WAYS OF USING AUDIOVISUAL MATERIALS AS RESEARCH TOOLS IN ELEMENTARY SCHOOL SOCIAL STUDIES CLASSES ARE DISCUSSED. INSTEAD OF USING FILMSTRIPS OR PHONOGRAPH RECORDS AS WHOLE CLASS LESSONS INDIVIDUALS OR SMALL GROUPS CAN WORK WITH THEN BY MEANS OF TABLE VIEWERS OR EARPHONES WITHOUT DISTURBING CLASSMATES ENGAGED IN OTHER ACTIVITIES. WHEN USING STILL PICTURES, MOTIVATING QUESTIONS BY THE TEACHER CAN LEAD THE CHILD TO INVOLVE HIMSELF IN THE PICTURE HE SEES, AND TO USE WHAT HE ALREADY KNOWS TO MAKE THE PICTURE YIELD MORE. FINDING, CHOOSING, OR MAKING PICTURES WHICH ILLUSTRATE A NEWLY LEARNED CONCEPT IS A FINE PRACTICE IN THINKING AS WELL AS A MEANS OF LEARNING THE SUBJECT AT HAND. BY TRACING OR PROJECTING A SIMPLE OUTLINE MAP AND PLOTTING INFORMATION GAINED, THE CHILD WILL LEARN TO ACQUIRE BETTER SKILLS IN MAPREADING. OPAQUE AND OVERHEAD PROJECTORS ARE VERY USEFUL FOR THIS WORK. THE USE OF RESOURCE PERSONS IS AN EXCELLENT STEP IN RESEARCH LEARNING, AND IS EASILY ADAPTED TO INDIVIDUAL, SMALL-GROUP, OR WHOLE-CLASS SITUATIONS. HISTORICAL EVENTS, BIOGRAPHIES, MUSIC, FOLK TALES OF OTHER LANDS, AND PHONOGRAPH RECORDS OFFER EXCELLENT POSSIBILITIES AS RESOURCE SOURCES. IN THE USE OF THE MOTION PICTURE, PUPIL INVOLVEMENT IN SUCH ACTIVITIES AS STUDYING CATALOGUES, DISCUSSING NEEDS, READING DESCRIPTIONS AND REVIEWS, AND CONSIDERING RENTAL COSTS AND SHIPPING TIME CONTRIBUTES TO AN INTERESTED AND RESPONSIBLE AUDIENCE.