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Chiodo, John J.; Klausmeier, Robert L., Jr. – Social Studies, 1984
Students involved in acting out a role may find it hard to remember what their classmates said; student observers may focus on one roleplayer and not the others. This causes problems in the discussion stage of the roleplay. Solution: videotape the roleplaying situation. An example is provided. (RM)
Descriptors: Elementary Secondary Education, Role Playing, Social Studies, Teaching Methods
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Sesow, F. William; McGowan, Tom – Social Studies, 1984
Classroom teachers should depart from the accepted practice of placing the field trip at the end of a unit of social studies instruction and, instead, plan the field experience for the first week of activities. Reasons are discussed, and a sample unit on state government for the middle grades is described. (RM)
Descriptors: Course Descriptions, Curriculum Design, Educational Innovation, Educational Objectives
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Wieder, Alan – Social Studies, 1984
When guiding students in oral history projects, teachers should consider possible subjects, materials needed, questions and practice interviewing, contacting and interviewing, and transcribing and reporting. Each of these areas is discussed. (RM)
Descriptors: Elementary Secondary Education, Interviews, Oral History, Questioning Techniques
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Drucker, Howard; Hansen, Bobbi C. – Social Studies, 1982
Teachers need to develop grading policies for mainstreamed handicapped students which are both feasible and equitable. The consequences of non-flexible grading on the handicapped student's motivation to learn are examined. Alternative approaches to grading standards are offered. (AM)
Descriptors: Elementary Secondary Education, Grading, Mainstreaming, Social Studies
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Miller, Jack W. – Social Studies, 1982
Visually impaired students need specially designed relief maps to learn map reading and to achieve geographic literacy. The development of geographic instructional materials, including relief maps and audio-tutorial cassette tapes, for low-vision students in grades 5-10 is described. (AM)
Descriptors: Aural Learning, Blindness, Curriculum Development, Elementary Secondary Education
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Farmer, Rod – Social Studies, 1983
Values are unavoidable in every school and in the very fabric of the social studies content. Values education, in its various forms, should be an integral part of social studies and citizenship education. (RM)
Descriptors: Citizenship Education, Course Content, Educational Needs, Elementary Secondary Education
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Vaughn, Stephen – Social Studies, 1983
Powerful forces are at work in our culture undermining an appreciation of history. For example, much 20th century thought says that historical experience is meaningless and that life is purposeless and operates only according to the laws of probability and chance. Reasons why history is valuable to society are also discussed. (RM)
Descriptors: Alienation, Educational Needs, Educational Objectives, Elementary Secondary Education
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Miller, Samuel D.; Brand, Manny – Social Studies, 1983
Studying ethnic music promotes a deeper understanding and acceptance of other peoples and provides an opportunity to study musical concepts. How to choose music materials to enhance social studies is discussed. A brief annotated bibliography is included. (RM)
Descriptors: Annotated Bibliographies, Cultural Awareness, Educational Objectives, Elementary Secondary Education
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Smith, Dennie L.; Smith, Lana – Social Studies, 1983
Fifty procedures for implementing a variety of skills are presented. For example, to help students predict outcomes, draw inferences, and identify data to suggest or refute conclusions, teachers can have students read to a designated point in a reading selection and then brainstorm various ways the selection could end. (RM)
Descriptors: Basic Skills, Elementary Secondary Education, Learning Activities, Skill Development
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Reyes, Donald J.; Smith, Richard B. – Social Studies, 1983
Social studies educators interested in estimating the comprehensibility of social studies textbooks should pay attention to concepts. The assumptions of previous learning, the development and presentation of concepts, and concept loading are discussed. (RM)
Descriptors: Concept Teaching, Elementary Secondary Education, Evaluation Criteria, Fundamental Concepts
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Marty, Myron – Social Studies, 1983
History instruction should teach students about the processes through which history is made and understood. Students need to learn skills in historical analysis and interpretation, study people of the past and present involved in making history, and study historical principles that cultivate humane values. (AM)
Descriptors: Course Content, Educational Objectives, Elementary Secondary Education, Historiography
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Farmer, Rod – Social Studies, 1983
There are at least sixteen benefits to be derived from the study of history. (AM)
Descriptors: Educational Objectives, Elementary Secondary Education, History Instruction
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Harris, Robert L., Jr. – Social Studies, 1983
Textbooks treat Afro-American history with a general unevenness, with little attention to Afro-American thoughts and activities. A theme that runs consistently throughout American history is the exclusion of Afro-Americans from the concept of American "people." There should be a two-pronged approach to examining this theme in the classroom. (AM)
Descriptors: Black History, Elementary Secondary Education, History Instruction, Social History
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Day, Billie – Social Studies, 1983
It is becoming increasingly important to approach the study of the earth and its inhabitants with a global perspective. Several approaches can be used to teach global history. New global education programs and courses are being developed. (AM)
Descriptors: Educational Innovation, Elementary Secondary Education, Global Approach, History Instruction
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Zevin, Jack – Social Studies, 1982
As an introduction to a group of articles that argues in favor of the social sciences as a focus for social studies programs, the author describes briefly the historical development of the social studies. This history is intended to provide insight into present predicaments and dissatisfactions. (RM)
Descriptors: Educational History, Elementary Secondary Education, Intellectual Disciplines, Social Sciences
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