Suggests that three students act out a set situation while the rest of the class watches, and describes the process of critique after the lesson is complete. (PA)

Maintains that working with the Bayeux tapestry is an excellent way to introduce the use of primary sources (and thus help students develop a critical historical inquiry method) into the middle or secondary school history class. Suggests how to introduce the tapestry and describes numerous class activities for using the Bayeux tapestry across the…

Presents an exercise to guide student actors through the process of building a character by identifying the story and conflict, finding and playing actions that serve the story and define character, selecting and using props, choosing costume and make-up that will help reveal character, and choosing a physicality and voice consistent with the…

Considers how to cultivate a successful, student-run classroom library that would encourage reading and imagination. Presents ideas helpful in meeting that goal. Gives tips on location, stocking the library, including all literature (not just books), and getting organized. (SG)