AMIABLE FROM - ERIC

ED 196 790

AUTHORTITLE

INSTITUTION

SPONS AGENCY

PUB DATECONTRACTNOTEAMIABLE FROM

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

SO 013 077

Singleton, Laurel R., Ed.Data Book of Social Studies Materials and Resources,Volume 6.ERIC Clearinghouse for Social Studies/Social ScienceEducation, Boulder, Colo.; Social Science EducationConsortium, Inc., Boulder, Colo.National Inst. of Education (DHEW) , Washington,D.C.81

400-78-0006179p.; For a related document, see ED 180 858.Social Science Educaticn Consortium, Inc., 855Broadway, Boulder, CO 80302 ($10.00) .

MF01/PCOB Plus Postage. 0*Content Analysis; Elementary Secondary Education;*Instructional Materials; Media Selecticn; NonprintMedia; Resource Materials; *Social Studies;Supplementary Beading Materials: Textbook Content;Textbook Evaluation; Textbooks; Textbook Selection

ABSTRACTThis publication contains analyses of-- elementary and

secondary social studies textbooks, supplementary classroommaterials, and teacher resource materials. The purpose of thepublication is to provide analyses of curriculum materials which willallow K-12 school teachers, administrators, curriculum coordinators,and college methods teachers to select materials which areappropriate to their students, school, and community. The kind ofinformation provided in each analysis includes purpose, intendedusers and uses, content, and teaching methods. Some evaluativeinformation is also included. The analyses of curriculum materialsare divided into sections by grade level. The first major section ofthe book describes elementary curriculum materials. Four textbooks ortextbook series are analyzQd. A "Supplementary/Multimedia Materials"category contains nine analyses. Many of the materials in thiscategory are based on sound filmstrips,audiocassettes, simulation,or a multimedia approach to teaching. The second major section of thebock is devoted to secondary (7-12) curriculum. Twenty-seven analysescf textbooks are presented, along with 13 analyses of supplementarymaterials. The third section includes 23 short analyses of teacherresource materials, most of which provide practical suggestions andideas for classroom teachers. (Author/FM)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

U S DEPARTMENT OF HEALTH.EDUCATIONAL WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSONOR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

DATA BOOK OF SOCIAL STUDIES MATERIALS AND RESOURCES

Volume 6

Edited by Laurel R. Singleton

Social Science Education Consortium, Inc.ERIC Clearinghouse for Social Studies/Social Science Education

Boulder, Colorado

1981

ORDERING INFORMATION

This publication is available from:

Social Science Education Consortium, Inc.855 BroadwayBoulder, Colorado 80302

ISBN 0-89994-254-7

Price: $10.00

This publication was prepared with funding from the NationalInstitute of Education, U.S. Department of Health, Education,and Welfare under contract no. 400-78-0006. The opinionsexpressed in this report do not necessarily reflect the posi-tions or policies of NIE or HEW.

ii

CONTENTS

Acknowledgments iv

Introduction 1

Using the Data Book 5

Analyses ci Elementary Curriculum MaterialsTextbooks 13Supplementary Materials 23

Analyses of Secondary Curriculum MaterialsTextbooks 45Supplementary Materials 101

Analyses of Teacher Resource Materials 129

Analyses of ERIC Documents 159

IndexesAuthor/Editor/Developer Index 179Grade-Level Index 181Publisher Index 1.82Subject-Area Index 184

List of Publisher& Addresses 185

ACKNOWLEDGMENTS

We would particularly like to express our thanks to thefollowing SSEC staff members and teacher associates who wrotecurriculum analyses for this book:

Diana BeerWilliam T. ClevelandKay CookG. Dale GreenawaldFrances HaleySharryl H. HawkeJohn D. HogeCarol H. Krismann

Regina McCormickSydney S. MeredithCarolyna Smiley-MarquezDouglas P. SuperkaKenneth A. SwitzerMary Jane TurnerAnn M. WilliamsJohn P. Zola

A large debt of gratitude must be given to Judith E. Hedstrom,who selected and reviewed many of the materials included in thisedition before she left the SSEC. Finally, a very special thanks isdue Cindy Ellis Cook, SSEC publications secretary, whose efficiencyand professionalism are unrivaled.

Laurel R. Singleton

5

iv

INTRODUCTION

School personnel selecting social studies programs for use in theirclassrooms are faced with a wide array of materials from which to choose.Each year, publishers add new titles to the already almost-overwhelmingnumber of social studies materials and resources available. Thus, selec-tion decisions become increasingly complex, and the questions facingselectors more numerous.

What materials are available? What do they cost? How long does ittake to use them? For whom are they written? Can my students usethem? What did the authors have in mind when they wrote them? Whatis the content? Do I need special training to use them effectively? Whatmethods should I use in teaching--lecture? discussion? independent study?Are the materials effective? Has anyone evaluated them to see if studentslike them and learn when using them? These are the questions whichare answered--to the extent that reliable information is available--in theData Book of Social Studies Materials and Resources (formerly the SocialStudies Curriculum Materials Data Book).

Our objective is to provide analyses of curriculum materials whichwill allow elementary and secondary school teachers, administrators, cur-riculum coordinators, and college methods teachers to select materialswhich are appropriate to their students, school, and community on thebasis of grade level, discipline, underlying philosophy, goals, strategies,structure, content, innoativeness, and merit.

Development of the Data Book

The Data Book project represents a lengthy and intense effort onthe part of individual staff members of the Social Science EducationConsortium, Inc. (SSEC). Irving Morrissett and W. W. Stevens, Jr.recognized the critical need for analysis of curriculum materials, particu-larly in view of the vast numbers of materials becoming available as aresult of federal funding of curriculum development projects. In 1967they developed the Curriculum Materials Analysis System (CMAS)--ananalytical instrument devised for examination and evaluation of curriculummaterials. Morrissett and Stevens also recognized the need for a concisecompilation of information based on the CMAS. With financial supportfrom the National Science Foundation, they worked with the SSEC staffto organize the Data Book project. The Data Book was first publishedin 1971 in one loose 7-gir, volume. From 971 through 1978 the SSECannually published two supplements to the Data Book. Each supplementconsisted of approximately 40 analyses of K-12 social studies materialsto be incorporated into the loose-leaf binders. By March 1978 the DataBook had grown to three volumes and contained five categories of mate-rs g: project materials (funded curriculum development project materials),textbooks, games and simulations, supplementary materials, and teacherresource materials.

As the cost of the three volumes was becoming formidable to poten-tial users, the decision was made to produce an annual, paperbound ver-sion of the Data Book. The paperbound version will give periodical

16

updates to the previous volumes. This third annual volume is funded asan Information Analysis Product of the ERIC Clearinghouse for SocialStudies/Social Science Education, whose contract is held by the SSEC.

Organization of the Data Book

This year, for the first time, analyses of curriculum materials inthe Data Book are divided into sections by grade level. Thus, the firstmajor section of the book contains 13 two-page analyses of elementary(IS-6) social studies materials, arranged in two categories. "Textbooks"contains 4 analyses of commercially developed or federally funded text-books or textbook series. "Supplementary Materials" contains 9 analyses.Many of the materials in this category are based on sound filmstr4ps,audiocassettes, simulation, or a multimedia approach to teaching. Thesecond major section of the book is devoted to secondary (7-12) curricu-lum materials; 27 analyses of textbooks are presented, along with 13analyses of supplementary materials. Materials appropriate for bothelementary and secondary students appear in the elementary section andare cross-referenced in the secondary section.

The third section of the Data Book includes 23 short analyses ofteacher resource materials. Each analysis summarizes the purpose,intended users and uses, and contents of the subject book. Most ofthe books described provide practical suggestions and ideas for class-room teachers.

Twenty social studies curriculum guides or units, identified throughthe ERIC system, are described in the fourth section. The abstractspublished here are adapted from those published in Resources in Educa-tion (RIE).

All entries are numbered consecutively throughout the Data Book.Each entry is indexed in the back of the book by author/editoper,grade level, publisher, and subject irea.

Selection of Materials

Materials analyzed in the Data anok must be intended for studentsor educators in grades K-12 and must fit into one of the following cate-gories: textbooks, supplementary curriculum materials, teacher resourcematerials, and ERIC documents. The materials must be available throughcommercial or easily accessible outlets, r, nd SSEC staff analysts must haveaccess to the essential components of each set of materials.

For a number of years, an attempt was made to analyze all new ele-mentary series but only selected secondary texts. Over the past twoyears, however, comments from users have caused us to move towardinclusion of all secondary texts as well, subject to space and availabilitylimitations. Revised editions of tqxts are usually included only if therevisions are major. This year, hrwever, as part of the move to includeall' new secondary texts, the Data Book includes a number of analyses ofrevised editions of secondary texts that were not analyzed when theywere first published.

2 7

I

In the supplemetati, materials category, only a portion of the manynew materials publighed each year can be included in the Data Book.As a general rule, 'We 'seleCt 'Materials that represent a cross section ofsubject areas, types of materials, teaching strategies, and publishers.When possible, we seek to include materials that use innovative approachesto teaching and learning. The Data Book does not include analyses offilms unless they are part of a Tarf717ctwriculum package. Similarly,single filmstrip/cassette programs are not included unless they are partof a larger package.

Materials selected for analysis in the teacher resource section musthave some practical classroom application. This criterion also applies todocuments selected from the ERIC system, most of which are curriculumguides or short units.

3

USINO TH& DATA BOOK

The Data Book is not intended to be used as a catalog from whichmaterials ai7i-Oridered. Rather than basing decisions solely on the DataBook analyses, we encourage users to screen materials of interest triricitie analyses and then write for review copies of materials which meettheir preliminary criteria for selection.

Analyses of Curriculum Materials

The sections of the Data Book presenting analyses of elementaryand secondary materials aTeTiTT(an zed in the same way. Analyses oftextbooks--arranged in alphabetical order b,y title--are followed by anal-yses of supplementary materials. The supplementary materials arefurther subdivided into print materials, multimedia materials, and gamesand simulations. Within each of these subcategories of materials, theanalyses are presented in alphabetical order by title. Each analysisincludes the following:

1. A heading listing the authors or developers, the publisher,the publication date, the publisher's suggested grade level, adescription of the materials and their cost, and the subject area.A complete list of publishers' addresses is provided at the endof this book (page 185). If a set of materials is available fromsomeone other than the publisher, the complete address of thatsource is listed in the heading of the data sheet. Price infor-mation presented is as current as deadline demands permit;however, in today's volatile economy, prices may well havechanged and the publisher should be contacted for the currentprices.

2. An overview of the most significant features of the materials.

3. Information, about the required or suggested time necessary touse the materials.

4. A description of the intended user characteristics, includingboth students and teachers. If the analyst feels that a set ofmaterials is appropriate for grade levels other than those sug-gested by the publisher, this information will be provided here.

5. An explanation of the rationale and general objectives of thematerials.

6. A description of the content, including basic concepts, generali-zations, trends, and themes presented in the materials.

7. An explanation of the primary teaching and/or gaming procedures.

8. Information related to any evaluation of the materials prior topublication, along with the analyst's comments and suggestions.

bataxatzueashgRjec...mraMitprialau

The analyses of books for teachers are arranged alphabetically bytitle, Each analysis includes a heading listing the authors or developers,publisher, publication date, grade level, a description of the materialsand coat, and the subject area, The analysis describes the purpose ofthe publication, ways it can be used, and the content,

Analyses of ERIC Documents

Abstracts of 20 curriculum guides or unite available through theERIC system are included, arranged alphabetically by title. For each,the ED number's' is included, as are author/developer information, thedate of the document, ordering information, grade level, and subjectarea.

To order microfiche (MF) copies of any ERIC document, write tothe ERIC Document Reproduction Service (EDRS), P.O. Box 190,Arlington, Virginia 22210. Paper copies (PC) of some ERIC documentsmay also be ordered from EDRS. When paper copies are not availablefrom EDRS, the ordering source is given with the citation.

When ordering from EDRS, be sure to list the ED number, specifyeither MF or PC, and enclose a check or money order. Add postage tothe MF or PC price at the rate of $1.14 for up to 75 microfiche or papercopy pages. Add $0,31 for each additional 75 microfiche or pages. Onemicrofiche contains up to 96 document pages.

Approximately 600 libraries throughout the United States subscribeto ERIC. If there is an ERIC microfiche collection at a nearby universitylibrary or school resource and service center, you might prefer to lookover specific documents there before ordering.

Indexes

The curriculum mat-. .is analyses, teacher resource descriptions,and ERIC documents are numbered consecutively throughout the Data Book.These entry numbers are used in the indexes at the back of the book,which cross-reference all materials according to author/developer/editor,grade level, publisher, and subject area.

*Some of the ERIC documents did not have ED numbers assigned tothem when the Data Book went to the printers. For these materials aclearinghouse code is provided. (Example: SO 012 041.) To get theED number from the clearinghouse code, go to a library that subscribesto ERIC. The monthly ERIC index Resources in Education contains anindex that cross-references the temporary ERIC clearinghouse accessionnumber to the permanent ERIC document (ED) accession number. Costinformation can these documents will also be available in RIE.

1.06

a

A Word Abo t the Fr Ara .h for Est atin Re dal-1114x

For textbooks and supplementary books analysed in the Data hook,we generally report a reading level based on an analysis using-the :FOYgraph for 14atimating Readability (see page 9), The reported readinglevel is an averse of the reading levels of six randomly selected passagesthroughout § wit, For example, the passages in one eighth-gradetext may range from fifth to llth grade and another eighth-grade textmay contain sample passages only ranging from seventh to ninth grade,Yet, based on the Fry graph, both have an average reading level ofeighth grade.

Readers may also notice that the publisher reports one grade level,while we report a different grade level, This can easily happen, depend-ing on the passages selected and the reading scale used. (Many pub-lishers prefer the Dale-Chall scale to the Fry graph.)

We have elected to use the Fry graph primarily because it is rela-tively easy to use and has proven to be about as accurate as the otherreading scales. However, we do have the following reservations aboutthe Fry graphs (1) The average reading level of a particular book canbe quite different if different sots of passages are used. For this reason,we use six passages instead of the required three. (2) The Fry graphdoes not take into account familiar long words used over and over in apassage, such as "government," "environment," or "America." (3) Nospecial provisions are made for proper names. (4) The Fry scale doesnot take into consideration teaching reading in contexts for example,use of phonetic reapellings or definitions of a word within a sentence inthe passage. For these reasons, westrongly urge you not to select oreliminate any book you are considering based on the Fry reading analy-sis alone, We include filth reading analysis simply to give you an ideaof the average reading level of the text. It should not be relied uponas the sole basis for selection or nonselection.

SSEC staff conducted an ERIC search on the Fry graph. Noresearch was reported related to reading level variation within a singletextbook and how that variation affects the validity of the Fry formula.Several related articles were reported, however.

One study, "An Application of Romey's Involvement Index and aStandard Reading Formula to Representative 'Modern' and 'Traditional'Science Textbooks for Grades 7-10," by Richard K. Fletcher, Jr. (ED103 276), indicated "a considerable range of readability level within sometextbooks as well as from one text to another." The study concludedthat the "effects of such variation on comprehension would be of interestand could be of sufficient concern to cast doubt on the blind adherenceto readability formulas as screening devices for textbook selection."

Another study, "A Readability Analysis of Reading Materials Usedin Adult Basic Education," by Thomas A. Rakes (ED 067 627), foundthat "formula estimates, teacher judgments, and publisher ratings regard-ing readability levels do not consistently support each other when mea-suring the readability of instructional materials." The writer recommendedusing a combination of reading formulas and concluded that "direct assess-

11.

mont of roadability without Gonnidoration of 4401 \MU:IN§ as authorinntylo, roaclornhip otwantorinti@n And graminAtigAl PAI11111144itiOa will notn0000marily afford 4 014El level Ofitimat@ of POn§i§t@ntly high utility's.,"

In our own study of tho Fry Ora h f9r gatimatinufteadability, wegonorally found that tho morn camp @n fromrTo TtG lb@ groatorvariability in tho roading lov @l of tho oamplon. Wing 1 not§ of toot-booko wo took ton 100-word namplon from 0444h, Counting only tho firstthron asimplog Won, aovon of tho toato nhowod a varlet 401 throo gradolovola or Mat Only two Note nhowoci 4 variation of nine or morn gradolovoln. Whon wo uood the tint five narisplho taken, only throe toxinahowod a variation of throe grad@ lovolo or loon and fivo toot§ ohowod 4variation of nine or morn grado l@vol®' Wing all ton tiampl@o, only ontext ohowod a variation of throe gredo Loyola or lona, Whiba 41x ahow@clvariationo of nine or mono grado lavola, Thin groat variability rofloeto,in unknown proportional actual variability in mains lovol in the toxtopion variability attributablo to the Fry tont.

WO fatil that AVAilithiO r000areh aupporto our ballot that textbook ooloc-tion or nonaoloetion should not rent on reported roadability 'ovoid Mono,

12

8

108 112250.20 016.7

14312 5

Il 1

1009.1

9.3

777187

5956525048454.342403.8

37363533302.520

BEST CPPY AVAILABLEGRAPH FOR ESTIMATING READABIUTY EXTENDED

by Edward Fry. Rutgers University Reading Center, New Brunswick. N.J. 08904

Average number of syllables der 100 words

116 120 124 128 132 138 140 144 146 152 156 160 164 168 172 178 180 18225.0*20 0

167143125I 1 l

10091837771

6763595.6

525048454342403.83736353.3

302520128 132 136 140 144 148 152 156 160 164 188 172 176 180 182+

MMIIIIIIIIIIMMEMMMIIPMIIMM MNIMMIMMMIN1111111111INNIMCWIMMIMIIIIPINIIMNIMEIMMILUMNIMMIIMEHIMENN

=FM gMIMMISIMMWIMIMMINNIIIINNIMBIMMEIMIDM/MAIM MIPM/IUMINHIMMrill/IIIMMININIMMMIMIIIIIMMINNI

MFMIMIIILIMMIIIIMMIIPPLIMMUNINIMMIMMEMNINIM namemisEE Igi11111PrANKAMMEMNINIMIIMMIIMMiNa MN all IMESIMIINEIMMIMAPSIMJEMIMPIAMMIIIIMIRMEMMIMMMS NM MN ZINNIIIIIMEMINVIAM2111111/411MININIMINIMMIMWANIMMIIMIMMININ111/21112PIMMIIIIMIIIMMIIIIIMEIMMINWANIMMINI11111111mintwn211101111114111111PRIIIWIIIMIIIMENINIMAIVANIII11111IMP5MWYMMINI1021111MMW2MMIAMIWAIMMUMIRIIMAIIMINEMEIHNICANRIMINCWIIMIIMUMMEAMIEMINIANINFAL WHIM ENEIMPUMIMMIONIMMIIMINIMIMMEMIINPAIIM/AMIANVIMMINMNOIMIIEammomminininormorammwawamornumalMININNINUNUMNIHNIMMUMWS.KAMMIDAIMIPAMI/M/ANIVIININI ME U

IIMM2111111MMINIVAIIIIMMOIMNIMIWAINIMMAINAIMIKMMIIMMIPAMMININNIMAIIIIIIKAIIKNiZMWANIMUNIMMK MI MEM MEIIIMEMAHNIIMIMPAMEMMEMMIIMUMMtir.INIMMNINIMIIIMIIIMMIMINIMIIIIIM1161111111P21111111/MINVIIIMPAWANIM'SMI111111111111111111

111111aiii13111111111KOMW11111111MOWAIIIIIIIMEEMIREUMINIIIIIIIIIIIIMI

EMMA MMIENIMIPIMMIMMIWANIIVAMILIMINIMIMMINIMINIMIll

Mil SAES MMIMMINNIMMIAMIIMUMVIIMUNANIMMIININIIMNIM MN 111111MIIIN2IMMIIMMINM1111108 1 2 116 120 124

Expanded Directions for Working Readability Graph

1. Randomly select three (3) sample passages and count out exactly 100words each, beginning with the beginning of a sentence. Do count propernouns, initializations, and numerals.

2. Count the number of sentences in the hundred words, estimating length ofthe fraction of the last sentence to the nearest one-tenth.3. Count the total number of syllables in the 100-word passage. If you don'thave a hand counter available, an easy way is to simply put a mark above

every syllable over one in each word, then when you get to the end of thepassage, count the number of marks and add 100. Small calculators canalso be used as counters by pushing numeral 1, then push the + sign foreach word or syllable when counting.

4. Enter graph with average sentence length and average number of syllables;plot dot wherthe two lines intersect. Area where dot is plotted will give youthe approximate grade level.5. If a great deal of variability is found in syllable count or sentence count,putting more samples into the average is desirable.6. A word is defined as a group of symbols with a space an either side; thus,

Joe, IRA, 1945, and & are each one word.7. A syllable is defined as a phonetic syllable. Generally, there are as many

syllables as vowel sounds. For example, stopped is one syllable and wantedis two syllables. When counting syllables for numerals and initializations,count one syllable for each symbol. For example, 1945 is four syllables, IRAis three syllables, and & is one syllable.

Note: This "extended graph" does not outmode or render the earlier (1968) version inoperative orinaccurate; it is an extension. (REPRODUCTION PERMITTEDNO COPYRIGHT)

9

.1,_3

ANALYSES OF ELEMENTARY CURRICULUM MATERIALS

14

TEXTBOOKS

Entry No. i Title Page No.1 Bowmar/Noble Social Studies 15

2 Exploring Our World 173 Houghton Mifflin Social Studies 19

4 Living in Our World 21

13

rt)

T

Textbooks

1. BOWMAR/NOBLE SOCIAL STUDIES

Publisher:Publication Date:Grade Level:Materials and Cost:

Bowmar/Noble Publishers, Inc.1980

1-6

6 texts, hardbound, 152 to 447 pp, $6.00 to $9.96;teachers' editions, hardbound, 166 to 463 pp, $8.76to $12.96; tests (2-6) , duplicating masters, $9.00per grade level

Subject Area: Interdisciplinary social studies

OverviewThe Bowmar /Noble Social Studies

series is a program for students ingrades 1-6. The series includes a stu-dent text and teacher's edition for eachgrade level; test materials on duplicatingmasters are available for grades 2-6. Arevision of the Noble and Noble Man andHis World series, this edition is distin-guished by a series title change, newconsultants, new .book covers, and min-imal updating of visuals and content.Revisions are not substantial enough toprohibit using these 1980 texts in class-rooms retaining the earlier program.The content of the series is based onthe expanding environments approach tosocial studies. Teaching proceduresfocus primarily on reading, review, anddiscussion, with attention given todeveloping thinking, map and globe,and reading skills. Although the -pro-gram includes some innovative featuressuch as modified case studies, it is mostappropriate for schools desiring to teachelementary social studies with a tradi-tional approach and without the needfor inservice preparation of teachers.

Required or Suggested TimeEach. text in this series is intended

to provide one full year's work. Thenumber of units in the texts rangesfrom eight to ten, with units subdividedinto lessons. Although the amount oftime necessary to complete lessons isnot specified, most lessons at lower

Data sheet by Sharryl H. Hawke.

grade levels could probably be com-pleted in one or two days. At uppergrade levels, lessons generally requiretwo or more days to complete. Intro-ductory and follow-up material for eachunit contains suggestions for activitiesto extend or enrich lessons.

tended User CharacteristicsThis series is designed for "typical"

elementary students in "typical" hetero-geneous classrooms. In their visualsand content, the texts reflect a multi-ethnic society and generally avoid sexstereotyping.

Sensitive to the reading problemsexperienced by many of today's stu-dents, the series developers state thatthey have prepared the books at orbelow" grade level in their readability.However, applying the Fry readabilityformula, this analyst found the third-and fifth-grade texts to be more than alevel above their designated grade levelin readability. Activities to develop andstrengthen reading skills are includedthroughout the series.

The teachers' editions of the seriesare complete and easily understood. Noinservice training would be required toguarantee their successful use by mostteachers.

Rationale and General ObjectivesDevelopers of this textbook series

define as its major objective "the prac-tical teaching of basic social studies and

Elementary Materials

reading skills." Acknowledging the newsocial studies movement of the 1960s,the developers describe their approachas one which utilizes the lessons learnedfrom the 1960s while also addressingmore current concerns of the socialsciences and reading. Specific lessonslearned from the new social studies andapplied in this series are listed as thepresentation of factual material throughinteresting narrative, the judiciousselection of primary source materialswhich are then edited for comprehensiblereading, use of good illustrations inconcept learning, inclusion of multilevelquestioning strategies to help studentsprogress through various levels of crit-ical thinking, and development ofteacher materials which guide theteacher without stifling creativity.

ContentThe content presented in the Bowman/

Noble series follows the traditional ex-panding environments arrangement.

In the grade 1 text, You and YourFamily, students are introduced to theconcept of family and encouraged toexamine their self-perceptions withinthe context of their family. Basic geog-raphy skills and historical perspectiveare also included. \ Groups and Commu-nities, the grade 2 text, expands stu-dents' learning to an exploration ofnatural resources, tools and work, andhuman groups. The concept of "com-munity" is introduced by looking at thehistorical development of U.S. cities.In the grade 3 text, Cities and Suburbs,the study of community is continued.At this level students examine communi-ties around the world, focusing on suchdimensions as transportation, govern-ment, and people patterns.

Drawing primarily from geographicconcepts, the grade 4 text, People andthe Land, focuses on eight worldgeographic /cultural areas. The empha-ses are on terrain, products, people,and historical development of theseareas. Many Americans, One Nation,the fifth-grade text, offers a traditionalsurvey presentation of U.S. history.Grade 6, People and Culture, engagesstudents in examining seven culturalareas of the world. For each area, a

16

modified case study of a particulargroup of people or of a political-economicconcept is included.

Throughout the six levels of theprogram, skill development is organizedinto three categories: social studiesskills (e.g., comparing and contrasting,generalizing), map and globe skills, andreading skills.

Teaching ProceduresTeaching suggestions are presented

in oversized teachers' editions contain-ing information in margins on appro-priate student pages. For each lessonteachers are presented knowledge andskill objectives (in grades 1-3 valueobjectives are also given for some les-sons) . In a section labeled "Introduc-tion," a suggestion for introducing thelesson is provided; "Lesson Develop-ment" describes a procedure for meetingthe lesson objectives; most lessons con-clude with an "Activities" section inwhich additional group and individualactivities are suggested. Backgroundinformation which teachers may need isincluded in the "Lesson Development"sections. Teaching procedures sug-gested in the lessons tend to focus onreading, review, and discussion.

Units in all the teachers' editions areintroduced with special teacher informa-tion, often focusing on reading skillsand enrichment. The units are con-cluded with evaluation suggestions.

Evaluative Comments and SuggestionsAlthough the developers of this

series have sought to blend traditionaland modern approaches to socialstudies, the series is more weightedtoward the traditional in both contentand teaching procedures. For teacherswishing to introduce historical perspec-tives earlier than is done in most series,this program will appeal because itincludes fairly substantial historical con-tent in the primary grades. More atten-tion is also given to the concept of com-munity in this series than in others.Although the texts have a relativelyattractive format, their appeal is limitedby the inclusion of numerous datedphotos.

.17

2. EXPLORING OUR WORLD

Authors:Publisher:Publication Date:Grade Level:Materials and Cost:

Textbooks

VariousFollett Publishing Co.1980

1-7

7 texts, hardbound, 144 to 480 pp, $5.94 to $9.60;annotated teachers' editions, hardbound, 239 to 604pp, $8.79 to $12.45 (supplementary materials includeworksheet duplicating masters for grades 1 and 2,workbooks and unit tests for grades 3-7)


OverviewLabeled by its publisher as "the most

widely used social studies program forgrades 1-7," Follett Publishing Com-pany's Exploring Our World, copyright1980, is the latest revision of a well-established elementary series. Althoughsome facts have been updated, someskill activities added, and some visualschanged, the series is not a major revi-sion of the 1977 edition. Following theexpanding environments arrangement ofcontent, the series includes seven stu-dent textbooks. Also included in theprogram are worksheet or workbookmaterials for each grade level and unittests for grades 3-7.

Required or Suggested TimeThis series is composed of seven

textbooks, each containing sufficientinformation for a full year of socialstudies instruction. Texts are dividedinto units of study, which are furtherdivided into lessons. The amount oftime required for some lessons is sug-gested by the series developers inintroductory teacher material; lessonsseem to be planned to accommodate thetypical time periods allotted to socialstudies at the different grade levels.Extension activities suggested in theteachers' editions and workbook activi-ties could lengthen lessons.

Intended User CharacteristicsThe intended audience for this series

is students in grades 1-7. The offeringof alternative texts at the sixth- andseventh-grade levels is unusual amongelementary series and seems to havebeen developed both to give sixth-gradeteachers a choice of content and toallow the series to be extended throughgrade 7. This could be particularlyimportant to middle schools wishing tooffer a continuing social studies programthrough grade 7.

To accommodate the reading problemsexperienced by many students, the pub-lisher states that the reading level ineach text has been controlled "at orbelow grade level" by using the Spacheor Dale-Chall readability formulas. Thisanalyst's Fry readability assessment ofthe grade 3 and 5 texts showed them tobe about one readability level abovetheir designated grade level. '':,,vginningwith grade 3, a "To Help ,` Read"section in each unit introduction pin-points reading skills developed in theunit.

The texts, particularly at the lowergrade levels, treat ethnic and racialminorities in nonstereotypic ways andmales and females in nonsexist ways inboth visuals and content. Thereforethe books could be effectively used inheterogeneous classrooms.

Inservice training is not required.


17


Rationale and General ObjectivesThe developers of Exploring Our

World define the basic purpose of social&es as, "To help children under-

stand their physical and human worldso that they may become better citizens."Toward this end the developers haveemphasized six dimensions: an interdis-ciplinary approach which combines theknowledge and methods of social sciencesand social scientists; skill development,particularly reading, thinking, map andglobe, and other social science skills; acontrolled readability level; a base of 76concepts drawn from the social sciences;exploration of values; and preparationfor the future.

ContentGrade 1, People, focuses on helping

students understand themselves andtheir place in the world, particularly intheir families. Groups, the grade 2text, expands students' thinking to suchgroups as workers and social groups.An important emphasis is on behavior ingroups. the beginnings of historicalperspective emerge in this text. Grade3, Communities, is devoted to the studyof cities: how they emerge, change,and accommodate the needs of their citi-zens. U.S. and foreign cities are com-pared and contrasted.

Students using Regions, the fourth -grade text, engage in a heavilygeographic /economic study of variousworld regions, such as forest, desert,ocean, and political regions. The grade5 text, The Americas, deviates somewhatfrom the typical chronological survey ofU.S. history. The text examines geo-graphic areas of the United States andincludes historical information withinthese regional studies.

The alternative texts offered forgrades 6 and 7 differ in both their con-tent and skill emphases. The EasternHemisphere combines regional and chron-ological arrangements in examiningEurope, Asia, and Africa. Skill devel-opment in this text focuses on reading,research, and chronology skills. Bycontrast Latin America and Canadafocuses less on skills and more on socialscience concepts and social scientists'

18

work and methods. The geographicaland historical likenesses and differencesamong the regions in the Western Hemi-sphere are stressed.

Content in all seven texts is pre-sented mostly through narrative, al-though some grades feature stories anda few primary source documents.Throughout the series substantial atten-tion is given to map and globe work.The worksheets for grades 1 and 2 andthe workbooks for grades 3-7 focusprimarily on review work. The sampletests available for analysis indicate thatthe testing program centers on factualrecall.

Teaching ProceduresThe format of the teachers' editions

which accompany the Exploring OurWorld texts varies somewhat across gradelevels. However, they generally providethe following information: concept, skill,and performance objectives; materials tobe used; background content informa-tion; suggested procedures for conduct-ing the lessons; and additional activitysuggestions, some keyed for differentstudent ability levels.

The teacher guidance provided inthe series is more extensive in earliergrades than in later ones. The majorityof lesson development suggestions focuson reading review and class discussion.The supplementary activities suggestedin the teaching information are oftenmore geared to active learning andindividual or small group work. Littlevalue exploration is found in the day-to-day lessons, but unit "Review Work-shop" sections do include values activi-ties.

Evaluative Comments and SuggestionsExploring Our World offers its users

as much or more information (number ofwords) than any other elementary series.For teachers who use textbooks as refer-ences and wish to have comprehensivecoverage, the series is most appropriate.However, the amount of information inthe texts, the readability levels, andthe "heavy" format of the printing (nar-row margins, relatively small print) maydiscourage reluctant or poor readers.

1.9

3. HOUGHTON MIFFLIN SOCIAL STUDIES

General Editor: Lee F. AndersonPublisher: Houghton Mifflin Co.Publication Date:Grade Level:Materials and Cost:

Textbooks

1980 (rev. ed.)K-6

Texts, paperbound (K) and hardbound (1-6), $4.35to $8.79; teachers' editions, softbound, $8.73 to$12.60 (supplementary materials for various gradelevels include study sets, skill masters, activitycards, unit tests, a poster pad, and filmstrips)

Subject Area: Interdisciplinary social studios

Overview

The 1980 edition of Houghton MifflinSocial Studies is a revision of HoughtonMifflin's 1976 basal elementary socialstudies series entitled Windows on OurWorld. This edition has far fewer affec-tive objectives and activities, althoughaffective concerns are addressed. Theseries uses the expanding environmentsapproach, with community taught atgrade 2 and culture at grade 3. Thebroad-based series content draws mostheavily from history, geography (bothphysical and cultural), economics, andcitizenship education. The programemphasizes map and globe skills and hasa strong reading component. Teachers'editions provide lesson and unit objec-tives, as well as specific strategies fordeveloping thinking skills and under-standing of content.

Required or Suggested TimeThe textbook for each grade level in

the series is intended to provide a fullyear's work. Each text is divided intounits; each unit into lessons. Thenumber of units and lessons varies withgrade level. The teachers' editionsgive suggestions for the length of eachunit, although they can be tailored forclass needs. No suggestions for timeare given in individual lesson plans.

intended User CharacteristicsThe Houghton Mifflin Social Studies

series is intended for use by "average"students in grades K-6. The varioussupplementary materials and the numer-ous activities suggested in the teachers'editions permit the program to be tailoredfor use with higher- or lower-abilitystudents. Readability tests commissionedby the publisher show all the texts tobe at or below grade level (using theSpache formula for grades 1-3 and theFry and modified Dale-Chall formulasfor grades 4-6) . This analyst foundthe reading level of the grade 3-6 textsto be generally one level higher thangrade level (using the Fry graph). Theseries has a balanced presentation ofvarious ethnic and racial groups, as wellas males and females. Thus, the mate-rials are suitable for any class composi-tion. No special teacher training isrequired to implement the series.Teachers' editions are easy to use andcontain detailed lesson plans and muchuseful background information.

Rationale and General ObjectivesThe 1976 edition of this series had a

very strong affective approach. Thisedition has far fewer affective objectivesand activities, although affective con-cerns are raised frequently in the stu-

Data sheet by John P. Zola.20

19


dent texts. The 1980 series is basedon the idea that the texts should "invitestudents to explore the world in whichthey live--a world of people, places,and ideas." The program is designedto help students develop and practicebasic skills, acquire a knowledge ofself, learn to use map and globe skills,learn about their heritage from peoplesaround the world, develop a sense oftheir country's heritage, and functionas capable citizens.

ContentHoughton Mifflin Social Studies is de-

signed to open students' eyes to variousaspects of the world around them. Me --a series of tear-out activity sheets forkindergarteners -- allows students tobegin learning about themselves, theirfamilies, their school, and their commu-nity. Each unit in the text opens witha letter to be sent home describing classactivities, objectives, and home enrich-ment exercises.

Grade 1, At Home, At School, con-tinues the awareness of self and otherstheme, with added emphasis on familiesand schools. Map skills are introducedat this level. Grade 2, In Our Commu-nity, continues the work on map skills.Students are also asked to infer andtest ideas about people and communities.Grade 3, Ourselves and Others, has astronger affective content. It exploresthe ideas of personal identity, what ahuman being is, what groups are anddo, and what earth is. In essence, thistext introduces the United States, cul-turally and geographically.

Our Home, the Earth, the fourth-grade text, continues the study of cul-tural and physical geography. Briefviews of other countries and people arepresented. The fifth-level text,America: Past and Present, initially con-tinues the geographic look at the UnitedStates. It also includes a brief exami-nation of how Americans live and governthemselves. The text then proceedswith a generally chronological examina-tion of U.S. history. The sixth-gradetext, Around Our World, examines worldgeography, similarities and differencesamong people, language, tools, govern-mental systems, and beliefs. The ap-

20

proach is strongly multicultural.A special appendix focusing on map

and globe skills is included in the textsfor grades 3-6. Each text is written inan interesting narrative style, withshort stories, case studies, plays, anddiary excerpts regularly interspersed inthe text. The texts' many attractiveillustrations are important in conceptdevelopment.

Teaching ProceduresInstructional procedures are outlined

in the teacher's edition for each gradelevel--softbound books with reducedstudent pages bordered by 4P-widemargins in which information for theteacher is printed. Objectives, a skillsoutline, and a bibliography are pre-sented for every unit. The lessonswithin the units begin with the mainideas to be developed, objectives, mate-rials required, and a vocabulary list.Suggestions are then given for opening,developing, expanding, and closing thelesson. Teaching strategies tend toemphasize reading and discussion. How-ever, students are also encouraged topractice higher-level cognitive skills;one frequently used technique for doingso is to have students draw inferencesfrom photographs. Questions in thebody of the student texts encourageaffective development. Exercises whichteachers can use to assess studentlearning are provided throughout thetexts; separate performance tests forgrades 1-6 are also available. Eachteacher's edition also presents a scopeand sequence chart for series content,map and globe skills, reading skills,and thinking skills.

Evaluative Comments and SuggestionsHoughton Mifflin Social Studies is a

sound elementary social studies series.It encourages skill and cognitive devel-opment without sacrificing affectivedevelopment. Concepts and skills arewell sequenced and are reinforced atsubsequent grade levels. Individualteachers are left some latitude in devel-oping lessons, and students are encour-aged to both look at the world aroundthem and think creatively.

21

4. LIVING IN OUR WORLD

Textbooks

Author: Paul F. BrandweinPublisher: Harcourt Brace Jovanovich, Inc.Publication Date: 1980

Grade Level: 1-6Materials and Cost: 6 texts, hardbound, 149 to 406 pp, $5.70

teachers' editions. paperbound, 203 to 463to 12.00 (supplementary materials includeduplicating master for grades 1-6 andgrades 3-6)


to $9.15;pp, $7.50worksheettests for

Overview

Living in Our World is the 1980 revi-sion of Harcourt Brace Jovanovich's 1975and 1970 The Social Sciences: Conceptsand Values program. This edition is asubstantial revision of the earlier pro-grams. Using this edition simultane-ously with the 1975 edition in a class-room would not be possible.

Although the titles of the six text-books reflect an expanding environmentstopic arrangement, subject matter atvarious grade levels varies from thecontent found in many other elementaryprograms. Although there is somewhatless emphasis on inquiry learning in thisthan in earlier editions, the program isstill distinguished by a wide variety ofstudent activity suggestions in both thestudent and teacher materials. Thisseries also gives more attention to thenature of social sciences and themethods of social scientists than otherseries.

Required or Suggested TimeThe student texts in this series are

each designed to provide a full year ofsocial studies instruction. Time expec-tations for completing individual lessonsor units are not indicated, but lessonsseem to be flexible enough to accommo-date typical social studies class timeallotments. Some of the additional activ-ities suggested could significantlyextend the time needed to completeunits of study.

Intended User CharacteristicsThis series was prepared with "typi-

cal" elementary classes in mind as theintended users. For the most part, thebooks present a multiethnic, nonsexistpicture of society and could be effec-tively used with most class compositions.

The publisher reports that all sixtexts are at grade level in readability.A Fry check of grades 3 and 5 by thisanalyst showed each to be more thanone full level above grade in readability.Teachers are provided with specificsuggestions for improving reading skillsin the teacher annotations foundthroughout the series.

Although inservice training forteachers preparing to use this serieswould not be mandatory, teachers couldprofit from an inservice explanation ofthe meaning and uses of the developer's"knowing in advance" philosophy.

Rationale and General ObjectivesThe overriding goal of the program

is "to teach the knowledge, skills, andattitudes necessary for effective citizen-ship in a democratic society in a complexworld." To achieve this goal the devel-opers of the series define three majorobjectives: (1) to teach pupils the factsand understandings of history and thesocial sciences, (2) to teach pupils cer-tain skills of citizenship, including basicreading and communicating skills, socialstudies skills, and thinking skills, and



(3) to teach pupils the attitudes ofresponsible citizenship in a democraticsociety. A scope and seqUence chartspecifies these objectives by gradelevel. Also important in the underlyingrationale of this series is the developers'commitment to helping students perfectthe "art- of investigation."

ContentThe subject matter of the texts in

Living in Our World is organized gener-ally around the expanding environmentsconcepts, starting with family in grade1 and ending with the world in grade 6.In each level the major concept is exam-ined from a variety of cultural perspec-tives to demonstrate human likenessesand differences.

Grade 1, The Family, introduces stu-dents to children who are in familiesalike and different from their own.Rules, basic needs, and homes of fami-lies are among the topics explored.The Neighborhood, the grade 2 text,focuses primarily but not exclusively onneighborhoods, looking at their rules,jobs, and natural settings. The centralcharacters of the text are children fromsix different countries. Expanding geo-graphically, grade 3, The Community,focuses exclusively on the concept ofcommunity.

Although its title is The Earth, thefourth-grade text focuses almost totallyon the United States. The first two-thirds of the text examines the geo-graphic regions of the country; thefinal one-third takes a historic look atthe development of the country. Alsointerjected are periodic discussions ofthe work of various social scientists.Grade 5, The United States, is prima-rily a survey of U.S. history. Thefinal section of the text deals with theeconomic system of the United States,with attention to topics such as creditbuying and use of resources.

Our World engages sixth-graders ina broad view of their world by concen-trating on several major world cultures;ancient Greece, medieval Europe, Africa,China, Japan, India, and Russia.

One unusual feature of the upper-level texts is special sections which

22

direct students to inquire about partic-ular questions. Labeled as "An Inves-tigation," these sections direct studentsin activities such as experimenting withthermometers or writing the ending to astory. Also interspersed throughoutthe upper-level books are sections called"Focus on the Social Scientist, " whichintroduce students to the work done byindividual scientists.

Teaching ProceduresEach student text in Living in Our

World is accompanied by a softboundteacher's edition which contains a set ofintroductory teacher pages and red-print teacher annotations on studentpages. Introductory pages include ageneral introduction to the series and ascope and sequence chart of major con-cepts and skills. This general materialis followed by teaching information foreach unit in the immediate text. Unitinformation includes behavioral objec-tives, an overview of content and think-ing skills, numerous activities, and alist of additional resources.

Red-print annotations on the studentpages provide. more-specific, day-to-daydirections to the teacher. Included area listing of vocabulary words, suggestedlesson openers, lesson development pro-cedures, and other activity suggestions.From grade 3 on, sections labeled "MapSkills" and "Graph Skills" are periodi-cally found.

Although the program centers onreading, the activity suggestions pro-vided in both the introductory pagesand the teacher annotations describe awide variety of activities.

Evaluative Comments and SuggestionsThe substantial revision made by

developers in this 1980 program indi-cates their sensitivity to criticisms oftheir earlier programs. In particularthe more-structured and easier-to-followteachers' editions should attract teacherswho had problems using earlier editions.The heavy attention to history, econom-ics, and student involvement activitiesdistinguishes this program from otherson the market.

`'3

SUPPLEMENTARY MATERIALS

Entry No. Title

Print5 Critical TV Viewing Skills

Multimedia

6

7

8

9

10

11

12

Page No.

25

Adoption Builds Families 27

Adventures in Mapping, Level One 29

Four Families of the Middle East 31

Map Basics: A Map and Globe Skills Program 33

Maps, Globes and Directions 35

Think About 37

Weaver, the Baker, the Bicycle-Maker, The 39

Games and Simulations13 Geo: The Global Experience 41

5. CRITICAL TV VIEWING

Developers:Publisher:Publication Date:Grade Level:Materials and Cost:

Supplementary / Print

SKILLS

Critical Television Viewing Skills ProjectSouthwest Educational Development Laboratory1979

K-5

5 storybooks, paperbound, approx. 30 pp each,$6.20 ($1.24 each); 58 teacher activity cards, card-board, $1.30; 5 newsletters, $2.05; training manual,paperbound, and sample set of materials, $12.17

Subject Area: Art, language arts, mathematics, social studies

Overview

The Critical TV Viewing Skills mate-rials were developed for use with ele-mentary children. The materials, whichinclude several storybooks and numer-ous activities on "Teacher Cue Cards,"are intended to be used as supplemen-tary activities that can be incorporatedinto a teacher's regular instruction in avariety of classes. The materials canalso be used by parents and youthgroup leaders: The general goal of thematerials is to help reduce the negativeand enhance the positive effects of TVon young students by developing eightcritical viewing skills. A training man-ual is provided to assist workshop facil-itators, and a monthly newsletter forparents is available.

Required or Suggested TimeThe materials are designed for sup-

plementary use by teachers and for per-iodic use by parents and youth leaders.Most activities in the "Teacher CueCards" and the discussions based onthe stories will require from 15 to 30minutes. Some activities involve stu-dents in keeping a log or record ofspecific observationS during a week oftelevision viewing. This information isthen discussed in a 15- to 20-minuteclass session. The developers provideno guidelines for the total amount oftime needed to use these materials.

Intended User CharacteristicsThese materials are intended for use

with elementary (5- to 10-year-old) chil-dren in school, at home, or with a youthorganization. Specific learning activitieshave been developed to be integratedinto art, language arts, math, music,social studies, science, and physicaleducation. The reading levels of thestorybooks range from third to fifthgrade. Primary teachers and parentsare encouraged to read the stories totheir children. The stories containcharacters of both sexes and fromvarious racial and ethnic backgrounds.The materials can therefore be usedwith girls and boys from various racialand ethnic backgrounds. Teachers andparents are supplied with backgroundinformation needed to facilitate the ac-tivities. A training manual and otherworkshop materials are available to helpteachers use these materials and toassist other educators in conductingworkshops.

Rationale and General ObjectivesThe broad-goal of the SEDL Critical

TV Viewing Skills materials is "to re-duce the undesirable consequences oftelevision viewing on students and tomaximize the potentially positive learn-ing opportunities." The specific objec-tive of these materials is to teach ele-mentary students certain skills, such as

Data sheet by Douglas P. Superka.

25

25


distinguishing fact from fiction andrecognizing differing viewpoints, thatwill help them observe and evaluatetelevision content.

ContentRather than teaching a particular

body of content, the SEDL programfocuses on eight critical television view-ing skills: "(1) distinguishing programelements, such as music, special effects,costumes, settings, color, etc.; (2)making judicious use of viewing time;(3) understanding psychological implica-tions of advertising; (4) distinguishingfact from fiction; (5) recognizing andappreciating differing views; (6) under-standing content of dramatic presenta-tions, public affairs, news, and otherprogramming; (7) understanding styleof dramatic presentations, publicaffairs, news, and other program for-mats; and (8) understanding the rela-tion between television programming andthe printed word."

These skills are taught in relation totwo types of content. In the stories,children read about and discuss charac-ters who have certain experiences withtelevision. In A Cowboy Comes toDinner, for example, a rancher's sonnamed Jason comes to Jennifer Redbird'shouse for dinner. She is the firstIndian he has met and he is the firstcowboy she has known. After watchingan old western movie and a documentaryabout Indians, Jennifer's mother helpsthe children understand the unfairstereotyping of Indians and cowboysand the difference between facts inhistory and reality today.

The other type of content, used inthe "Teacher Cue Cards," is the actualcontent of TV programs the studentswatch. Many of these activities askstudents to watch a program or keep alog for a week to observe things suchas the kinds of camera shots used, thetypes of characters depicted, the typesof occupations of the main characters,and the amount of violence on a show.

Teaching ProceduresA variety of instructional practices

are employed in the SEDL Critical TV

26

Viewing Skills materials. Reading anddiscussion are the main procedures usedwith the storybooks. Students readstories such as Suzie's Broken TV andthen discuss such questions as "Whywas Suzie angry when her TV broke?"and "What would you or your family doif your set was broken?" A two-pageteacher's guide is provided with eachstory.

A wide range of activities are usedin the "Teacher Cue Cards," which arekeyed to standard curricular areas.Many language arts and social studiesactivities have students watch TV andrecord certain observations. Studentsare also asked to role play commercials,interviews, debates, and other TV pro-grams. Some activities encourage stu-dents to conduct research outside theschool and home. One activity, forexample, asks students to compare TVimages with real police stations, hospi-tals, and factories.

The teacher, parent, and trainingmaterials also contain background read-ings, a TV bingo game, quizzes, wordjumbles, and other materials. The train-ing manual includes detailed suggestionsand procedures for conducting a criticaltelevision viewing workshop with adults,a review of research on the effects ofTV, and a bibliography of other re-sources on critical TV viewing.

Evaluative Comments and SuggestionsThe SEDL materials are a very use-

ful resource for helping elementary-agestudents develop critical TV viewingskills. The materials contain a varietyof activities that can easily be incor-porated into the teaching of regularschool subjects. The family-orientedmaterials are a wise attempt to encour-age parents to reinforce critical viewingat home. The storybooks which accom-pany these materials should quell teacherand parent concerns that reading skillsare ignored. The only criticism thatthis analyst has is that some of the con-cepts and activities on the "Teacher CueCards" may be too difficult for primary-level students. Teachers can, however,decide about activities most appropriatefor their students.C) oti u

6. ADOPTION BUILDS


Supplementary /Multimedia

FAMILIES

Daniel Gregg, Fran Pratt, and Bruce E. TippleSocial Science Education Consortium, Inc.1980

1-3, 9-12Unit I: Family Developmentbox containing 2 film-strip/cassette programs, 6 posters, 15-pp paper-bound storybook, 30-pp paperbound pamphlet forteachers, and 34-pp spiralbound teacher's guide,$34.95; Unit II: Decisions About Self and Familybox containing 1 filmstrip, 1 cassette, 3 data packets,57-pp paperbound student book, 30-pp paperboundpamphlet for teachers, and 56-pp spiralboundteacher's guide, $44.95

Subject Area: Family life education, home economics, social studies

OverviewThe Adoption Builds Families materi-

als consist of two units of study: FamilyDevelo ment (elementary) and DecisionsAbout and Family (secondarenonsequential and independent units aredesigned to be incorporated into existingsocial studies and home economics cur-ricula that deal with the topic of thefamily. Family Development is an eight-activity multimedia kit which helps stu-dents develop an understanding of howfamilies are formed, how they changeover time, what functions they perform,and what decisions are faced by parents.Adoption is teeated within this context.Decisions About Self and Family includesten activities that help students developdecision-making skills and a clearerunderstanding of identity through anexamination of adoption as a method ofbuilding families. Each unit consists ofa teacher's guide, a pamphlet containingbackground information about adoption,and various kinds of student materials.

Required or Suggested TimeThe teacher's guide for each unit

specifies the approximate amount of time

to allot to each activity. Unit I consistsof eight activities designed to take from20 to 40 minutes each. Unit II providesten activities, ranging from one to fiveclass periods each.

Intended User CharacteristicsUnit I of the Adoption Builds Fami-

lies materials is intended for primarystudents, while Unit II was designedfor secondary students. Teachers needno special training to use the materials,but should look over each componentand read the background informationcontained in the booklet UnderstandingAdoption as a Family-Building Optionbefore using the units. In addition, anessay in the teachers' guides recom-mends that teachers be aware of thevarious kinds of living experiences oftheir students . They should be sen-sitive to their students' reactions andprovide a supportive classroom environ-ment that will help students resolvestrong feelings that may arise.

Rationale and General ObjectivesAccording to the developers, "Often

ignored in...writings (about the Ameri-

D3141 sheet by Carol H. Krismann.

27

2


can family) ...is the fact that the Amer-ican family is not always made up oftwo parents and their biological off-spring.... Few teachers and counselorsfeel comfortable dealing with adoption,either in the classroom or directly withadopted children and their parents.Those few curriculum references thatexist are couched in vague generalities,and no materials are available foranswering specific questions." TheAdoption Builds Families materials havebeen developed to fill the need forappropriate curriculum materials aboutadoption and other family-relatedissues. Specific knowledge, skills, andaffective objectives for each lesson areidentified in the teachers' guides.

ContentUnit I: Family Development contains

a teacher's guide and student materialstreating adoption in the context of familydevelopment. Eight lessons cover topicssuch as the concept and definition offamily, adoption as an alternative wayof building families, how laws andsociety confirm family membership, androles and functions of families and theirmembers. Student materials included inthe unit are two filmstrip/cassette pro-grams and a storybook. One of thebrief (5-minute) filmstrips, The AtticTrunk, explains adoption from theviewpoint of a young adopted boy.Kinds of Parents, the second filmstrip,introduces students to five children whohave different people performing theparenting role for them. The Story ofMegan tells of the feelings of a fosterchild upon meeting her prospectiveadoptive family.

Unit II: Decisions About Self andFamily is designed to help secondarystudents develop decision-making skillsand a clearer understanding of identitythrough an examination of adoption as amethod for building families. Ten les-sons cover topics such as individualidentity and status, life cycle events,adoption as an event influencing iden-tity, biological and social family-.,

building processes, adoption-relateddecisions, and the social, political, andeconomic factors affecting adoption.

Student materials in this kit are aneight-frame color filmstrip, WaitinAmerican Children; a 15-minute casset e,I Met My Child's Birth Mother; threecopies of a simulated adoption file; anda booklet entitled Readings on Adoption.

Teaching StrategiesThe major portion of each teacher's

guide contains lesson plans. Black-lineactivity, masters for cards, worksheets,handouts, and transparencies are pro-vided with the lessons.

The activities suggested in the twokits vary greatly. Family Developmentincludes such activities as analyzingphotographs, discussion, reading or lis-tening to stories, viewing filmstrips,sorting family event cards, makingmobiles, drawing, solving moral dilemmaproblems, and writing paragraphs.Among other activities, Decisions AboutSelf and Family involves students inreading and discussing passages frommusic and literature, charting their ownlife cycles, playing a family tree game,creative writing, solving moral dilemmas,and modeling the decisions made byvarious participants in the adoptionprocess. A multiple-choice unit testand key, bibliography of fiction andnonfiction books for children and re-sources for senior high students andadults, and a glossary of terms con-clude the guide.

Evaluative Comments and SuggestionsThe variety of materials and learning

activities in the Adoption Builds Fami-lies units treat various aspects of familydevelopment and adoption in a challeng-ing and interesting way. The materialis clear and well organized, with preciseinstructions for use. Teachers shouldfind incorporating them into existingsocial studies or home economics curric-ula to be easy.

The materials were field tested inclassrooms in Minnesota and Coloradoand positive attitude and knowledgegains were found. Further informationabout the results can be obtained fromthe publisher.

28

Supplementary/ Multimedia

7. ADVENTURES IN MAPPING, LEVEL ONE

Authors: Floyd W. Griggs, Don Reda, and Tad D. RootPublisher: Rand McNally and Co.Publication Date: 1980Grade Level: 3-4Materials and Cost: Package containing 30 student workbooks, paper-

bound, 45 pp; 30 classroom atlases, paperbound, 97pp; 30 pre/posttests; 30 folding maps and 30 foldingglobes; 3 filmstrip/cassette programs; 1 poster;teacher's guide, paperbound, 22 pp; entire package$165.00 (individual components also available sepa-rately; contact publisher for information)

Subject Area: Geography

OverviewThe first in .a proposed three-part

series, Adventures in Mapping, LevelOne is a multimedia program designed to'-present an in-depth look at our planet

Earth through the use of maps, globes,atlases, and other tools of geography."Level one provides material for from 10to 15 classroom periods of supplemen-tary geography instruction for studentsin grades 3 and 4. Topics covered inthe program include use of the globe,location of geographic features, use ofscale, symbols and legends, use ofgrids for location, and use of the atlas.The teacher's guide provides detailedinstructions for using the program, in-cluding a variety of suggested activi-ties.

Required or Suggested TimeAdventures in Mapping, Level One is

divided into six units, each requiringfrom one to three class periods to com-plete. A total of from 10 to 15 class-room periods of supplemental instructionin geography and map skills could thusbe provided by the program.

Intended User CharacteristicsThis multimedia kit is designed for

use with students in grades 3 and 4.

No teacher training is required, andlittle preparation or planning time isnecessary. Because the consumableworkbooks, maps, and folding globesare an integral part of e program, acontinuing financial comMitment will berequired to replace these materialsannually.

Rationale and General ObjectivesAccording to the publishers, Adven-

tures in Mapping "helps studentsEWareal interest in the world they hearabout via the news media." The toolsof geography are the media used todevelop that interest. A multimediaformat was chosen for the program toencourage "active student participationin inquiry and problem solving to moti-vate young people to learn more abouttheir environment." Sequential conceptdevelopment was a key objective in de-veloping the program.

For each of the first five units inLevel One, terminal and enabling objec-tives are provided in the teacher'sguide. For example, the terminal objec-tive for unit 3 is "Given a map, the stu-dent will correctly answer items thatdeal with scale." Enabling, inquiry,and content objectives are then listed.Strategies for evaluating the terminalobjectives are also given. No objectives

Data sheet by Laurel R. Singleton.

, 29


are given for the final unit, which is areview unit.

ContentThe first five units in Adventures in

Mapping, Level One, each focus on oneor two basic map or globe concepts.Unit 1 helps students develop under-standing of what a globe is and why itis a more accurate representation of theearth than a flat map. Location of geo-graphic features on the globe is alsodiscussed. Unit 2 more fully developsunderstanding of geographic features- -specifically oceans and continents- -through a filmstrip about "PlanetZonko." Unit 3 focuses on use of scale.Unit 4 deals with the use of symbols andlegends. The filmstrip "Pirate's Booty"illustrates the importance of the legendthrough a story about children search-ing for buried treasure. Unit 5 focuseson the use of the atlas. A filmstripentitled "The Atlas: Earth's Book ofRecords" provides detailed informationon the use of the atlas.

Teaching ProceduresThe teacher's guide accompanying

the package provides detailed informa-tion on use of the materials. For eachof the first five units, the followinginformation is given: major theme, sub-theme, generalization, terminal objec-tives, enabling objectives, resourcesneeded, sequence of teaching activities,suggested evaluation techniques, andkey to student workbook activities.

The teaching activities suggested arevaried. Each unit involves some use of

30

the student workbook, in which stu-dents do paper-and-pencil activitiesrequiring them to apply their learningto a variety of maps. Viewing and dis-cussing filmstrips is an integral part ofthree units. Other activities includemaking cardboard globes from pre-scored, punch-out maps provided in thekits; pasting continents on a large fold-out map of the world; mapping theclassroom; and attempting to find aburied treasure in the school yard usinga teacher-prepared map that has nolegend.

Evaluative Comments and SuggestionsAdventures in Mapping, Level One,

is a program with a number of featuresthat should appeal to students. Theworkbook is colorful and well illustrated,and the filmstrips "Planet Zonko" and"Pirate's Booty" are likely to be of highinterest to third- and fourth-graders.The third filmstrip, "The Atlas: Earth'sBook of Records" provides more detailabout use of the atlas than many stu-dents at this level could absorb.

The variety of activities suggestedin the program is another attractivefeature. Teachers should be aware,however, that one activity which stu-dents may initially find interesting- -creating the cardboard globe--could leadto some confusion, as the globe createdis multi-sided rather than round. Inaddition, unless students are more dex-trous than this analyst, they may findthe folding and gluing process to besomewhat frustrating.

8. FOUR FAMILIES

Developer:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:

Supplementary/Multimedia

OF THE MIDDLE EAST

BFA Educational MediaBFA Educational Media1978

4-8

Box containing 4 filmstrips, 4 cassettes, 17-pppaperbound teacher's guide, 6 duplicating masters,$90.00

Area studies, world cultures, world geography

OverviewFour Families of the Middle East is a

sound-filmstrip program of case studieswhich dramatize urban and rural stylesof life in Egypt and Iran. The programalso includes activity sheets and ateaching guide. The program showsfour representative styles of life in theIslamic Middle East--desert nomads, citymerchants, farmers, and city dwellers.The program is designed to develop stu-dents' awareness of the roles of tradi-tion and change in each of these cul-tures. Designed to be used in grades4-8, the audio portions of the seriesare moderated by children and describedaily activities and environments fromthe perspective of the child. Topicsinclude types and amounts of schoolingavailable to young people of varioussocial classes and environments, activi-ties of various family members, favoritepastimes, pets, ceremonies, crafts,favorite foods: family meals, 'school sub-jects, parental occupations, and sports.

Required or Suggested TimeEach filmstrip in this package runs

approximately 12 to 15 minutes. Foreach filmstrip, the teaching guide sug-gests pre-viewing and post-viewing dis-cussion questions and the, use of activ-ity sheets. Thus, 45 minutes to anhour should be allowed for each films-trip. Five to eight related activities,which would require additional time, aresuggested for each strip. The series

can be enhanced by showing the film-strips representing rural and urban lifein Egypt first. Some time should thenbe spent on discussion and reflectionbefore the filmstrips on life in Iran areshown. A follow-up discussion compar-ing all four filmstrips could take one ormore class periods, depending upon thetime available.

Intended User CharacteristicsThe filmstrips in this series are most

suitable for pupils in grades 4-8. Theseries can be used as supplementarymaterial in an area studies course onthe Middle East, or it can serve as thebasis for a short unit on culture anddaily life in the Middle East. The onlystudent reading materials are the activ-ity sheets which accompany the film-strips. As the sheets require studentsonly to answer simple questions and fillin charts by checking the appropriateblanks, reading level is not a significantconsideration. Each filmstrip containsinformation which can serve as a pointof departure for further investigation,supplementary reading, and elaborationby the teacher, so the complexity levelof the materials can be considerablyvaried. A general interest in cross-cultural studies and, particularly, inthe culture of the Middle East on theteacher's part would be helpful, as noanswers are given to the discussionquestions suggested in the teachingguide. In addition, because the serieswas developed prior to the 1979 Iranian

Data sheet by Diana Beer.3131


revolution, knowledge of life in Iransince the revolution would be essential.

Rationale and General ObjectivesThese materials are designed to pro-

vide students with an understanding oftradition and change in the cultures ofthe Islamic Middle East. The develop-ers state that students who participatein the program should be able to"explain how features of geographyinfluence life-styles in the Middle East;describe traditions which are observedby families living in the Islamic Mideast;describe changes which are occurring inMiddle East life-styles; and describe ac-tivites engaged in by children of theMiddle East that are similar to and dif-ferent from experiences of young peoplein the United States."

ContentFour Families of the Middle East pre-

sents four Egyptian and Iranian chil-dren discussing aspects of Middle East-ern society with which they arefamiliar. Each child narrates a filmstriprepresenting a different lifestyle withinthe vast Islamic Middle Eastern culture."Cairo Merchant Family" explores thelife of a young girl who lives in amodern apartment building in Cairo.Viewers see the family's shop in theCairo bazaar, catch glimpses of thegirl's apartment and school, and followher on one of her frequent walksthrough a city which combines ancientand modern traditions. "Nile FarmingFamily" depicts life in an Egyptian farm-ing village and explores the activities,background, future plans, and dreamsof one village boy. "Teheran CityFamily" shows how modernization result-ing from development of the oil industryinfluenced the life of a girl from amiddle-class Iranian family prior to therevolution of 1979. Viewers see howancient craft, food, and religious tradi-tions exist side by side with such leisurepursuits as gymnastics and piano les-sons. Students are exposed to customsof Iranian country people, the Qushqai,in "Desert Nomad Family." The nomadicpeople's struggle to survive and main-

taro their cultural identity in the faceof modernization, government interfer-ence, diminishing pasture lands, andlack of economic opportunity for youngpeople is illustrated.

Teaching ProceduresThe teaching guide provides sugges-

tions for implementing the program.The guide lists series objectives and,for each filmstrip, includes objectives,a synopsis, vocabulary, pre-viewingactivities, post-viewing questions, sug-gestions for using the activity master,and related activities. Pre-viewing ac-tivities generally direct the students toconsider questions relating to humanneeds, geographical and historical in-fluences, resources, cultural differ-ences, and personal experiences. Post-viewing questions are more specificallyrelated to each filmstrip and requirestudents to recall information and ideaspresented in the filmstrip. Some of thequestions require that students beginwith a base of knowledge gleaned fromthe filmstrip and consider the implica-tions of their newfound knowledgeand/or compare their own lives withlives of children shown in the filmstrip.The activity sheets involve students inmap and globe work and in comparingMiddle Eastern and American lifestyles.Related activities involve students insuch pursuits as library research, pre-senting reports on famous Middle East-erners, writing diaries, and compilingtravel reports.

Evaluative Comments and SuggestionsThe filmstrips and cassettes in the

Four Families of the Middle East seriesare colorful and dramatic. They pre-sent an extremely interesting introduc-tion to the variety of cultures in theMiddle East. The teaching guide pro-vides an accurate synopsis of each film-strip and identifies major objectives. Itmight prove more helpful to teachers,however, if it provided definitions ofvocabulary terms identified as signifi-cant and proposed pre-viewing activitiesother than discussion.

t.)9 232

9. MAP BASICS: A

Producer:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:


MAP AND GLOBE SKILLS PROGRAM

Michael Hardy ProductionsDenoyer-Geppert1980

4-6

Box containing 6 filmstrip/cassette programs, 71-pppaperbound teacher's guide, and 25-pp paperboundbook of duplicating masters, $155.00Geography

OverviewMap Basics: A May and Globe Skills

Program is a set of six filmstrip /cassetteprograms with related activities. Theprogram is designed to introduce andreinforce the basic map-making and mapinterpretation skills of intermediate-levelstudents. Skills covered include theuse of symbols, finding distances, find-ing direction, use of latitude and longi-tude, and use of projections. The con-cepts are introduced through thefilmstrip/cassette programs, which fea-ture a group of young people who aretrying to solve a jewel robbery. Con-cepts and skills are reinforced throughpaper-and-pencil activities provided onthe duplicating masters and through avariety of student involvement activitiessuggested in the accompanying teacher'smanual.

Required or Suggested TimeMap Basics is divided into six units

corresponding to the six filmstrip/cassette programs. Each filmstrip re-quires from 9 to 12 minutes to screen.The suggested introductory and follow-up activities in each unit could requirefrom one to several class periods tocomplete. Thus, the total time requiredto use this supplementary package willdepend on the teacher's selection ofactivities. The publisher does recom-mend that the units be used insequence.


Intended User CharacteristicsMap Basics can be used to supple-

ment any intermediate-level class inwhich map skills are being taught. Somesuggestions for relating map studies tosocial studies, science, math, and lan-guage arts classes are given in theteacher's guide.

The program's reliance on audiovisu-al presentations and participatory activ-ities makes it appropriate for use withstudents who have reading difficulties.The developmental levels which teachersmay encounter with regard to particularmap skills are discussed in the intro-duction to each unit. Special follow-upactivities provide ideas for use withadvanced pupils.

Rationale and General ObjectivesAccording to the developers, the

Mae Basics program "is designed todevelop basic skills through malting andinterpreting map s . " In addition, theprogram "encourages careful observationand record-keeping. It offers oppor-tunities for children to solve problemsin visual thinking, to work together asa team examining the world aroundthem, and to share and discuss theirdiscoveries." The teacher's manual lists22 specific skills objectives for the pro-gram. A matrix indicates in which unitsthe skills are introduced and/or rein-forced.

3333


ContentThe story presented in the six film-

strips introduces the concepts devel-oped in the program's six units. Thefilmstrips feature a group of studentswho form the We Can Do Anything Com-pany and set out to solve a jewel rob-bery. In the first unit, the companymembers photograph a cemetery from anairplane, introducing students to theoverhead point of view.

The second program or unit, whichintroduces symbols and legends, findsthe members of the We Can Do AnythingCompany attempting to decipher a sym-bolic message which has no key orlegend. After breaking the code, theyoung people find another clue, whichrequires that they estimate the lengthof a mile and the length of a kilometer.Thus, in unit 3, students are intro-duced to distance and measurement.

The fourth unit focuses on compassdirections. The filmstrip shows thecompany members trying to follow direc-tions telling them to go north one mileand then southwest one kilometer. Withthe help of a compass, they orient theirmap and use it to follow the directions.This success leads them to a clue whichrequires the use of latitude andlongitude--the topic of the fifth unit.This clue leads them to the jewels and achallenge from the thief. They willfind him if they "Make a flat map of aglobe without distortion--All thingsmust be in proportion." Thus, thefinal unit of the program introducesdistortion and the differences betweenglobes and flat maps.


the program provides an introduction tothe program, along with specific infor-mation about each unit. The discussionof each unit opens with a list of objec-tives for the unit, basic conceptscovered, and background information onthe concepts and the developmentallevels at which students are likely tobe. Teaching procedures are then sug-gested. The teaching procedures in-clude three general steps: introductory

activities, viewing and discussing thefilmstrip, and follow-up activities.

A variety of map-related activitiesare suggested to introduce the units.At least one activity in each unit isdesigned to assess students' levels ofknowledge regarding the unit's conceptsand skills. Others are designed to bemotivational.

The introductory activities are fol-lowed by viewing and discussion of thefilmstrips. The teacher's guide facili-tates this process by providing a list ofvocabulary words developed, a plotoverview, and a copy of the filmstripscript accompanied by a brief descrip-tion of each frame. Each filmstrip endswith three frames which ask discussion-stimulating questions.

The teacher's guide also suggestsnumerous follow-up activities for eachunit. These activities reinforce andextend the skills introduced throughthe filmstrips. Some involve paper-and-pencil activities based on the duplicatingmasters; these activities can often beused to assess student progress. Otheractivities involve students in such proj-ects as taking a walking trip noting allchanges in directions, making a sightrule, marking latitude and longitude ona ball or grapefruit, and flattening abeach ball into a map. Suggestions foractivities suitable for more-advancedstudents are also given. These ofteninclude doing additional research intothe concepts introduced in the units.

Evaluative Comments and SuggestionsMap Basics provides a wide variety

of map-related activities tied to aninteresting, though unrealistic, storyline. The filmstrips are perhaps a bitlengthy for the intended grade level,but the interesting story should helpoffset this problem.

Teachers should find the backgroundinformation on developmental levels tobe helpful, especially used in conjunc-tion with the assessment activities. Theusefulness of this feature could havebeen further enhanced by providingspecific follow-up activities for studentsfound to be at particular developmentallevels.

34 3 4

10, MAPS, GLOBES AND

Developer:PublishersPublication Date:Grade Level:Materials and Costs

Supplementary / Multimedia

DIRECTIONS

Solari CommunicationsBFA Educational Media1978

1-4

Box containing 4 filmstrips, 4 cassettes, 31-pppaperbound teacher's guide, 20 duplicating masters,$90.00. Individual filmstrips, $18.00; individual cas-settes, $12.00

Subject Area: Geography

OverviewMaps, Globes and Directions is a

four-part sound filmstrip program de-signed to teach students in grades 1-4a variety of basic map and globe skills.The four filmstrips feature studentsinvolved in interesting map-related ac-tivities that the program's developersbelieve will motivate viewers to partici-pate in similar activities in their ownclassrooms. For example, in one film-strip students are shown peeling anorange and flattening the peel to showhow shapes get changed when a flatmap is used instead of a globe. Theteaching guide not only suggests addi-tional student-involvement activities, italso provides a synopsis of each film-strip, vocabulary lists, pre-viewingactivities, and discussion questions.

Required or Suggested TimeThe four segments of this supple-

mentary audiovisual program each re-quire from 7 to 10 minutes of classroomtime to screen. Used with the pre-viewing activities and follow-up ques-tions suggested in the teaching guide,each program would consume approxi-mately one class period. Depending onteacher selection of activities, up to aweek of class time per segment could berequired to complete the five activitymasters and five to eight teacher-directed activities provided for eachsegment.

Intended User CharacteristicsThe publishers state that Naps,.

Globes and Directions can be used withstudents in grades 1-4. The program'scontent and format make it ideal forsupplementing a basal social studiesprogram at the elementary level. How-ever, because the filmstrips are fairlylengthy (seven to ten minutes) andintroduce many new concepts and skills,they would probably be best suited foruse with students in grades 3 and 4 whohave had some previous experience inmap work.

Rationale and General ObjectivesThe objective of this program is to

"introduce young learners to beginningmap and globe skills." By showingchildren involved in map skills and ac-tivities, the developers believe that theywill motivate viewers to perform theskills and activities themselves afterviewing. Specific content and skillswhich students are to obtain are listedin the teaching guide.

ContentThe four filmstrips in the Maps,

Globes and Directions program showstudents involved in classroom activitiesrelated to maps. The adult narrator'scomments are supplemented by students'explanations of the projects with whichthey were involved. Each filmstrip ends

Data sheet by Laurel R. Singleton.0 7

35 °-)


with the students reviewing the conceptscovered In that strip.

The first portion of the program,"East, West, North and South," focuseson understanding direction, includingthe cardinal and intermediate directions,as well as such directional terms as "up"and "down." Uses of directions are alsodiscussed. Activities which students inthis filmstrip are involved in includemaking a clay model of earth and label-ing the walls of their classroom with thecardinal directions. "What Maps andGlobes Show Us" develops understandingof the shape of earth and defines mapsand globes. It also introduces suchgeographic terms as continent, hemi-sphere, and prime meridian.

In the third segment of the program,"Making and Using Simple Maps," viewerssee children involved in making andusing a variety of maps; these includea classroom map, a map of a make-believetown, a map of their school's surround-ings, and treasure maps. The practiceof using a grid as a locational tool on amap is introduced. The usefulness ofthe terms "left" and "right" and howthey differ from the terms denoting thecardinal directions are discussed. Thefinal filmstrip in the package, "Practicewith Different Kinds of Maps," intro-duces different types of maps and ex-plains the use of symbols and legends.The many different kinds of informationthat can be conveyed through maps arediscussed. A simple explanation ofscale is also provided.

Teaching ProceduresThe Maps, Globes and Directions

teaching guide provides step-by-stepinstructions for using the program.Before showing the filmstrips, whichthe guide states should be presented inthe order discussed above, teachers areadvised to read the synopsis and goover' the vocabulary list accompanyingeach. The scripts for the filmstripsare not provided in the guide. Pre-viewing activities (generally discussionquestions) are provided for each film-strip. Teachers are then directed toshow the filmstrip and discuss it usingthe discussion questions provided in the

36

guide. A section of the guide entitled"Points to Reinforce" helps the teacheridentify important or difficult ideas tostress. When the discussion has booncompleted, the guide suggests distribut-ing the activity masters. Five mastersproviding a variety of paper-and-pencilactivities accompany each portion of theprogram. The guide suggests that stu-dents make their completed worksheetsinto individual map and globe skillsworkbooks. The "Teacher-DirectedActivities" section of the guide de-scribes five to eight activities related toeach filmstrip which "reinforce andexpand filmstrip content and providedirection for class activities shown inthe filmstrips." Included are a varietyof student-involvement activities, suchas making clay models of the earth, illu-strating the phenomenon of day andnight using a globe and flashlight, mak-ing a papier-mache globe, mapping theclassroom and school, and flying smallpaper planes around a globe accordingto directions given by the teacher.

Evaluative Comments and SuggestionsThe Maps, Globes and Directions pro-

gram has been favorably reviewed inTeacher (March 1979) and Book list(December 1, 1978). Both reviewerscite the interesting activities illustratedin the filmstrips and suggested in theteaching guide as excellent motivationaltools. Many of the activities are indeedhighly interesting and motivating. How-ever, the order in which the variousconcepts are presented appears to beflawed. For example, the first filmstrip,which focuses on understanding direc-tions, defines directions in a way thatassumes students understand both thatthe earth is round and that the globe isa model of the earth. Neither of thesepoints is specifically made, however,until the second filmstrip. This sequenc-ing problem, coupled with the numberof concepts presented in each filmstripand the relative length of the filmstripsfor primary audiences, suggests thatthe program might best be used withstudents in grades 3 and 4 who havehad some grounding in map work.

11. THINKABOUT

Developers;

Publisher ;Publication Date:Grade LevelsMaterials and Cost:


Agency for Instructional Television and a consortiumof state and provincial agencWteAgency for Instructional Television1979

5-6

60 video cassettes, 15 minutes each, $125.00 each forpurchase, $25.00 each for one-week rental; alsoavailable on 16mm films, $220.00 for purchase and$25.00 for one-week rental (contact the publisher forinformation on accompanying print materials)

Subject Area: Basic skills

OverviewThinkAbout is a classroom video

series designed to strengthen the rea-soning skills of fifth- and sixth-gradestudents and to review and reinforcetheir language arts, mathematics, socialstudies, and study skills. The seriesconsists of sixty 15-minute programsorganized into 13 skill clusters, all em-phasizing effective thinking. Inter-spersed between the clusters are twoother kinds of programs--"Tips" and"Challenges." "Tips" offer simple ideasto aid problem solving, while "Chal-lenges" are problems designed to stimu-late students' intellectual curiosity. Theteacher's guide offers objectives, over-views, suggestions for teacher prepara-tion, and a plot summary for each vid-eotape, as well as a list of discussionquestions and activity suggestions anddirections. The orientation manual pre-sents, plans for carrying out prepara-tory workshops for teachers, adminis-trators, and the community.

Required or Suggested TimeThese 60 videocassettes can be used

as units or as supplementary materialsfor the various content areas. Althoughthe clusters are self-contained, theyare of progressive complexity, and later

clusters use skills that are introducedin the earlier ones. The developers dorecommend that all the videocassettes ina cluster be used together. Each vid-eotape is 15 minutes long, but discus-sion questions and activities suggestedin the teacher's guide could extend thetime required to complete each programto several class periods.

Intended User CharacteristicsThe ThinkAbout series is designed

for fifth- and sixth-grade students, butcould be used with advanced fourth-graders for skill instruction or withseventh-grade students for review andreinforcement. No preparation or spe-cial skills are required of the teacher,although attendance at a workshopintroducing the materials is recom-mended. An orientation manual is pro-vided to aid in the planning of suchpreparatory workshops.

Rationale and General ObjectivesThe purpose of the series is to pro-

vide students with programs that willhelp them "to acquire and use the skillsthey must have to be independentlearners and problem-solvers." Specificskills are geared to help students effec-tively express themselves, manage their

Data sheet by Carol H. Krismann.

. 37 9 r/0


own learning, reason systematically, andthink flexibly. The teacher's guidepoints out that fifth- and sixth-gradersare at a transitional point in theirschooling where they must use basicskills acquired in the earlier grades incombination to learn content in variousdisciplines and to solve problems, thusbecoming independent learners andproblem-solvers. The intention of thisseries is to aid in that process.

ContentThe 60 color videotape programs are

organized into 13 skill clusters of in-creasing complexity; the clusters areentitled "Finding Alternatives," "Esti-mating and Approximating," "Giving andGetting Meaning," "Collecting Informa-tion," "Classifying," "Finding Patterns,""Generalizing," 'Sequencing and Sched-uling," "Using Criteria," "ReshapingInformation," "Judging Information,.""Communicating Effebtively," and "Solv-ing Problems." Each cluster includesseveral videotape programs that relateto an aspect of the skill under consid-eration. For example, the first clusterincludes videotapes illustrating the needfor alternatives, how to brainstorm, andhow to use blockbusting techniques insolving problems.

Interspersed between the clustersare " Tip " and "Challenge" programs .The "Tips" present specific ideas foraiding independent learning and problemsolving, such as memory aids, sugges-tions for dealing with anxieties, andgoal-setting exercises. The "Challenges"offer complex problems for studentinvestigation after the program is over,such as research into the unknown,designing a language, or planning a cityof the future.

The videotape programs presentstories easily related to the everydaylife experiences or interests of the stu-dents. Real children act out thestories, which illustrate the use of oneor more of the skills to be emphasized.Example topics include a canoe race,possible sighting of a UFO, schoollunches, and the death of a grandfather.

38

Teaching ProceduresThe major teaching strategies used

in presenting ThinkAbout are viewingand discussing inT7Tiairpes and doingsuggested activities relating the video-tapes to mathematics, science, social,studies, and study skills, The teacher'sguide accompanying the program pro-vides comprehensive instructions forusing the program, For each cluster,the guide includes a list of goals andan introduction, For each program, theguide provides important teachingpoints, teacher preparation, a programsummary, and discussion topics andactivities designed to reinforce the tar-geted skills. For example, after view-ing and discussing a videotape in whichtwo boys attempt to determine how theycan gain more information about UFOs,students collect information on commu-nity services and create a service mapof their community.

The teaching guide also suggests ac-tivities relating to an entire cluster;these include going on field trips, creat-ing exhibits, charting, researching,brainstorming, making a cultural sur-vival kit, writing a journal, simulating,and debating. The guide also providesshort descriptions of the ways suchfamous people as Rube Goldberg, ThomasEdison, and Susan B. Anthony usedsome of the thinking skills presented.

Evaluative Comments and SuggestionsThese 60 colorful videotape programs

are well organized and executed. Thetopics are of high interest to the targetage group, and the content is easilyunderstandable. Although the presen-tation it, sometimes awkward and thechildren's conversation is at times hardto understand., the overall quality isgood. The actors, both children andadults, are from many races and cul-tures, and the material is nonsexist.The teacher's guide is comprehensive,with clearly stated objectives and direc-tions for carrying out activity sugges-tions. The numerous and varied activi-ties reinforce the skills presented in aninteresting way.

. pooa .4441.4 14411114 %A Id Q

are at a transitional point in theirschooling where they must use basicskills acquired in the earlier grades incombination to learn content In variousdisciplines and to solve problems, thusbecoming independent learners andproblem-solvers. The intention of thisseries is to aid in that process.

ContentThe 60 color videotape programs are

organized into 13 skill clusters of in-creasing complexity; the clusters areentitled "Finding Alternatives," "Esti-mating and Approximating," "Giving andGetting Meaning," "Collecting Informa-tion," "Classifying," "Finding Patterns,""Generalizing," 'Sequencing and Sched-uling," "Using Criteria," "ReshapingInformation," "Judging Information,.""Communicating Effebtively," and "Solv-ing Problems." Each cluster includesseveral videotape programs that relateto an aspect of the skill under consid-eration. For example, the first clusterincludes videotapes illustrating the needfor alternatives, how to brainstorm, andhow to use blockbusting techniques insolving problems.

Interspersed between the clustersare "Tip" and "Challenge" programs.The "Tips" present specific ideas foraiding independent learning and problemsolving, such as memory aids, sugges-tions for dealing with anxieties, andgoal-setting exercises. The "Challenges"offer complex problems for studentinvestigation after the program is over,such as research into the unknown,designing a language, or planning a cityof the future.

The videotape programs presentstories easily related to the everydaylife experiences or interests of the stu-dents. Real children act out thestories, which illustrate the use of oneor more of the skills to be emphasized.Example topics include a canoe race,possible sighting of a UFO, schoollunches, and the death of a grandfather.

38

In presenting ThinkAbout are viewingand discussing Th77,,TaFarpes and doingsuggested activities relating the video-tapes to mathematics, science, social,studies, and study skills, The teacher'sguide accompanying the program pro-vides comprehensive instructions forusing the program. For each cluster,the guide includes a list of goals andan introduction, For each program, theguide provides important teachingpoints, teacher preparation, a programsummary, and discussion topics andactivities designed to reinforce the tar-geted skills. For example, after view-ing and discussing a videotape in whichtwo boys attempt to determine how theycan gain more taiformation about UFOs,students collect information on commu-nity services and create a service mapof their community.

The teaching guide also suggests ac-tivities relating to an entire cluster;these include going on field trips, creat-ing exhibits, charting, researching,brainstorming, making a cultural sur-vival kit, writing a journal, simulating,and debating. The guide also providesshort descriptions of the ways suchfamous people as Rube Goldberg, ThomasEdison, and Susan B. Anthony usedsome of the thinking skills presented.

Evaluative Comments and SuggestionsThese 60 colorful videotape programs

are well organized and executed. Thetopics are of high interest to the targetage group, and the content is easilyunderstandable. Although the presen-tation it, sometimes awkward and thechildren's conversation is at times hardto understand., the overall quality isgood. The actors, both children andadults, are from many races and cul-tures, and the material is nonsexist.The teacher's guide is comprehensive,with clearly stated objectives and direc-tions for carrying out activity sugges-tions. The numerous and varied activi-ties reinforce the skills presented in aninteresting way.


(1) that ehildren should use Ali of theirsenses to learn about item in theirphysical environment, (4) that childrenlearn by doing, and (3) that ohildrenlearn beet when they are aneouraged, toask their own questions. The fact thatthis program In child- cantered anddevelopMental in its philosophy is illu-strated by such statements Mil "Thefilmstrips and projects are designed tostimulate children to nee their swum,to ask questions, and to discover theirown answers through observations andexperimentation.... it is important forchildren to express themselves aboutwhat they have seen, This is part oftheir process of making sense of a pro-cess, turning it into usable knowledge.Such expression integrates their obser-vations and feelings, and it Is thebeginning of an intellectual grasp of thesubject."

ContentThis program focuses on six separate

manufacturing processes. "The IceCream Factory" shows the full processof manufacturing ice cream, from thedairy farm to the consumer. Childrenlearn about pasteurization, refrigeration,storage, transportation, and the large-scale production of ice cream. Niles ofThread" shows how cotton is processedfrom the field to the factory where it ismade into blue jeans. Students learnabout weaving and dyeing. "What IsGlass?" shows children how glass ishand-blown and shaped, as well as howit is drawn through huge machineswhich make hundreds of bottles or longstrips of window glass. The manufac-turing process of paper-making is thefocus of "Where Does Paper ComeFrom?" "Making Bread" examines themodern commercial process of turningwheat into bread. "How a Bicycle TakesShape" shows the manufacture of steel,from iron ore to the metal pipes andparts which are assembled into a bicycle.

Teaching ProceduresThe teacher's manual accompanying

the filmstrips suggests that an individ-

40

ual filmstrip be introduced and shownas a motivational overview of the manu-facturing process; digiqViti§i1111 activities,field trips, and dramatic play follow.Diseuesion questions are provided, asare numerous suggestions for activitiesand field tripe. Activities suggestedinclude making paper, Nosing a varietyof substances, experimenting with con-ductivity, making bread, making andusing natural dyes, and studying yeast.Suggested field trip sites include abakery, a textile factory', an optician'soffice, a print shop, and a constructionsite. The dramatic play portions of theprogram involve students in such aetivi-ties as enacting the roles of people andmachines at an ice cream factory. Theteacher's manual indicates that the film-strips may be shown after students haveparticipated in the activities and fieldtrips to help them relate these experi-ences to the manufacturing process. Alist of supplementary reading materialsfor teachers and students is included atthe end of the teacher's manual.

Evaluative Comments and SuggestionsThe strength of this set of sound

filmstrips lies in its highly creative,age-appropriate learning activities andthe total integration of the filmstripswith field trips, discussions, activities,and dramatic play. The assumptionsabout how young children learn haveobviously guided the development ofthese materials, and the result is likelyto be substantial learning and a lot offun. Teachers who like to have stu-dents quietly fill out a workbook or whotypically show a filmstrip without anyfollow-up will lose many of the benefitsof this program.

A second filmstrip/field trip/activityprogram produced by Michael HardyProductions has recently been publishedby Denoyer-Geppert. While not reviewedin detail, Pipes, Wires, and People ap-pears to offer an equally creativeapproach to the study of such servicesas water, electricity, mail, telephone,and food production and distribution.

40

13. GEO: THE GLOBAL EXPERIENCE

Supplementary/Games and Simulations

Publisher: Rand McNally and Co.Publication Date: 1978

Grade Level: 5-9

Materials and Cost: Materials package containing globe, 23-pp paperboundglobe handbook, folder containing 3 instruction sheetsand 5 duplicating masters for worksheets, a flexible plasticruler, and 25 sets of game cards, $35.00

Number of Players: 2 to 40Subject Area: Geography

OverviewGeo: The Global Ex erience is a

game designed to teac globe skills toand reinforce listening skills of stu-dents in grades 5-9. The game can beused in a number of ways: as few astwo students can play the game in indi-vidual work time, or as many as 40 stu-dents can be involved in a Geo tourna-ment. The game is played by twoteams of from one to three playerseach. Players on one team read chal-lenge questions to their opponents;these questions require location of acity, country, or other feature on theglobe using latitude and longitude.Bonus points are scored by answeringadditional questions which requireunderstanding of direction and distanceon the globe.

Required or Suggested TimeThe time required to use the Geo

game will vary greatly depending onhow the teacher chooses to use it. Forexample, if the game is made availablefor students to play during individualwork time, 10 to 30 minutes would berequired to play one round. However,if the teacher organises a tournamentinvolving the whole class, competitioncould continue almost indefinitely.

Intended User CharacteristicsGeo can be used to supplement any

social studies course in grades 5-9 in


which globe skills are developed. Somereading is required, but use of teamswill permit even poor readers to playthe game successfully. Although mas-ters for a two-page glossary of geo-graphic terms are provided, some priorfamiliarity with the terms would facili-tate student participation in the game.The globe handbook which accompaniesthe program will be helpful to theteacher whose own knowledge of globeuse needs improvement.

Rationale and General ObjectivesThe developers of Geo believe that

through participation iriThe game stu-dents will be able to "determine globallocations, determine global direction,determine global distance, achieve glo-bal perspective, and increase listeningcomprehension." They believe that thegame format provides high incentive forthe learning of these skills.

ContentGeo is played in the following man-

ner. Two teams of from one to threestudents are each given a "ChallengePacket" containing six "ChallengeCards," one "Big One Challenge Card,"a game guide card, and a game direc-tions card. The teams use their cardsto challenge the oppoping team. Eachchallenge card contains a challenge tobe read to the opponents. For exam-ple, the challenge might be to find a

41 41


capital city at 39 N latitude and 104 Wlongitude. If the opposing team locatesthe city--Denver--without furtherclues, they score ten points, which arerecorded on the scoresheet duplicatedfrom the spirit masters provided. Ifthey cannot locate the city, they aregiven an additional clue; if they locatethe city using the clue, they receivesix points.

After locating the challenge, theteam has the opportunity to answerthree bonus questions read to them bytheir opponents. The bonus questions,which require students to apply under-standing of direction and distance totheir use of the globe, are worth twopoints each. An example bonus ques-tion is "From Denver travel westwardthrough Utah to the state of Nevada.Name the capital city of Nevada. Howfar is it from Denver to Carson City?"A flexible plastic ruler is provided formeasuring distances.

When the teams have completed theirchallenge cards, they have the opportu-nity to score 20 points by answeringthe multi-part "Big One Challenge,"which also requires location of featureson the globe according to their coordi-nates.

Twenty challenge packets are in-cluded in the game, so students canplay ten rounds without repeating anyof the questions they have previouslyanswered or asked. The game also in-cludes three sets of playoff cards con-taining questions to be read aloud onlyonce by the teacher. The first team tolocate the answer receives five points.An example playoff question is "Thelargest meteor crater in the world, 2

42

miles wide, is located in the country ofCanada. Your coordinates will be forthe province this crater is found in.You are to name the province for yourcoordinates. Coordinates are 51 N lati-tude, 73 W longitude." While the playoffquestions are designed for use in tour-nament play, they could be used bysmall groups of students as well.

Teaching ProceduresThe instructions suggest that the

teacher first introduce students to theterms on the two-page glossary andthen allow students to use the practicepackets provided to become familiar withthe rules of the game and to ensurethat they understand the vocabularybeing used. The game itself can thenbe deployed in a number of ways.Small groups of students can play thegame or the whole class can participatein a tournament. Detailed instructionsfor running a 20-team, two-round tour-nament which will result in the crown-ing of "The Champions of the World"are provided. The instructions suggestthat a globe for every two teams beprovided, but this is not necessary forthe successful running of the tourna-ment.

Evaluative Comments and SuggestionsGeo: The Global Experience provides

an interesting means of supplementingmap and globe skills instruction whilereinforcing listening skills. Teachersshould find the game's flexible uses andthe little preparation time required tobe attractive features.

42

ANALYSES OF SECONDARY CURRICULUM MATERIALS

TEXTBOOKS

Entry No. Title Page No.14 American Adventures 47

15 American Government Today 49

16 American Pageant, The: A History of theUnited States 51

17 Civics, Citizens, and Society 53

18 Eastern Hemisphere, The 55

19 Economics: Principles and Practices 57

20 Exploring American Citizenship 59

21 Foundations in Social Studies 61

22 Free and the Brave, The 63

23 Global Insights: People and Cultures 65

24 Governing Your Life: Citizenship and Civics 67

25 History of the United States, A 69

26 Institute for Political and Legal Education 71

27 Magruder's American Government, 1980 73

28 Our Common Heritage: A World History 75

29 Our Neighbors in Latin America 77

30 Relationships: A Study in Human Behavior 79

31 Sociology 81

32 Sociology: The Search for Social Patterns 83

33 Street Law: A Course in Practical Law 85

34 Understanding the Law 87

35 Unfinished Journey: A World History 89

36 World Geography (Follett) 91

37 World Geography (Science ResearchAssociates) 93

38 World Geography (Silver Burdett) 9539 World Geography' Today 9740 You, The Citizen 99

14. AMERICAN ADVENTURES

Textbooks

Authors: Ira Peck, Steven Jrntzen, and Daniel RosenPublisher: Scholastic Book ServicesPublication Date: 1979 (rev. ed.)Grade Level: 8-12Materials and Cost: Text, hardbound, 752 pp, $12.65 (also available as 4

paperbound units, 176 to 224 pp, $3.95 each);teacher's guide, paperbound, 232 pp, $5.50 (alsoavailable as 4 unit guides, 64 pp each, $4.00 each);4 sets of 60 duplicating masters, $12.50 each

Subject Area: U.S. history

Overview

American Adventures is a basal textin U.S. history for eighth-grade stu-dents of average or mixed abilities orfor high school students who are bOow-average readers. Available as a singlehardbound text or as four softboundeditions, the materials emphasize short,easy-to-read chapters that are of highinterest to the intended audience. Eachchapter focuses on an important person-ality, event, or idea in U.S. historyfrom the arrival of the first AmericanIndians through the summer of 1978.Teaching procedures for the chaptersinvolve reading, review, open-endeddiscussion, and a wide variety of strat-egies to help students better understandthe content and develop various skills.

Required or Suggested TimeAmerican Adventures is designed as

a basal text for use in a yearlong, com-prehensive survey course in U.S. his-tory. The four major units are dividedinto six parts each and contain a totalof 142 chapters. Each chapter containstwo to four pages and can be read anddiscussed in one class period.

Intended -User CharacteristicsThe program is designed for eighth-

grade students of average and mixedabilities and for high school students of

Data sheet by Judith E. Hedstrom.

below-average reading ability. Thisanalyst found the reading level to aver-age seventh grade, based on the Frygraph. In addition, chapters are short,the writing is clear and direct, and thecontent is interesting, highlightingdramatic episodes and interesting per-sonalities. These factors make AmericanAdventures especially appealing to stu-dents who are below-average readers orwho are poorly motivated.

Rationale and General ObjectivesThe teaching guide states that there

are two common barriers to learning thatthe American Adventures program triesto overcome. The first is a readingbarrier; the second is the preconceivednotion held by some students that his-tory is a dry, inaccessible subject. Theauthors have overcome these barriersby including highly interesting contentwhich is relatively easy to read. Othergoals were to revise the program so thatit (1) covers important events of recentyears as well as significant events ofthe past, (2) is arranged with continuityin a logical sequence, (3) contains anexpanded number of useful teaching aidsand resources, and (4) contains visualswhich convey an authentic feeling for aparticular period. Although generalstudent objectives are not specified, therevised materials aim--as did the earlieredition--to provide success experiences,

47(1

Secondary Materials

increase students' awareness of the rela-tionships between historical events andpersonalities, develop and improve com-munication and interpretation skills aswell as basic study and research skills,promote self-expression, and foster adeeper understanding of the problemsinherent in a pluralistic society.

ContentAmerican Adventures is arranged into

four major sections: "A Nation Con-ceived and Dedicated: Prehistory to1840"; "Old Hate-New Hope: 1840 to1898"; "Coming of Age: 1898 to 1939";and "Yesterday, Today, Tomorrow: 1939and After." About half of the materialfocuses on the 20th century.

Within each section there are sixunits. The introduction to each unit,"Looking Ahead," gives a general over-view of the period covered and presentshistorical background information. Thethree to eight chapters in each unit areself-contained episodes focusing on aspecific historical person, event, ortopic. For example, a unit examiningthe events leading up to the AmericanRevolution includes chapters on PatrickHenry, the Boston Massacre, tea andtaxes, Samuel Adams, and AbigailAdams. Each unit concludes with a"Looking Back" section which helpsstudents review what they have learnedand sharpen various skills.

The new edition covers importantissues and events of recent years--civilrights, Vietnam, Watergate, the envi-ronment, and Carter's energy policies,for example- -and also incorporates addi-tional information from the past. Thepictures included in this edition, forthe most part, are from the historicalperiod being discussed and can betreated as primary source documents.

Teaching ProceduresStudents are involved in reading,

reviewing, open-ended discussion, anda variety of class activities and proj-ects. For each chapter, there is ashort reading selection followed by "ASecond Look...." This includes threequestions- -one which helps students re-

view factual content, one which encour-ages students to consider their ownopinions and various other points ofview, and one which suggests an activ-ity. The activities include makingcharts, library research, role playing,interpreting primary sources, writingand acting out skits, and preparingreports. The concluding section foreach unit, "Looking Back," also helpsstudents to review and to practiceskills. Each of these includes (1) atimeline activity, (2) a primary sourcedocument followed by questions whichhelp students interpret the source, and(3) a map, chart, table, or graphactivity. These three activities can beassigned as homework or as in-classwork.

The teaching guide is particularlyhelpful. For each unit, it suggests waysto use the "Looking Ahead" and "Look-ing Back" sections; objectives and con-tent for each chapter are outlined. Itmay also suggest an introductory stra-tegy; include ideas for approaching majorthemes or concepts presented in thechapter - -such as role play, debate,dramatization, mock trial, etc.; presentadditional discussion questions; suggesta skill-building exercise; and provideadditional background information. Apre/posttest for each of the four majorsections is included in the guide. Theseare objective tests which emphasizeimportant personalities, chronology,cause and effect, true/false/opinion ques-tions, and reading skills.

Evaluative Comments and SuggestionsThis is an excellent basal program in

U.S. history for the intended audience.It is easy to read and interesting, andthe activities are varied and encourageparticipation. The materials also empha-size skill development without the usualboring repetition. The content coveredmay not be as extensive as in textswritten for advanced students, but it isadequate for a survey course for stu-dents of average or mixed abilities.Finally, the materials are physicallyattractive and the visuals selected playan important part in conveying informa-tion to the students.

48 de

15. AMERICAN GOVERNMENT TODAY

Author:Publisher:Publication Date:Grade Level;Materials and Cost:

Subject Area:

Textbooks

Marcel LewinskiScott, Foresman and Co.1980

9-12Text, hardbound, 784 pp, $12.93 (also availablein brief edition, paperbound, 498 pp, $7.59);teacher's guide, paperbound, 240 pp, $4.62 (alsoavailable for brief edition, paperbound, 160 pp,$3.99); tests, 48 spirit masters, $18.00U.S. government

OverviewAmerican Government Today combines

a factual approach to the laws and insti-tutions of, U.S. government with abehavioral approach emphasizing politicalactivity. The text can be used for aone-semester or one-year course. Con-tent of the nine units includes the leg-islative, executive, and judicial branchesof the national government; state andlocal government; and roles of the citi-zenry. Special features on governMentskills and careers are included. Abrief edition of the text in paperback isalso available. A teacher's handbookaccompanies each version of the text.Tests on duplicating masters are avail-able for the hardbound version.

13equimciorSull Bested TimeEach of the text's 30 chapters is

divided into sections, with each sectionbeing approximately a one-day lesson.Along with tests, reviews, and othersuggested activities, these 125 lessonscomprise a one-year course. If a one-semester course is desired, the teachermay either purchase the brief edition(18 chapters) or use only those lessonsmarked as "key" or essential to thestudy of U.S. government.

Intended User CharacteristicsThe, publisher describes these mate-

rials as suitable for grades 9-12; how-

ever, the reading level averages high11th grade and 12th grade using theFry readability formula. According tothe publisher, it averages at a some-what lower level using the Dale-Challformula. On the basis of these scores,the materials would seem most appro-priate for 11th - or 12th-graders or for9th- and 10th-graders of above-averagereading abilities. Through its photo-graphs and career descriptions, thetext provides images of men and womenin nontraditional roles, as well as posi-tive images of minorities. The suggestedteaching strategies will not require anyspecialized teacher training.

Rationale and General ObjectivesThe three major goals of American

Government Today are: "(1) to providefactual knowledge of the institutionsand political activities of Americangovernment at the national, state, andlocal levels; (2) to provide content insufficient depth for students to under-stand the dynamics of political decisionmaking; and (3) to give students anappreciation for effective citizen partic-ipation in the political process and thusto motivate positive, active citizenship."The author believes that, by combiningthe factual approach to American govern-ment with a political-behavior approach,students will achieve a more completeunderstanding of how government worksand be more appreciative of their roles

Data sheet by Frances Haley.

49 (0 7

Secondary Materials

in government. The teacher's handbookprovides specific student objectives forevery lesson.

ContentThere are nine units in American

Government Today. Unit 1, " Founda-tions of Government," briefly describesthe need for government, various typesof government and economic systems,and how government and economic sys-tems are related. Following a briefhistorical background of the Constitu-tion, the texts of the Declaration ofIndependence, Articles of Confederation,and Constitution are given. The finalchapter in unit 1 focuses on changingthe Constitution and laws and courtdecisions as sources of change for theConstitution. Units 2 and 3 focus oncitizenship and citizens and on politicalparticipation. Chapters on rights andresponsibilities of citizens, laws andlawyers, and protection of individualrights make up unit 2. Public opinion,pressure groups, and politics and polit-ical parties form unit 3.

The legislative branch is the topic ofunit 4. In addition to background chap-ters on the Congress and how it works,there are chapters on Congress's rela-tionship to the public and problemswhich face Congress. Units 5 and 6focus on the executive and judicialbranches; each includes chapters onproblems faced by the subject area ofgovernment.

The longest unit is "Administrationand Policy Making," unit 7. Chapterson foreign, defense, economic, andsocial policy are accompanied by chap-ters on the bureaucracy and on payingfor government. Units 8 and 9 focuson state and local government. Theunit on local government contains chap-

50

ters on government in both metropolitanand nonmetropolitan areas.

A 32-page "Atlas of American Poli-tics" contains demographic, political,and historical information presented intext, tables, charts, and maps. A glos-sary contains all words identified asimportant vocabulary words throughoutthe text.

Teaching ProceduresFor each lesson within a chapter,

the following directions are given forteacher use: preparation, objectives,motivator, lesson development, additionalsuggestions, and answers to reviewquestions. For each chapter, additionaltext and audiovisual teaching aids aresuggested and answers are given forchapter reviews, suggested activities,and chapter tests. Sixty-five black-linemasters are provided in the back of theteacher's handbook for the completetext, 44 in the brief edition handbook.These special worksheets are keyed tolessons in the text. One-page chapterquizzes and two-page unit tests areavailable on separate spirit masters.All other review questions are providedin the student text.

A wide variety of teaching strategiesare suggested, including discussion,role play, writing, and reading, withthe major focus on reading and discus-sion.

Evaluative Comments and SuggestionsThe combination of a factual approach

with a behavioral approach to the studyof government provides interest as wellas depth to American Government Today.The teacher will have to spend some timepreparing for lessons to ensure thatvaried teaching strategies are used.

16. AMERICAN PAGEANT,


Subject Area:

Textbooks

THE: A HISTORY OF THE REPUBLIC

Thomas A. Bailey and David M. KennedyD.C. Heath and Co.1979 (6th ed.)11-college

Text, hardbound, 1015 pp, $19.95; student manual,paperbound, 314 pp, $6.95; quizbook, paperbound,286 pp, $5.95U.S. history

OverviewThe American Pageant provides a

chronological presentation of U.S. his-tory, focusing most heavily on politicaland military history, but also coveringeconomic, social, and cultural develop-ments. This sixth edition, the most ex-tensive revision of the text since it wasfirst published in 1956, maintains thelively, humorous writing style whichcharacterized earlier editions. The pri-mary mode of presentation used is read/discuss/lecture. While no teacher'sguide accompanies the text, a guidebookcontaining paper-and-pencil activitiesfor students and a quizbook containingdiscussion and test questions are pro-vided as teaching aids.

Required or Suggested TimeThe American Pageant's 50 chapters

provide ample material for a one-yearhigh school course in U.S. history.Because no teacher's edition is provided,some planning time will be required ofteachers, who wish to use other than aread/discuss/lecture mode of presenta-tion.

Intended User. CharacteristicsAlthough nowhere is it specifically

stated in the text, The American Pageantappears to be a college-level text whichthe publisher also markets for use ingrades 11 and 12. A Fry readability

test by this analyst found the readinglevel to average grade 14. Althoughthe text's lively writing style willenhance student interest, this readinglevel indicates that the text will be mostsuitable for advanced students in grades11 and 12.

While the authors claim that moreemphasis is given to ethnic minoritiesand women in this edition than in pre-vious ones, improvements could still bemade. For example, in a section cover-ing the writers who came into promi-nence in the 1920s, no mention is madeof the many black writers who werepart of the Harlem Renaissance.Teachers may thus need to supplementthe information provided in The Ameri-can Pageant with additional readings.

Rationale and General ObjectivesThe American Pageant is designed to

provide chronological coverage of U.S.history, in a style that is interestingand stimulating. The authors state,"Believing that most people rememberbest what interests them most, we haveendeavored to make this edition, like itspredecessors, as stimulating as feasiblewithout sacrificing overall coverage orthe reality of the past.". In developingthis edition, the authors have specifi-cally sought to include more informationon social, economic, cultural, and intel-lectual history than previous editionscontained.


' 51.9

Secondary Materials

Content.This text provides a chronological

presentation of the events of U.S. his-tory. While the bulk of the text focuseson political and military history, social,economic, and cultural history aretreated as well. Chapters on theseaspects of U.S. history are interspersedthroughout the text and are supple-mented with two color portfolios ofpaintings by American artists.

Half of the text's 50 chapters focuson U.S. history from exploration throughReconstruction after the Civil War. Theremaining 25 chapters focus on eventsfrom 1880 to the present. Six chapters- -a substantial portion of the text--aredevoted to coverage of events sinceWorld War II. The titles of these chap-ters are "Harry S. Truman and theCold War," "Korea and the EisenhowerEra," "The Stormy Sixties," "The Riseand Fall of Richard Nixon," "The Ford-Carter Transition," and "The AmericanPeople Since World War II." This finalchapter, which provides an example ofthe chapters devoted to social and cul-tural history, covers the postwar popu-lation boom, migration to the "sun belt,"the problems of prosperity, the activi-ties of minorities, culture and the"counter-culture," and prospects forAmerica's future.

The chapters are presented in astandard format, beginning with a quo-tation from a figure of the era coveredin the chapter. Additional quotationsand vignettes are interspersed through-out the narrative discussion of historicalevents which follows. The narrative iswritten in a lively, humorous style.Each chapter ends with a "VaryingViewpoints" section and a list of "SelectReadings." The "Varying Viewpoints"present discussions designed to stimu-late student interest. For example, inthe chapter on "The South and theSlavery Controversy," the idea thatslavery was characterized by some his-torians as a relatively benign socialsystem that would have died for eco-nomic reasons had the Civil War notbeen waged is discussed.

ti

52

Teaching ProceduresTwo aids to teaching are provided

with the text, which is designed to bedeployed in a read/discuss/lecture for-mat. One is a student manual or guide-book, which contains paper-and-pencilactivities to accompany each chapter ofthe text. The second aid is a quizbook,which provides a brief summary of eachchapter, a list of significant names andterms covered in the chapter, and sev-eral sets of questions for use by theteacher. Example questions include"Argue for and against the principle ofrotation in office. What are your con-clusions?" and "Can a democracy fight awar effectively without resorting to un-democratic procedures? Explain in rela-tion to World War I."' Multiple-choiceitems suitable for testing purposes arealso provided for each chapter. Thequizbook also contains a list of "End -of -Term Questions," which could beused as term paper topics, and answersto the exercises in the guidebook.

Evaluative Comments and SuggestionsThe American Pageant's most distinc-

tive feature is the lively, often humor-ous style in which it is written. Whilethis style is bound to be interestingand motivating for students, its usealso entails some problems. On occasion,the light treatment trivializes and almostridicules serious topics. For example,in discussing women's rights activists inthe mid-1800s, the authors state, "Acovy of clamorous female agitatorsemerged as the century neared its half-way point." Later in the chapter, theauthors say, "Leaders of the woman'srights movement often marched arm inarm with other reformers. Professional'do-gooders' popped up at every hand,giving the 1840s the distinction of beingthe 'hot air period' of American his-tory." Colorful writing, yes, but unfor-tunately this airy approach characterizesmany serious discussions. Some readers,like this analyst, may find such selec-tions inappropriate.

47,

17. CIVICS, CITIZENS, AND SOCIETY


Subject Area:

Allan 0. Kownslar and TerryMcGraw-Hill Book Co.1980

9

Text, hardbound, 448 pp,paperbound, 188 pp, $7.95Civics, political science, U.S

Textbooks

L. Smart

$10.23; teacher's guide,

. gOvernment

OverviewCivics, Citizens, and Society exam-

ines traditional civics topics for ninth-grade students of varying ability levels.The text's nine units focus on the his-torical evolution of government, Con-gress, the executive branch, the judicialbranch, state and local government, therights and duties of citizens, the polit-ical process, the operation of the legaland judicial systems, and the economicsystem. The authors have r. ;laced heavyemphasis upon acquisition of knowledge,study skills, and critical thinking skills.The teacher's resource guide accom-panying the text contains complete les-son plans which include objectives;suggested activities for below- average,average, and above-average students;tests; answers for questions in the stu-dent text; and reproducible studentactivity -sheets .

Required or Suggested TimeCivics, Citizens, and Society is de-

signed as the basis for a one-yearcourse. Individual units might be com-bined selectively for semester courses.The text contains 19 chapters organizedinto nine units. A suggested teachingtime for 'each chapter is provided in theteacher's resource guide; most requireone to two weeks to complete.

Intended User CharacteristicsThis text is intended for ninth-

graders of all ability levels. The aver-

Data sheet by G. Dale Greenawald.

age reading level, according to the Frygraph, is also ninth grade. The pub-lisher's reading level assessment is fifthto sixth grade. For many lessons, theteacher's resource guide suggests stu-dent activities for three ability levels.Many of the activities focus on basicskill development, with reading, vocabu-lary, and writing skills receiving spe-cial attention. No special teacher train-ing is required.

Rationale and General ObjectivesThis text is designed to "provide a

survey of the workings and developmentof our political processes from earliesttimes to the present." The teacher'sresource guide identifies knowledge,study skill, and critical-thinking skillobjectives for each chapter. Knowledgeobjectives include, for example, beingable to describe the Congressional com-mittee system and to list specific powersof the Supreme Court. Study skillsdeveloped include reading, viewing, lis-tening, classifying, and surveying.Critical-thinking skills emphasized areskills related to problem solving; theseinclude recognizing a problem, analyz-ing a problem, and analyzing and inter-preting available information.

ContentThe authors of Civics, Citizens, and

Society examine traditional civics topicsin most of the text's nine units. Unit 1provides an overview of the historical

5351

Secondary Materials

ev.31ution of various forms of and ideasabout government. Unit 2 examines thepowers, structure, and operation ofCongress, while units 3 and 4 considerthe executive and judicial branches ofthe federal government. Unit 5 focusesupon the structure and operation ofstate and local governments. Unit 6examines the rights and responsibilitiesof citizens in a participatory democracy,while unit 7 attends to voting, publicopinion, pressure groups, and propa-ganda. Unit 8 presents informationabout the operation of the criminal andcivil legal systems. Unit 9 comparesthe economic system of the United Stateswith other systems and analyzes the roleof the government within those systems.

The units are divided into a total of19 chapters. Each chapter includes anintroduction, a chapter outline, a glos-sary, several narrative sections, ques-tions based on the narrative, and achapter review. Each chapter also in-cludes two special features: a careerfeature focusing on an occupation relatedto the chapter topic and a "ReadingAbout" feature that provides a primarysource reading on a central issue. Thenarrative portions of the text usenumerous examples which should appealto adolescents. For example, in a dis-cussion of the role of federal courts,the case of Tinker v. The Des MoinesIndependent Community School District- -a case focusing upon student& freedomof expression in school--is presented.

The text uses numerous pictures,maps, charts, and graphs to facilitateskill development and knowledge acquisi-tion. Racial and sexual stereotypingare avoided throughout the text.

Teaching ProceduresThe lesson plans outlined in the

teacher's resource guide employ tradi-tional read-and-discuss teaching tech-niques . Extending activities for below-average, average, and above-averagestudents are also suggested. Questionsfor discussion are drawn from both theguide and the student text itself. Eachchapter review section begins with ques-tions stressing factual recall. Subse-

quent questions are noteworthy in theirefforts to take students beyond recallto application of their learning. Forexample, after discussing pressuregroups, students are asked to identifygroups which might attempt to exert aninfluence upon a variety of specificbills. Answering this question requiresan understanding of lobbying and anability to identify potential pressuregroups and their positions.

The chapter reviews also stressreading skills, writing skills, and vo-cabulary development. Each review sec-tion includes exercises to develop theseskills. Use of boldface type for newterms and chapter glossaries facilitatevocabulary development.

The student activity sheets' (repro-ducible sheets in the back of theteacher's resource guide) provide addi-tional opportunities for students toapply their knowledge and to developcritical-thinking, reading, and writingskills. Several activity sheets are pro-vided for each chapter.

Evaluative Comments and SuggestionsCivics, Citizens, and Society is a use-

ful text for teachers concerned prima-rily with knowledge acquisition and thedevelopment of study and analyticalskills. The text systematically developsthese areas and is exemplary in askingstudents to apply the knowledge andskills taught. Unlike many recent civicstexts, however, this text provides littleopportunity for students to use thecommunity as a learning resource or toapply their knowledge and skills outsidethe classroom. The section devoted tooperation of student councils is one ofthe few opportunities that students haveto apply their knowledge and skills inreal-life situations. The teacher's guideindicates that community resource per-sons may be used to supplement instruc-tion with the text, but where and howto use such persons is left to theteacher's discretion. In addition, thetext often fails to provide a sense ofthe complicated moral issues that areoften a part of the political process.

54 52

18. EASTERN HEMISPHERE,


Textbooks

THE (OUR WORLD TODAY SERIES)

Harold D. Drummond and James W. HughesAllyn and Bacon, Inc.1980

6-9

Text, hardbound, 566 pp, $11.19; teacher's edition,hardbound, 660 pp, $12.69; workbook, paperbound,158 pp, $3.24; teacher's edition of workbook, paper-bound, 170 pp, $3.24

Subject Area: Area studies, geography

OverviewThis new edition of The Eastern

Hemisphere provides a geographicalapproach to learning about the EasternHemisphere. Revised in both contentand format, this edition also teachesstudents about history, culture, andpolitics and helps students developreading, problem-solving, and geo-graphic skills. The text is divided intoten units; the parts of the EasternHemisphere covered in, individual unitsare northwestern Europe, centralEurope, southern Europe, the SovietUnion, the Middle East and NorthAfrica, sub-Saharan Africa, Asia, andAustralia and the islands of the Pacific.The text is written at an easy readinglevel and is well illustrated. Teachingmethods include reading and discussion,paper-and-pencil workbook activities,and a variety of classroom activities.

Required or Suggested TimeThis text provides material for a full

year's course on the geography, his-tory, and culture of the Eastern Hemi-sphere. Teachers covering parts ofthat hemisphere in other courses mightuse units from this text to provide ageographic perspective. No indicationis given of how much time is to beallotted to each of the text's 28 chap-ters, which range in length from 6 to28 pages and are each accompanied byseveral workbook pages.

Intended User CharacteristicsThe textbook was written specifically

for students in grades 6-9. Conceptsare introduced gradually, the readinglevel is easy--grade 7. on the Fry read-ability scale--and new or difficult termsand words are highlighted. Activitiesin the text and the workbook are de-signed to provide material for studentsof widely varying ability levels.Teacher instructions are clear andexplicit. No teacher training is neces-sary to use the text.

Rationale and General ObjectivesThe authors believe that "students

in the intermediate grades have a grow-ing curiosity and concern about otherpeople and places." They have there-fore written factual descriptions of lifein the Eastern Hemisphere which theyhope will appeal to the interests of thestudents. The authors also believe thatstudents need certain skills to liveeffectively in a modern society. Specif-ically, the textbook was written to helpstudents read; apply problem-solvingand critical thinking skills; interpretglobes and maps; understand time andchronology; locate, organize, and eval-uate information; become more effectivein oral and written communication; andlearn to work more effectively alone andas group members. Specific cognitive,affective, and skill objectives for eachunit are listed in the teacher's edition.

Data sheet by Regina McCormick.

55

53

Secondary Materials

ContentThe textbook is organized into ten

units subdivided into 28 chapters. UnitI introduces "The Eastern Hemisphere."Students learn some basic facts aboutthis area of the world, read about con-flicting ideas of governments and theirpolitical ideologies, and examine theproblems of rapid change and populationgrowth. In the second chapter of UnitI students learn important geographicterms and concepts, including latitudeand longitude, the grid system, timezones, and the relationship of seasons.

Units II through X examine geo-graphic regions of the Eastern Hemi-sphere: "Europe," "NorthwesternEurope," "Central Europe," "SouthernEurope," "The Soviet Union," "TheMiddle East and North Africa," "Africafrom the Sahara to the Cape of GoodHope," "Asia," and "Australia andIslands of the Pacific." Students aregiven a brief history of the variouscountries and learn about their geo-graphic characteristics, landforms, cli-mate, topography, ways of living, edu-cation, and government. A theme whichruns through the study of each regionis how people have modified or adaptedtheir environment to their own advan-tage.

Teaching ProceduresThe student text is structured to

provide both a framework for present-ing the material and specific classroomactivities for students. Students begineach unit by reading a concise "UnitIntroduction," which provides generali-zations about the climate, landforms,.history, and politics of the region to bestudied. Each "Unit Introduction" endswith a section called "Things You MightLike to Do as You Study About...,"which contains ideas for student activi-ties. In the unit on Europe, for exam-ple, students might interview severalpeople who were born in Europe or forma committee to research life north of theArctic Circle.

The teacher's edition suggests "Moti-vating Activities" that the teacher can

use to begin each chapter. The inter-esting and varied activities include hav-ing students keep a record of theweather for a specific period of time,make a landform map of Romania, pre-pare for a trip to five locations inSpain, and role play people in a MiddleEastern marketplace.

Interspersed throughout the chaptersin the student textbook are brief read-ing selections on human interest topics,called "Sidelights," and questions whichtest student comprehension. Studentsare encouraged to do library researchand more in-depth studies of the variousEastern Hemisphere regions through the"Learn More About...." sections includedin most of the chapters and all of theunits. A "Review" section concludeseach unit and chapter. This "Review"includes a "Summary" of unit high-lights, "What Have You Learned" ques-tions to help students recall factualdata, and "Be a Geographer" questionswhich enable students to apply theglobe and map skills learned throughoutthe chapters. All "Review" sectionsconclude with "Questions to ThinkAbout," which encourage students incritical thinking. The student work-book provides additional paper-and-pencil activities.

Evaluative Comments and SuggestionsAlthough no formal field test of the

text was conducted, revisions in thisedition were based on comments fromusers of the first edition. The resultis a text that is easy for both teachersand students to use. The activitiessuggested in the teacher's edition andin the student text are interesting andvaried, allowing teachers to use thetext with students of differing abilitylevels.

More than half of the text is devotedto study of Europe. While a rationalefor this study is given--that many ofour own governmental and cultural tra-ditions are based on European ones--some critics might feel that space shouldhave been devoted more equally to allthe areas in the Eastern Hemisphere.

5456

19. ECONOMICS: PRINCIPLES AND PRACTICES


Textbooks

James E. Brown and Harold A. WolfCharles E. Merrill Publishing Co.1979 (rev. ed.)10 -12

Text, hardbound, 545 pp, $10.95; teacher's guide,paperbound, 129 pp, $2.55; workbook, paperbound,153 pp, $3.90; teacher's edition to workbook, paper-bound, 153 pp, $4.50; tests, duplicating masters,$22.95

Subject Area: Economics

OverviewEconomics: Principles and Practices is

an economics text for a one-year highschool course. Designed to provide abroad understanding of the Americaneconomy, the text is accompanied by ateacher's guide and a student activitybook. An evaluation program on spiritmasters is also available. Special fea-tures of the text include biographies ofkey economists, career descriptions,and applications of economic theory.Current economic issues are treated inan epilogue.

Required or Suggested TimeThe text is designed for a one-year

course. Semester or quarter coursesmay be taught by selecting chapters onvarious topics, such as micro- or macro-economics, economic issues and problems,or economic policy. Each of the text's28 chapters is divided into sections; theauthors suggest that one section couldbe used as a day's reading assignment.Use of the activity book and assignmentof suggested readings would increasethe timeneeded to complete the text.

Intended User CharacteristicsEconomics: Principles and Practices

is most suited for students in grades 11and 12. The reading level is at grade.11, according to a Fry readability test.

Some background in economics would behelpful to the teacher. In addition, noteaching strategies are suggested; onlysuggestions for reading and discussionare given. Therefore, the teacher whowishes to introduce alternative learningactivities will have to spend time plan-ning these.

Rationale and General ObjectivesThe authors' major goal is to "equip

students with a set of analytical tools tohelp them reason objectively and inde-pendently about economic problems."Since economics is not "personal finance"but the broader study of society, indi-viduals, and their needs and resources,students must have a broad view of theeconomy. Through participation inproblem solving and analysis of economicissues, students will gain this broadunderstanding and be "able to partici-pate more effectively in their roles asconsumers, producers, investors, andvoters."

ContentEconomics: Principles and Practices

focuses on economic institutions in theUnited States. The text's 28 chaptersare organized into ten units. Unit Idefines economics and reviews economicdecision making. Unit II focuses onfunctional institutions both in businessand nonbusiness (such as nonprofit


575 5

Secondary Materials

organizations, government, and laborunions). In the third unit, studentslearn about economic behavior--the mar-ket, supply, demand, and prices. Final-I-da' institutions are examined in unitIV, while unit V focuses on the role ofgovernment in the American economy.The overall economy is examined in unitVI, with chapters on the nation's income,economic growth, business cycles, infla-tion and deflation, and economic stabil-ity. The role of labor in the nation'seconomy is the topic of unit VII. UnitVIII focuses on economic security, withchapters on social economic problems,government intervention in promotingeconomic security, and the economics ofagriculture. The world economy andother economic systems are treated inunits IX and X. The book concludeswith an epilogue on "current economic71,,-;ues," among them poverty, inflation,unemployment, pollution, and the plightof the cities.

Three special content features are"Careers," eight descriptions of careerswhich require an economics background;"Biographies," one-page biographies offamous economists; and "Applications,"essays on particular economic theoriesand practices. Examples of "Applica-tion" topics include education and in-come, stagi,ation, and global corpora-tions.

Teaching ProceduresThe teacher's guide contains the fol-

lowing sections for each chapter: objec-tives, major concepts, suggestions for

58

discussion and analysis, and chapterreview answers. Objectives are limitedto three or four for each chapter.Sample objectives are: "to define cer-tain basic economic terms," "to definethe kinds of markets which might exist, ""to show the role of the banking sys-tem." The major concepts are reallysummary generalizations of the mainideas of the chapters; for example, "Insome countries, economic decisions aremade by command, that is, by the direc-tion of some central authority." Eachchapter is divided into smaller "sections"designed as the basis for one day'sreading assignment. Although some ofthe suggestions require student writing,the majority focus on teacher-led dis-cussion. The chapter reviews includedefinitions for the chapter vocabularyand answers to the end-of-chapter re-view questions. Additional student aidsinclude the student activity book (apaper-and-pencil workbook) and spiritmaster tests for chapters and semesters.

Evaluative Comments and SuggestionsThe book is a basic economics text

with a focus on economic institutions inthe United States. If the objective ofproblem solving and analysis of econom-ic issues is to be achieved, the teacherwill have to spend preparation time indesigning activities to develop theseskills. Use of the activity book willhelp, but the suggestions for discussionand analysis do not go far beyond basicknowledge acquisition.

20. EXPLORING AMERICAN


Subject Area:

Textbooks

CITIZENSHIP

John R. O'Connor and Robert M. GoldbergGlobe Book Co., Inc.1980

7-12

Text, hardbound, 448 pp , $7.44 (also availablepaperbound, $6. 45) ; teaching guide, paperbound, 54pp, free; workbook, paperbound, 76 pp, $1.50

Civics, U.S. government

OverviewExploring American Citizenship is a

civics text designed for use with juniorand senior high school students ofaverage or below-average ability. Thetext's controlled reading level, manyreading aids, and emphasis on basicskill development make it particularlysuitable for use with students who havereading problems. The text providesan overview of the American politicalsystem, with an historical emphasis.The primary teaching strategies arereading, discussion, and use of paper-and-pencil skill-building activities pro-vided in the student text and theaccompanying workbook.

Required or Suggested TimeThe publisher does not suggest how

much time is required to use the text.Each of the text's 48 relatively briefchapters would appear to require one ortwo days to complete. Thus, the bookcould be completed in a one-semestercourse. Since lesson plans and activitysuggestions are not provided, someplanning time will be required ofteachers who wish to take other than aread-and-discuss approach.

Intended User CharacteristicsEx loving American Citizenship is de-

signed for use with junior and seniorhigh school students of average andbelow-average ability. The reading level

has been carefully controlled: fifth tosixth grade as reported by the pub-lisher, seventh grade as determined bythis analyst using the Fry graph. A

number of. aids to readability are alsobuilt into the text; these include use ofadvance organizers in each chapter,provision of a pre-reading vocabulary,and use of short chapters. End-of-chapter exercises are designed to rein-force knowledge acquisition and buildreading and social studies skills.

Rationale and General ObjectivesThe teaching guide describes six

major objectives for the text: (1) pro-viding students with basic knowledgeabout the American system of govern-ment, (2) helping students develop atti-tudes "that lead to responsible action insociety and in the classroom," (3) devel-oping such skills as reading, under-standing the vocabulary of the socialsciences, and making generalizations,(4) helping slower readers by present-ing materials that "are easy to read andunderstand, " (5) emphasizing the needfor students to discover informationthrough a variety of tools, and (6)helping teachers by providing a varietyof learning experiences in one readilyavailable form.

The teaching guide presents a lengthyunit-by-unit listing of facts, ideas, andconcepts students should understandafter using Exploring American Citizen-ship. A list of 23 hoped-for attitudinal

Data sheet by Laurel R. Singleton.5957

Secondary Materials

outcomes is also provided. The advanceorganizers used in the student textprovide knowledge objectives for eachchapter of the text.

ContentExploring American Citizenship pro-

vides a broad overview of the operationof the American political system. Thetext's historical emphasis is particularlyevident in the first three units.

The first unit, "American Govern-ment," introduces the concepts of gov-ernment and citizenship and provides ahistorical treatment of how the Americansystem of government has developed.The second unit, "American Democracy,"further develops understanding of therights and responsibilities of a citizenof the United States. The historicaltreatment is continued with a discussionof how the rights of citizenship havegradually been extended to groups thatwere previously excluded. "AmericanPolitical Parties," the third unit in thetext, describes the functions of politicalparties.

Units 4 and 5 examine the federalgovernment and state and local govern-ments. Problems faced by the variouslevels of government are discussed.The sixth unit, "Our System of Justice,"discusses the reasons for the crimeproblem, what can be done about theproblem, and how the justice systemworks.

The topic of the seventh unit is "OurEconomic System." "Our Foreign Policy"is the focus of the eighth unit. Againthe approach is historical, tracing thedevelopment of American foreign policyfrom the late 18th century to the pres-ent. The final unit briefly examines"Careers in Government."

Teaching ProceduresEach chapter in Exploring American

Citizenship begins with a section called"Purposes for Reading," which providesadvance organizers for the student.This section is followed by "KnowingNew Words," which provides a pronun-ciation guide and definitions for unfa-

60

minas words in the chapter.The chapter openings are designed

to provide motivation in the form of acartoon, photograph, headline, or quo-tation, often accompanied by interest-stimulating questions. These chapteropeners are followed by four or fivepages of expository text illustrated withadditional photographs and cartoons.

Each chapter ends with review ques-tions and skill-building activities. Thereview questions demand recall of infor-mation read in the. chapter narrative.The skill-building activities cover bothreading and social studies skill. Exam-ple exercises include reading and inter-preting cartoons, maps, and graphs;reading and discussing primary sourcematerials; and finding support for par-ticular statements in the chapter.Occasionally, a "Things to Do" sectionat the end of the chapter suggests suchout-of-class activities as observingshoppers in a local supermarket todetermine how carefully they shop.The workbook also provides oneexercise for each chapter.

The teaching guide accompanying thetext provides some general suggestionsregarding the use of questioning strate-gies and planning daily lessons. A fewsample lesson plans are presented,but detailed suggestions for teachingare not given.

Evaluative Comments and SuggestionsThe controlled reading level and

numerous aids to reading used inExploring American Citizenship make thetext especially suitable for use withsecondary students who need remedialwork in reading or social studies skills.The program's effectiveness could beenhanced by improving the teachingguide. First, suggestions for teachingstrategies which encourage student in-volvement in a variety of nonreadingsituations would be very helpful.Because the controlled reading levelnecessitates simplification of the con-tent, a list of audiovisual and othersupplementary materials wouldalso be helpful.

58

21. FOUNDATIONS IN SOCIAL STUDIES

General Editor:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:

Nancy W. BauerHarcourt Brace Jovanovich, Inc.1977-1981

7-12

8 texts, paperbound, 128 to 2008 teachers' guides, paperbound,to $1.50Civics, economics, global studies, history,ciplinary social studies

Textbooks

PP, $4.0582 to 96

to $7.50;pp, $0.99

interdis-

OverviewThis series of eight student texts,

each withwith

teaching guide,deals with the origin and developmentof various aspects of our economic,political, and social systems. All eighttexts are characterized by an interdis-ciplinary approach and by abundant useof colorful illustrations and excerptsfrom primary sources. Each text couldform the basis for an independent unit,or portions could be incorporated intoongoing courses in a variety of subjectareas. The materials were designed foruse in grades 9-12 or for upper-intermediate or middle-school studentswho are reading at or above grade level.

Required or Suggested TimeThese texts can be used in several

ways. Each could form the basis for aquarter- or semester-long course; sev-eral could be grouped for a full-yearinterdisciplinary social studies sequence;or parts of the various texts could beincorporated into courses in history,government, sociology, psychology,civics, current events, economics, andconsumer education. The teachingguides contain specific suggestions forintegrating the materials into ongoingcourses. Each lesson in the studenttexts may require from one to severalclass sessions to complete, dependingon how many of the suggested activitiesthe teacher uses.

Intended User CharacteristicsAlthough the approach and format of

this series would seem to indicate thatthe texts fall into the "high interest,low reading level" category, applicationof the Fry scale to random samples fromthe student books yields a reading-levelrange of grade 9 to college, averagingout at about grade 10.5. The pub-lisher's test using the Dale-Chall for-mula on two of the texts showed a read-ing level of grades 7-8. The abun-dance of illustrations and the brevity ofthe narrative segments, which areinterspersed with excerpts from primarysources, may make the books especiallyappropriate for high school studentswho are poorly motivated. Most of theprimary-source excerpts are describedas having been "adapted" to facilitatereading. In some unadapted excerptssynonyms for words that might be un-familiar to students have been providedin brackets.

Rationale and General ObjectivesThe purpose of this series, accord-

ing to the general editor, is to helpstudents learn that "throughout historypeople have had similar concerns" butthat "their answers have varied becauseof differing viewpoints and differingvalues." The approach is interdiscipli-nary; regardless of the specific focusof the book, each author has selected

Data sheet by Ann M. Williams.

61v

Secondary Materials

content and concepts from the varioussocial science disciplines in order todevelop a curriculum that is an "imageof reality" and to give students oppor-tunities to "explore the themes andapply the questions to changing evi-dence and new situations."

ContentAll eight student texts in this series

follow basically the same format: afterone or more introductory lessons, theunit contents are grouped into three tofive parts. With the exception of FreeEnterprise in America and Law and aii=zenship in America, each of the studenttexts is concluded by a "Research Bank"of related readings, which are keyed tothe various parts and lessons.

The part titles of each book are asfollows: Free Enterprise in America:"How the System Works," "Individualsin the Economy," 'Institutions and theEconomy, 0 "The Economy as a Whole."The Development of American EconomicLife: "The Beginning of Economic37c-iwth: 1607-1865," "The Industrializa-

tion of Amenica: 1865-1929," "TheModern American Economy: 1,929-Present. 11 The Iniza.ct of the IndustrialRevolution : --vrfre iiiaFT3a7ethe Industrial Revolution," "Forces fChange: The Industrial Revolution ,""'Costs and Benefits: Effects of Indus-trialization." The Individual and Soc1.2n.in America: "Creating 1Society: ThePuritans in Massachusetts 1630-1692,""A Changing Society: The United States1828-1860," "The Urban Society: TheGrowth of Cities 1890-1920," "TheModern Society The United States 1943to the Peesent." Male and Female inToday's World: "Beliefsgbe;atlitiinanRoles,7r-111 Look at the 71:vidence.""Changes in Human Roles." The Devel.-229ent of American Foreign Policy TANew Nation in the World: 1776-18:+ 5, "

"The Expanding Nation: 1615-19C.'),""The United States Becomes a Major?ower: 1900-945," "A Superpower inthe Modern World: 1945 to the Present."Law and Citizenship in America: "WhatIs Law?" "Law in America," "Sources ofLaw,." "Decision Making in a Democracy,""You as a Citizen." The Origins of

Modern Nations: "The. Starting Point:800-1300," "Forces for Change: 1300-1800, " "The Modern World: 1750 to thePresent."

In all of the books the authors haverelated the topic to the lives of ordi-nary people throughout history. Also,various points of view are expressed..Visuals and excerpts of primary sourcesare used extensively.

Teaching ProceduresThe learning activities developed for

this series are essentially self-guided.They are interspersed among the read-ings under such headings as "AnalyzingYour Ideas," "Applying What YouKnow," "Thinking It Through," and"Expressing a Point of Vied." A profu-sion of thought-stimulating questionsand suggestions for further reading andinvestigation are provided.

For each lesson, the teaching guideprovides an overview, objectives, key\Nerds and ideas, backeyound Informa-tion, activities and projects, sugges-tions for using questions in the texts,and methods for evaluating studentlearning. The activities and projectsinclude individual. small group, andclass activi,;cies and involve students insuch activities as role plays, research,Mtn viewing, and letter writing. Theteieluation questions consist of a mix-ture of items of varying degrees of dif-ficu.ty.

Evaluative Comments and SuggestionsThese flexible materials were designed

to appeal to secondary students of vary-ing ability levels. While junior highstudents and senior high students whoare not highly motivated are likely tobe attracted by the visual format andthe inclusion of numerous personalaccounts, more-advanced students mayfind the approach and much of the con-tent to be unchallenging and oversim-plistic. The effect of "adapting"excerpts from primary sources is topurge ,them of style and personality;regardless of source, pe-Jod, or con-text, they all tend to sound the same.

Co62

Textbooks

22. FREE AND THE BRAVE, THE

Author:Publisher:Availability:,Publication Date:Grade Level,:Materials and Cost:

Henry F. GraffRand McNally and Co.From Houghton Mifflin Co.1980 (4th ed.)7-8

Text, hardbound, 768 pp, $13.56; teacher's annotatededition, hardbound, 828 pp, $14.97; student work-book, paperbound, 142 pp, $3.69; teacher's work-book, paperbound, 142 pp, $4.23


OverviewThe Free and the Brave is a text

designed for a one-year course in U.S.history. The text's major focus is priorto 1900, but it briefly covers events upto the 1979 SALT II talks in Geneva.The teacher's annotated edition encour-ages the use of an inquiry approach;questions and activities suggested inthe student text support this. One ofthe outstanding features of the text isthe extensive use of primary sourcematerials representing various points ofview. Average and above-average stu-dents at the seventh- and eighth-gradelevels can use the text.

Required or Suggested TimeThe Free and the Brave is designed

to be used as the basic text in a year-long U.S. history course. Each of the30 chapters will require approximatelyfive to six days to complete. Some end-of-chapter activities may require stu-dents 'to work on their own time.Preparation time for teachers should beallowed, as no lesson plans are pro-vided.

Intended User CharacteristicsThe publishers indicate that the text

is intended to be used with students ingrades 7 and 8. Using the Fry graph,this analyst found the text to averagean eighth-grade reading level. Average

and above-average students would bene-fit from the suggested teaching approach,which encourages the development ofcritical thinking skills. Students need-ing remedial work in reading and studyskills would probably have difficultyusing this text. No special teachertraining is required; however, teachersshould be somewhat familiar with theinquiry approach and should be willingto spend time preparing lesson plans.

Rationale and General ObjectivesThe teacher's edition states that The

Free and the Brave was written to helpprepare young Americans to live respon-sibly in a rapidly changing country andworld by acquainting them with theconditions and changes in the past thathave 'contributed to the situations oftoday and that will bear on those oftomorrow. It also states ten generalobjectives for the text. Among theseare: "To impress the fact that Americanculture is plural.... To show how democ-racy first took root and is continuing toevolve.... To demonstrate how Americanshave created an advanced technology --with advantages but with drawbacks....(and) To provide help in developing theability to think critically."

ContentThe Free and the Brave focuses heav-

ily on history prior to 1900. Only five


6Y

Secondary Materials

of the 30 chapters--which are organizedinto eight parts--cover events of the20th century. Primary sources--excerptsfrom letters and diaries, songs, paint-ings, photographs, illustrations, car-toons, etc.are used extensively tomotivate students and to help thembetter understand the periods beingdiscussed.

Following a brief discussion of earlyNative American cultures, part 1 exam-ines European explorations of America.Part 2 focuses on the establishment ofcolonies in what is now the UnitedStates. The third part covers coloniallife and the American Revolution. Inpart 4, students learn about the estab-lishment of the new government as wellas events of the early years up throughthe War of 1812, the Monroe Doctrine,and the election of Andrew Jackson.Part 5 examines "Jacksonian democracy,"the growth of industry, westwardexpansion, and the development of sec-tional differences. Part 6 discusses theCivil War and Reconstruction. In part7, the author focuses on the growth ofheavy industry, transportation, andcommunication after the Civil War; prob-lems of farmers and workers; urban lifeand the "new immigration"; the Spanish-American War and the development ofimperialism; the presidencies of TheodoreRoosevelt and Woodrow Wilson; andreformations. The final part coversevents from World War I through 1979.

The chapter openings form a partic-ularly important part of the text, eventhough they are not lengthy. Theyconsist of inquiry exercises that givestudents a perspective not usuallygained from reading straight narrative.For example, the opening exercise forchapter 10 focuses on the fears andapprehensions of the English colonistsat the time of their revolt; the openingto chapter 25 focuses on the movementto win equal rights for women. Oppos-ing viewpoints are usually presented.

Teaching ProceduresThe teacher's annotated edition

recommends using an inquiry approachto teaching The Free and the Brave. Abrief discussion of the steps in learn-

64

ing, the role of the teacher, and theappropriate classroom atmosphere isprovided. An example of an inquiry isgiven, but no specific lesson plans areprovided. The teacher's edition andtext do aid somewhat in this process .

For each chapter and part opening theteacher's edition points out issues orproblems for possible inquiry. In addi-tion, on nearly every page throughoutthe text the teacher's edition includessuggested topics or problems which stu-dents could explore. In the studenttext, a combination of review and inquiryquestions is presented at the conclusionof each major chapter section; the"Workshops" at the end of each chapteralso include a number of inquiry exer-cises. For example, students are askedto compare differing points of view onan issue, interpret various types ofprimary source materials, and formgeneralizations based on evidence.

One helpful feature of the teacher'sedition is an index of such skills asanalyzing primary source material, class-ifying information, making comparisons,summarizing data in a graphic, and col-lecting information from many sources.Other aids provided in the teacher'sedition include brief chapter summaries,answers to in-chapter questions, andchapter tests with answers. The testsconsist primarily of objective questions;each concludes with a "think question."

The student workbook providesseveral review and inquiry exercises foreach chapter and part of the text.

Evaluative Comments and SuggestionsThis text's major shortcoming is its

lack of emphasis on 20th-century U.S.history. Another potential problem isthe lack of direction in teaching withthe inquiry approach. Nevertheless,teachers with some familiarity with thisapproach should be able to manage, asthere are many suggested questions andactivities designed to develop inquiryskills. The skills index should also beextremely valuable. Finally, the chapterand part openings and the extensiveuse of primary source materials arevery motivating and should encouragestudents in the inquiry process.

C2

23. GLOBAL INSIGHTS; PEOPLE AND CULTURES

Authors

PublishersPublication Date:Grade Level:Materials and Cost:

Textbooks

M.A. Farah at al.Charles E. Merrill Publishing Co.1980

9-11

Text, hardbound, 799 pages, $13.80 (also availableas six individual modules, paperbound, 136 pp each,$4.20 each); teacher's guide, 217 pp, paperbound,$4.35; evaluation program, 96 duplicating masters,$25.80

Subject Area: Area studies, world cultures

OverviewGlobal Insights: People and Cultures

is a text usable in secondary-level (9-11)world cultures and area studies coursesof two semesters' duration. Each of thesix units included in the text is availa-ble separately in module form and canbe used as the basis of a minicourse ona particular world region or as a sup-plement to world history or world geog-raphy courses. The text focuses onsix cultural /geographic areas: China,India, the Soviet Union, Latin America,the Middle East, and sub-SaharanAfrica. Skill development activities,primary and secondary source readings,case studies, and vocabulary exercisesare integral parts of the program.

Required or Suggested TimeThe materials for Global Insights may

be used for a one-year course in worldcultures or area studies. Alternatively,the six units could be used individuallyto form the basis for area studies mini-courses or as supplementary material incourses on world history or world geog-raphy.

Intended User CharacteristicsThe publisher states that the read-

ing level of the student materials isseventh to eighth grade, as indicatedby the Dale-Chall scale. A Fry reada-bility analysis by this writer indicatesthe reading level to be seventh to ninth

grade. The text is designed for useby students within the normal range ofintellectual capabilities. The activitiesoffered in the teacher's guide allow stu-.dents of mixed abilities to participatefully in the program. No specialteacher training or school facilities arerequired.

Rationale and General ObjectivesThe authors of Global Insights be-

lieve that "Today a global perspectiveand intercultural understanding areessential." They have thus developedthe text to foster the development ofstudent "skills, attitudes, and behaviorswhich will enable them to function aseffective citizens in a changing world."Skill-development objectives includeobtaining and organizing data; usingmaps, charts, and graphs; making com-parisons and testing hypotheses; inter-preting; synthesizing; and generalizing.In the attitudinal arena, the authorsaim to develop empathy, tolerance, andthe capacity to understand otherpeoples. To this end, the text contentfocuses on "people rather than onnation-states or institutions." Specificobjectives for each chapter are providedin the teacher's guide.

ContentGlobal Insights is organized into

six units, each of which describes andanalyzes a culture area defined accord-

Data sheet by Kenneth A. Switzer.

Secondary Materials

ing to geographic boundaries: China,India, the Soviet Union, the MiddleEast, Latin America, and sub-SaharanAfrica. Each unit consists of nine to12 chapters. For example, the unit onLatin America has chapters which coverthe environment, human diversity,family and social class, customs andtraditions, religion, education, growthand urbanization, rural areas, politics,Marxism, and contemporary forces forreform. The unit on the Middle Eastincludes chapters on Islam and theArab-Israeli conflict, while the Africanunit covers apartheid, black national-ism, and nation-building.

Each chapter opens with a visual- -photograph or mapand overview ques-tions tied to the visual. An introduc-tory reading is used to set the scenefor the study of the chapter topic andto arouse student interest. A briefnarrative which accompanies the readingmay explain or amplify the reading andprovide a transition to the text content.Each chapter also includes a one- tothree-page case study, consisting ofsource readings and quotations and aseries of related discussion questions.Each chapter of the text ends with an"exploration" activity. This activitymay consist of source readings, photoessays, quotations, maps or tables, orauthor narrative accompanied by discus-sion questions intended to tie togetherthe information in the chapter and toplace into context the chapter contentas it relates to the overview questions.Last, each chapter contains a brief listof key terms.

66

Teachig ProceduresMajor teaching procedures are read-

ing and discussion. Interspersedthroughout the text readings are over-view questions, review questions,charts, graphs, maps, tables, andphotographs. Inquiry activities involvestudents in gathering data, interpretingand analyzing data, and making andtesting hypotheses. End -of- chapteractivities are designed to help studentsreview major Ideas and terms, form per-sonal opinions, and test those opinionsagainst facts, as well as to apply chap-ter content to case studies. Theteacher's guide provides additional ideasfor supplementary learning activities,and cites both student and teacherprint and nonprint resources.

Evaluative Comments and SuggestionsThe publisher reports that no formal

evaluation of Global Insights has beenconducted. Certain area specialistsmight criticize the text's failure toinclude units on Japan and Europe.The strongest units are those thatfocus on a single nation--China, India,and the Soviet Union. The units focus-ing on larger geographic regions (LatinAmerica, the Middle East, and sub-Saharan Africa) face the difficult prob-lem of presenting the cultural similaritiesof the areas, while not losing sight ofthe differences encountered in a regionas diverse as Latin America.

4

24, GOVERNING YOUR LIFE: CITIZENSHIP AND CIVICS

Author:PublishersPublication Date:Grade Level:Materials and Cost:

Subject Area:

Textbooks

Steven Jantaen et al.Science Research Associates, Inc.1980

9-12Text, hardbound, 500 pp, $12.45; teacher's guide,paperbound, 158 pp, $2.60; student activity book,paperbound, 127 pp, $2.85

Civics, political science, U.S. government

OverviewGoverning Your Life: Citizenship and

Civics is a 120-lesson secondary textfocusing on citizenship/civics topics.The text examines national, state, andlocal government; the origins of govern-ment; various political philosophies;American foreign policy; and the dailyoperation of the American political sys-tem. It also includes sections aboutconsumer economics, career choices,and economic and social problems. Indeveloping the text, the authors haveemployed what they call a fusioncurriculum--an approach blending "socialstudies content with information reflect-ing the everyday lives and concerns ofstudents." Attention was also given toeducational research in development ofthe text. For example, variations inlearning styles are accommodated by theauthors' inclusion of four modes of pre-sentation in each lesson: narrative,readings, activities, and visuals.

Required or Suggested TimeGoverning Your Life is intended to

be used as the basis of a one-year civicsor government course. Although theauthors do not suggest doing so,teachers could adapt the text for use ina one- semester course by deleting suchchapters as "Career Choices" and "Con-sumer Economics." The text's 120 les-sons each require from one to five daysto complete, depending on how a teacherwishes to use the materials.

Intended User CharacteristicsThis text is designed for use with

senior high students of diverse abilities.The readings, which comprise a largepart of the text, range in readabilityfrom grade 7 to grade 12. However,the authors stress that teachers canselect readings to match their students'abilities. The activities and visuals inthe text can be used by students read-ing below grade level.

This text attends to issues influenc-ing both urban and rural America. Itdepicts members of many ethnic andracial groups performing a variety oftasks and reflects the changing roles ofwomen and men. Although no specialteacher training is recommended,teachers must read the instructor'smanual carefully. The rationale andpsychological underpinnings of the textare carefully described, and concretesuggestions for using the text areoffered.

Rationale and General ObjectivesThe authors of Governing Your Life:

Citizenship and Civics contend that thepurpose of the text is to "Help yourstudents prepare intelligently and sensi-tively far their roles as citizens." Al-though it is not stated explicitly, thetext suggests that such preparation in-cludes acquisition of knowledge, skills,and attitudes.

The authors also identify three as-sumptions upon which the text rests.


6 5

Secondary Materials

First, they believe that conventionalsubject matter should be integrated withinformation of immediate concern to stu-dents "so that students can use eachinformation to help them better compre-hend and manipulate the other."Second, the authors believe that thereis no single best way to learn, butrather that different people learn in dif-ferent ways, Finally, they are com-mitted to actions as essential for stu-dent learning.

ContentGoverning Your Life: Citizenship and

Civics focuses upon such traditionalcivics topics as what government is; dif-ferent types of government; the Consti-tution; local, state, and national gov-ernment; American foreign policy; polit-ical parties and political action; andpublic opinion and the media. In addi-tion, the text considers career choices,consumer economics, social problems,and economic problems. While consider-ing these issues, the text attempts totap students' personal interests andpersonal development issues. Thus,such topics as decision making, roles,self - image, personal and societalchange, and the individual's relationshipto authority are also considerec;

Each of the text's 120 le;b:. )t-ci isfour components: a brief cr,o.; /e, areading, an activity, and visuals. Forexample, a lesson entitled "Urban Poli-tics" contains a one-page narrative aboutthe struggle between machine politicsand reformers; a campaign speech byMayor Carl Stokes of Cleveland; a smallgroup activity in which students decidehow particular urban groups might viewother groups; and a series of graphsand tables on cities.

Teaching ProceduresThe instructor's manual accompany-

ing this text offers an extensive discus-sion of the philosophy of the course,the course components, the psycholog-ical research supporting the curriculum,the role of the teacher, planning proce-dures, classroom management procedures,and testing.

68

The text is written to allow teachersflexibility in use, The instructor'smanual describes how each of the com-ponents of a lesson can be used, Theauthors encourage teachers to select themoat appropriate instructional approachor combination of approaches for eachgroup of students, The authors alsorecommend, however, that teachers notemploy old techniques exclusively. Theystress the importance of encouraginginteraction, activity, and communityinvolvement.

Chapter tests are provided in themanual, as are suggestions and cautionsregarding testing.

The activity book provides worksheetsto accompany some of the lessons, aswell as space for journal-type entries.

Evaluative Comments and SuggestionsGoverning Your :e is an exception-

ally innovative text ..ich seeks to com-bine traditional civi ni topics with issuesof concern to adolescents. It alertsteachers to the importance of classroomclimate and the hidden curriculum, andit employs recent research about learn-ing and adolescents to produce asuperior product. An especially note-worthy aspect of the text is the use ofvisuals carefully chosen to relate to thelesson focus. In the hands of a skillfulteacher, the visuals can be used withpoor readers or nonreading students todevelop sophisticated understandingsand concepts.

While the publisher reports that thetext is being used in both innovativeand traditional classrooms, the innova-tive strengths of the text may deterteachers who feel uncomfortable withsuch new roles as organizer andresource person. The instructor'smanual provides teachers with someassistance in assuming these new roles,but greater assistance could be pro-vided, perhaps through a bibliographyor more elaborate descriptions of how touse the various components of eachlesson.

The text has been field tested andrevisions made on the basis of feed-back.

25 HISTORY OP THE

AuthorsPublisherPublication Date:Oracle Level:Materials and Cost:

Subject Area:

Textbooks

UNITED STATES, A

Daniel J, Boorstin and Brooks Mather KelleyQinn and Co,1981

9-12

Text, hardbound, 828 pp, $12.95; teacher's guide,in preparationU.S, history

OverviewA History of the United States pro-

vides comprehensive, up-to-date cover-age of events in U.S. history for stu-dents at the secondary level. Provid-ing ample material for a yearlongcourse, the text focuses most heavilyon a chronological presentation of polit-ical and military history, but also exam-ines economic, social, and culturaldevelopments. The preliminary editionof the teacher's guide available for thisreview provides detailed lesson plansfor using the text. These lesson plans,along with the chapter review materialprovided with each of the student text's35 chapters, provide a wide range ofactivities in which students can becomeinvolved.

Required or Suggested TimeA History of the United States is a

text designed to serve as the basis fora one-year course in U.S. history. Eachof the text's 35 chapters is divided intothree to six sections, which eachrequire one to two days to complete.The chapter review for each chapterprovides activities for out-of-class workor individual or class projects whichwill require additional class time ifassigned.

Intended User CharacteristicsThis text is suitable for use with

average or above-average students ingrades 9-12. This analyst found the

reading level based on the Fry graph tobe ninth grade. The text's balancedtreatment of ethnic groups in Americanhistory makes it suitable for use inclasses which include students of vary-ing backgrounds.

Rationale and General ObjectivesIn writing A History of the United

States, the authors have attempted tohelp students answer the question "Whatdoes it mean to be an American?" bypresenting a discussion of U.S. historydesigned to be "understandable, percep-tive, beautifully illustrated, instructive,and a 'good read." To this end, theauthors have taken an interpretive,chronological approach to their discus-sion of historical events.

The teacher's guide lists knowledgeand skill objectives for each section ofthe text. Examples for a section of thetext covering Spanish exploration in theAmericas include: "Name some contribu-tion made by each of the following tothe Spanish explorations: Pope Alexan-der VI, Charles V, blacks, Indians"and "Demonstrate appreciation of , andskill in using, vivid language in a briefwritten account of a Spanish expedition."

ContentA History of the United States pro-

vides a fairly traditional chronologicalpresentation of events in U.S. history,focusing most strongly on political andmilitary history but covering economic


69 (37

Secondary Materials

and social history as well. The tent isdivided into 12 units, introduced by abrief "Prologue" and concluded by an"Epilogue," Unit 1, "The Making ofAmericana," covers European explorationof the American, Native American cul-ture*, the development of the colonies,and conflicts between Britain, Spain,and France. The second unit, "Forminga Now Nation, 1763-1800," examines theevents leading up to the Revolution,the Revolution itself, and the formationof the United States.

The third unit covers the administra-tions of Jefferson through Jackson.Unit 4 focuses on the events between1800 and 1860 which led to the CivilWar, whose conduct and aftermath arethe topics of unit 5. The sixth unitexamines "The New Industrial Age,1865-1900." Unit 7 examines politicalreforms and the emerging Americanpresence in the world in the years from1890-1920.

Unit, 8 covers postwar reaction andthe coming of the Depression which,along with World War II, is more fullycovered in unit 9. Unit 10 examines"Postwar Problems, 1945-1960." Theeleventh unit focuses on the Kennedy,Johnson, and Nixon administrations,while the final unit, "The United StatesLooks Ahead," examines cultural changesin the second half of this century andthe administrations of Ford and Carter.

Teaching ProceduresA varied approach to teaching is

advocated for users of A History of theUnited States. Suggestions for present-ing each of the text's 35 chapters areprovided in the teacher's guide. Theplans open with a suggestion for "Intro-ducing the Chapter." These activitiesare designed to interest students in thematerial to be covered and to helpteachers assess what students alreadyknow about the material. This openeris followed by section-by-section lesson,plans, which include instructional objec-tives, teaching suggestions, reproduc-ible student handouts, and suggestedanswers to the chapter review material

in the student text. The teaching sug-gestions provided are varied. Theyinclude reading, discussion, map work,and a variety of student-involvementactivities. Numerous role-playing andsimulation activities are suggested, inaddition, the teaching suggestions foreach chapter include at least one activ-ity designed to provide practice in a"basic competency."

Through its section and chapter re-view materials, the student text alsoprovides a number of teaching atrate-glen. The section review materials aregenerally questions testing students'acquisition of the factual informationprovided in the section. The chapterreview materials are more varied. Eachchapter review section contains fourtypes of exercises. The first, entitled"Mooting Our Earlier Selves," asks stu-dents to analyze information about thehistorical figures and events discussedin the chapter. The second sectionasks "Questions for Today," whichrequire students to apply learning fromthe chapter to contemporary issues.The third section of the chapter reviewsfocuses on "Your Region in History,"asking students to examine such ques-tions as "What leaders from your stateor region were active in national politicsand the struggles of the Gilded Age?"Finally, students participate in activitieswhich are designed to build "Skills toMake Our Past Vivid." Such skills asgathering and graphing information,interviewing, interpreting maps, anddebating are covered.

Evaluative Comments and SuggestionA History of the United States pro-

vides comprehensive, up-to-date cover-age of U.S. history suitable for anyteacher using the traditional approachof focusing most heavily on political andmilitary history. Both the teacher'sguide and the student text providemany suggestions that will help theteacher convey the subject matter in away that should interest and motivatestudents.

CS70

26. INSTITUTE FOR POLITICAL AND LEGAL EDUCATION

Publisher:Publication Date:Grade Level:Materials and Cost:

Textbooks

Institute for Political and Legal Education1976-4979 (rev. eds.)9-12

5 teachers' guides, paperbound, 103 to 263 pp,$4.00 to $12.00; implementation guide, 3 -ring binder,201 pp, $12.00 (supplementary materials include film-strips, lesson plans, pamphlets, and workbooks)

Subject Area: Legal education, political science, U.S. government

OverviewThe nationally validated Institute for

Political and Legal Education (IPLE)program is designed to actively involvestudents in learning about the electoralprocess, decision making in government,and the law in U.S. society. A varietyof experiential learning activities aresuggested in the five teaching guides:Voter Education, Government: The Deci-sion Makin, Process, Individual Rights,Juvenile Justice, and Law and the Fam-ily. Activities include an internshipprogram with government officials, con-ducting a voter registration drive, roleplaying and simulations, conductingmock trials and a model Congress, andanalyzing legal cases. A variety ofprint and audiovisual materials areavailable for use with the teachingguides. An implementation guide is alsoavailable.

Required or Suggested TimeIPLE states that its materials can be

combined in a variety of ways to formyearlong courses in practical politics,government, and law. Teachers 'trigother basal materials in these cci,.rlescould also use the IPLE materials in asupplementary manner. Specific waysof interrelating the five units are notsuggested in the print materials, butare covered in the five-day teacher-training program offered by IPLE.

Intended User CharacteristicsThe IPLE materials have been de-

signed for use with secondary studentsof varying ability levels. A Fry reada-bility analysis of student readings con-tained in the five teachers' guidesshowed an average readability level of11th grade. However, this readinglevel should not deter teachers ingrades 9 and 10 or teachers with anumber of poor readers from using theprogram, since experiential learningstrategies are stressed.

The program's "the community is theclassroom" philosophy demands thatthere be strong administrative supportfor the program; students may spend asmany as 35 days outside the classroom.While the implementation guide and thefive teachers' guides do provide muchhelpful information on utse nontradi-tional teaching strategies, as well asuseful background on the law, teachertraining is highly recommended.

Rationale and General ObjectivesThe developers of the IPLE program

are concerned that young people knowlittle about the American political systemand express disillusionment and frustra-tion with that system. The developersbelieve that "There is a strong need foran awareness and understanding of thepolitical, governmental, and legal proc-ess."


Secondary Materials

The IPLE program is an attempt tocorrect this problem. Developed to berelevant in the real world of politicalaction, the program attempts to "utilizeall resources in the community andState as a real and practical base forlearning."

ContentThe IPLE materials are subdivided

into three areas of concentration: votereducation, government, and law. TheVoter Education unit provides a broadintroduction to the electoral process inthe United States. Topics coveredinclude voter registration, issue analy-sis, canvassing, election strategies, useof the media in campaigns, the functionsof political parties, and the electoralcollege.

As its title implies, Government:The Decision Making Process focuses onthe processes by which decisions aremade, with state government used as amodel. Specific topics covered includethe functions of state, county, andlocal governments; interrelationshipsbetween the various structures of gov-ernment and citizens; the influence ofpressure groups and lobbyists on thelegislative process; and the legislativeprocess itself.

The legal education component of theIPLE program is currently composed ofthree units: Individual Rights, JuvenileJustice, and Law and the FamilKfourth unit, Fair Trial v. Free Press,is temporarily unavailable. ) IndividualRi hts three broad areas: theoundatia:-T.,-. of the law, the rights of

the accucv. and freedom of expression.Juvenile Justice covers juvenile andadult court systems and legal proce-dures, as well as rights and responsi-bilities of students in school. Law andthe Family provides an overview ofsomeareas in which the law touches familyand personal life.

Teaching StrategiesThe IPLE program relies on a wide

variety of experiential learning strate-gies. For example, the Voter Educationunit involves students in a voter regis-

tration drive, an election information/issue analysis center, a simulated elec-tion, a candidates' night, analysis ofmedia coverage of campaigns, and adebate. In the government unit, stu-dents participate in an internship pro-gram in which they experience firsthandthe daily routine of government, con-duct community research regardingopinions on local issues, role play alobbyist and a policymaker, participatein several simulations, and conduct amodel Congress. Activities in the threeunits on the law are equally varied.Students read and discuss case studies,observe actual legal proceedings, con-duct mock trials, talk with representa-tives of the justice system, and partici-pate in values-clarification activities.

The various activities are describedin the teaching guides, which also pro-vide masters for necessary studenthandouts. The guides provide usefulbackground information on the law forteachers who tnay not be wholly familiarwith this area.

The implementation guide providestips for using many of the teachingstrategies, along with information onusing community resources, conductingthe model congress, evaluation andtesting (sample test items are included),and public relations. Outlines forteacher-training sessions and awarenesspresentations are also provided.

Evaluative Comments and SuggestionsThe IPLE program has been exten-

sively field tested and has been vali-dated by the U.S. Office of !`cic,;:a.tion.The five currently available teachers'guides provide a wealth of informationon the law and numerous ideas forstimulating instructional strategies. Theactive student involvement which isstressed makes the program suitable foruse with students of widely varyingabilities. The fact that certain guidesreferred to in the materials are not nowavailable while ._ newer guides are notmentioned in the general discussions ofthe program was somewhat confusing tothis analyst. An 1g)-.to-date discussionof currently avallsx:e materials would beuseful.

r°1

72

Textbooks

27. MAGRUDER'S AMERICAN GOVERNMENT, 1980

Author:Publisher:Publication Date:Grade Level:Materials and Cost:

William A. McClenaghanAllyn and Bacon, Inc.1980

11-12

Text, hardbound, 820 pp, $11.85; teacher's guide,paperbound, 122 pp, $3.96; workbook, paperboundduplicating masters, 62 pp, $28.50; tests, paper-bound duplicating masters, 78 pp, $28.50

Subject Area: U.S. government

OverviewMagruder's American Government is

the only secondary-level U.S. govern-ment textbook on the market that is re-vised annually. Thus, the textbookincludes up-to-date information aboutpresent developments and changes inthe governmental structure. Theteacher's guide, textbook, and accom-panying workbook, -which is presentedon duplicating masters, offer .ample ma-terial for a one-year course for studentswith average or better reading ability.Case studies, visuals, maps, graphs,charts, and cartoons are interspersedthroughout the narrative portions of thetext to illustrate and highlight the con-cepts and content. Chapter features in-

clude opening organizing questions anda closing summary statement.

Required or Suggested TimeThis text is designed for a one-year

course in U.S. government. The onlycalendar appearing in the teacher'sguide suggests 180 days of instruction.A teacher could presumably use the textin a one-semester program by deletingcertain chapters.

Intended User CharacteristicsMagruder's can be used by high

school students with average or above-average reading and learning skills.This analyst found the average reading

level according to the Fry formula to be11th grade. The materials are packedwith factual information, however, whichstudents may be able to understand butnot retain. A background in politicalscience would help teachers in explain-ing how the governmental structuresthat are described operate and interact.

Rationale and General ObjectivesThe author of this text believes that

it is particularly important for studentsto study and understand the Americansystem of government because it hasthe following characteristics: "Govern-ment in the United States: (1) is ademocratic government, (2) is a complexsystem, (3) can be no better than thepeople are willing to make it, (4) is anall-pervading social force, and (5) isexpensive." The first characteristicdemands that citizens participate and"govern themselves." The second andthird suggest that citizens must be will-ing to commit the time to study all ofthe Interacting parts of the system in adisciplined way. The fourth and fifthcharacteristics focus on the extent'' towhich government influences everyaspect of a person's life. The one basicobjective of the text is, as it has beensince 1917, "to describe, analyze, andexplain the American system of govern-ment" so that students will achieve theunderstandings necessary for citizens ina democratic society.

Data sheet by Mary Jane Turner.

7371

Secondary Materials

ContentMagruder's consists of 33 chapters

organized into seven major parts: TheFoundations of the American Govern-mental System," "Citizenship and CivilRights," "The Politics of American Demo-cracy," "Congress: The First Branch,""The Presidency: The National Adminis-tration and Public Policy," "The Courtsand the Administration of Justice," and"State and Local Governments." Theappendix contains the Declaration ofIndependence and an outline of theConstitution as well as the full text.An interesting two-page feature entitled"Stop the Presses," which contains last-minute changes in statutes, court deci-sions, and so on that could not beincluded in the main body of the text,is also provided.

The first chapter in the text isessentially an overview chapter that de-fines the basic concepts with which stu-dents will be working -- government,democracy, economic systems, stateforms of government, and so on. Sub-sequent chapters focus on the historicalantecedents to the American system, theConstitution, federalism, civil rights,voting behavior, and the electoral proc-ess. Parts 3 through 6 are concernedprimarily with the structure of govern-ment and legal arrangements within thethree branches. The final section dealswith state and local government, withindividual chapters paralleling the pre-ceding parts. Throughout, the contentis factual and accurate. The presenta-tion is largely descriptive, althoughsome attention is paid to explanation.

Teaching ProceduresThe same organizational principles

are used throughout the text. One ortwo pages of overview are provided foreach major part. Three questionsintended to focus the study ("guidepostquestions") precede the narrative inindividual chapters. The entire chapteris then presented with no further sug-gestions for students. Most chapterscontain captioned visuals, graphs, andcharts. Students are not, however,requested to react to these. Some chap-

ters contain case studies illustrative ofthe chapter theme. Questions are pro-vided with these; answers appear in theteacher's guide. The chapters are con-cluded with a summary, review ques-tions, open-ended questions requiringanalysis and thought, suggested activi-ties, and a reading list.

The teacher's guide includes learniagobjectives, important terms and con-cepts, and answers to all questions inthe student text, including the guide-posts for each chapter. The guide alsoprovides listings of reference andlibrary resources and instructionalmedia. Ample information is providedin the student text and in the teacher'sguide for conducting classroom discus-sions. Directions are not provided fordeveloping involvement activities,although a few are suggested.

The workbook provides informationreview and skill-development activityfor each chapter. In some instances,students read an historical excerpt orhypothetical case and answer questionsrelating to the facts. In others, theymust apply what they have learned fromthe student text. Opportunities tointerpret graphs and charts are alsoprovided. Answers for all of the exer-cises are available to the teacher.

The tests accompanying the text con-tain true/false, multiple-choice, andmatching questions which require recallof factual information presented in thetext.

Evaluative Comments and SuggestionsIn many ways, Magruder's is one of

the most valuable texts on the marketbecause it contains so much accurate,up-to-date, factual information. It iswithout doubt an excellent resource.However, unless the teacher is willingand able to assist students in analyzingand thinking about what they haveread, they may become bored and dis-interested. Magruder's offers little thatcontributes to an understanding of whythings work as they do, what may bethe consequences of specific govern-mental actions, or how to go abouteffecting change.

74 72

28. OUR COMMON HERITAGE: A WORLD HISTORY


Subject Area:

Textbooks

Daniel RoselleGinn and Co.1981

9-12

Text, hardbound, 662 pp, $12.95; teacher's guide,in preparationWorld history

OverviewOur Common Heritage: A World His-

tory is a revision of Roselle's earliertext A World History. While retainingthe earlier text's cultural approach, OurCommon Heritage places increased em-phasis on non-Western cultures toaccompany the traditional discussion ofEuropean and American developments.The text provides material for a year-long course in world history for stuLdents in grades 9-12. The preliminaryedition of the teacher's guide availablefor this review includes knowledge,skill, and affective objectives for eachof the text's ten chapters. It alsoincludes numerous teaching strategies,some specially designated as beingappropriate for use with slowerlearners. The text's reading level istenth grade.

Required or Suggested TimeOur Common Heritafr is designed to

serve as the text for a full year'scourse in world history. The prelimi-nary edition of the teacher's guidewhich was available for review does notindicate specifically how much time isrequired to complete each of the text's35 chapters, but three to five classperiods would appear to be adequate foreach.

Intended User CharacteristicsThe text is designed for use with

students in grades 9-12. Although theteacher's guide suggests some activities

for slower learners, the text's readabilitylevel - -grade 10 according to the Frygraph--indicates that it is probably mostsuited for average and above-averagestudents.

Rationale and General ObjectivesOur Common Heritage is based on

the premises that "the world's cultureshave become increasingly interdepen-dent" and that "change has always beenthe central fact of human existence."According to the publisher, "By examin-ing the simultaneous development anddiffusion of both Western and non-Western cultures, this book helps stu-dents to understand the total story ofthe history of our world." The authorhas taken a multidisciplinary approach,drawing on information from anthropol-ogy, sociology, philosophy, the sciences,and the arts.

The teacher's guide lists knowledge,skill development, and affective objec-tives for each of the text's majordivisions--a prologue and ten units.Skill categories covered in the textinclude interpreting maps and charts,interpreting pictures, interpreting dif-ferent kinds of written information,understanding chronology and time rela-tionships, developing vocabulary,organizing information, and writing.

ContentOur Common Heritage provides broad

coverage of the development of worldcultures from prehistory to the present.


75 73

Secondary Materials

The prolog to the text corers prehis-toric peopleo. Unit 1, °CivilizationsDevelop ba Four kegior43," discussesearly civilizations in the Middle East,Nile Valley, India, and China. Thesecond unit, "Early Builders of theWestern Heritage," focuses on theGreek and Roman civilizations, as wellas the development of Judaism andChristianity.

Unit 3 covers early civilizations ofIndia, China, and Japan and examinesthe influence of Islam on Asian cultures.Unit 4 examines early cultures in Africaand the Americas.

The fifth unit looks at "Europe inTransition: From Feudalizm to Nations."Unit 6 continues the emphasis on West-ern cultures, examining revolutionarymovements in Britain, France, otherEuropean countries, and the NorthAmerican and Latin American colonies.Unit 7 discusses the impact of theIndustrial Revolution on Western cul-ture. Unit 8 examines "Nations, Wars,and Imperialism."

Unit 9 focuses on the world wars andthe Russian Revolution. The topic ofUnit 10 is "Our Contemporary World:Rapid Changes and a Boundless Future."

Teaching_ ProceduresThe student text is organized to

facilitate teaching. Each chapter openswith a "Keynote," an anecdote designedto motivate student interest in the chap-ter. This 71 followed by the narrativeof the text, written in typical textbookprose and colorfully illustrated withmaps and pictures. Numerous selec-tions from primary sources are included.Each chapter is divided into several two-to four-page sections, which each endwith several recall questions designedto help students "Check on Your Read-ing." At the end of each chapter is asection entitled "Let's Meet the People,"in which some aspect of life in the era

covered in the chapter is illustratedthrough a personal account. The"Chapter Review" section for each chap-ter includes three types of activities:"Think and Discuss" questions, whichrequire analysis of information gained inthe chapter; "Past and Present" activi-ties, which help students link historicalevents with current life; and "Activi-ties," which involve students in suchthings as writing reports, arrangingdisplays of the arts of various cultures,analyzing music from different eras,staging a mock trial of Robespierre,and debating.

The preliminary edition of theteacher's guide indicates that it will alsobe helpful to teachers. The teachingmaterial for each unit is presented inthe same format. First an overview ofthe unit's content and key concepts isgiven, followed by a list of learningobjectives. For each chapter, a numberof teaching strategies are suggested,along with answers to the questions inthe student text. Some of the activitiesare asterisked to indicate their suitabil-ity for slower learners. While theactivities suggested are:, varied, themost common teaching techniques sug-gested are reading, discussion,research, and writing reports. Theteacher's guide also includes mastersfor student worksheets and test items.

Evaluative Comments and Suggestions .

Teachers looking for a world historytext which emphasizes both Western andnon-Western cultures will find Our Com-mon Heritage to be a welcome additionto the market. Although the publishershave made an effort to make the booksuitable for all ability level.; throughtheir inclusion of activities speciallydesignated as useful for slower learners,this analyst believes the text would bemost effective used with average orabove-average high school students.

29. OUR NEIGHBORS IN LATIN AMERICA


Subject Area:

Textbooks

Edmund Lindop with Ernest W. Tiegs and Fay AdamsGinn and Co.1980

7-8

Text, hardbound, 464 pp, $9.50; teacher's edition,spiralbound, 480 pp, $12.05; box of tests and outlinemaps (52 duplicating masters), $16.80; workbook,paperbound, 144 pp, $2.50; teacher's edition ofworkbook, paperbound, 144 pp, $2.50Area studies, interdisciplinary social studies

OverviewAn extension of Ginn's K-6 social

studies series, Our Land and Heritage,this text for junior high school studentsis a complete revision of the text Under-standing Latin America. The studenttext is organized into a prologue, fiveunits, and an epilogue. The first unitprovides an overview of Latin Americaand its history during and after Euro-pean colonization; the remaining unitsdeal with the cultures, needs, problems,and conditions in four Latin Americanregions. The historical analysis of eachregion follows a traditional chronologicalapproach. The teacher's edition con-tains suggestions for procedures, dis-cussion questions, and extending activi-ties. Map work is an important compo-nent of the program; in addition tostudying the many maps in the text,students may use a supplementary setof outline maps to reinforce geographicskills and knowledge.

Required or Suggested timeThe publisher does not indicate how

much time is required to use this pro-gram. However, it appears that thetext's 14 chapters and accompanyingactivities are designed to serve as thebasis for a yearlong course.

Intended User CharacteristicsOur Neighbors in Latin America could

be used with students at any middleschool or junior high grade level, de-pending on the particular curriculumpattern of a school or district. How-ever, the text is designed as an exten-sion of the publisher's K-6 series andthus might be most appropriate forseventh-graders. On the basis of theFry graph, the average reading level isgrade 6.5. No special qualifications orpreparations are required of the teacher.

Rationale and General ObjectivesThe introduction to the teacher's

edition states that Our Neighbors inLatin America has the following centralpurposes: to help students "acquire asympathetic and intelligent understand-ing of the specific problems and condi-tions that confront the Latin Ameri-cans...," "appreciate the growing needfor good relations between Latin Amer-ica and the United States...," "[become)more aware of the interdependence amongnations...," and "enhance their under-standing of others and improve theirways of working with other people."

Teacher objectives for each unit andstudent objectives for each chapter arespecified in the teacher's edition.


77:15

Secondary Materials

ContentThe groundwork for studying Latin

America is laid by the prologue to thestudent text, which offers a brief sum-mary of pre-Columbian Native Americancivilizations and some suggestions for"becoming better acquainted" with thebook. Unit 1 describes the "greattreasure hunt" as European explorersventured across the Atlantic in searchof fabled riches, and the subsequentperiod of colonial domination. The lastlesson in unit 1 deals very briefly withthe economy, geography, and populationof the Latin American region as a whole.

The remaining four units deal, re-spectively, with four groups of nations:"Our, Nearest Southern Neighbors"(Mexico, the Central American countries,and the West Indies), "The Five Repub-lics of Simon Bolivar" (Venezuela,Colombia, Ecuador, Peru, and Bolivia),"Our American Neighbors South of theTropics" (Chile, Argentina, Uruguay,and Paraguay), and "One Large Nationand Three Small Ones" (Brazil, Guyana,Surinam, and French Guiana). Withineach unit, the various countries aredescribed separately; the amount ofspace devoted to a country roughly re-flects its size and political and/or eco-nomic importance. A historical analy-sis and discussion of current conditionsare presented for each country covered.

An epilogue touches on relations be-tween Latin American countries and theUnited States.

Teaching ProceduresThe introduction to the teacher's

edition includes a description of theOur Land and Heritage series and itsproducts, an overview of this text,suggestions for using the text and re-lated activities, a bibliography of stu-dent and teacher readings, and chartsshowing how the concepts and skillscovered are related to various units.The skills chart is organized by sevenskill areas: map/globe, locating infor-mation, acquiring information, recording /organizing, communicating, criticalthinking, and appreciation/awareness.

Teacher objectives, skills treated,

78

and suggestions for introductory andculminating activities are presented foreach unit. For each lesson, the mar-ginal notes specify cognitive and atti-tudinal objectives for students, newvocabulary and concepts treated,answers to questions in the text, andinstructions for introducing and usingthe lesson. Relevant background infor-mation, suggestions for extending activ-ities, and lists of related career, envi-ronmental, and economic concepts arealso presented throughout the teacher'sedition.

The primary methods of instructionsuggested in the teacher's edition arereading, lecture, discussion, and mapstudy. The related or extending activ-ities represent a broader range of stra-tegies, among them games, role plays,research, field trips, art or craft proj-ects, and workbook, exercises. Studyquestions and activities are also pre-sented at the end of each chapter inthe student text. Examples of chapter-ending activities are creating bulletinboards, dramatizations, research, andvocabulary development.

Evaluative Comments and SuggestionsThe factual content of Our Neighbors

in Latin America is comprehensive andlogically organized. However, becausethe text attempts to cover a vast amountof content, some aspects of Latin Amer-ican history receive cursory treatment.In addition, teachers should be awarethat the narrative and many discussionquestions in the student text arecolored with the authors' moral perspec-tive: "How could we as a nation helpour less-fortunate neighbors in LatinAmerica?"

The information provided in theteacher's edition is clearly presentedand easy to use. Teachers who arecomfortable with a directive classroomclimate will find the text and suggestedinstructional procedures congenial.Teachers who prefer a less directiveclimate may feel the need for strategieswhich provide more room for develop-ment of critical-thinking skills andinquiry.

'7.16

30. RELATIONSHIPS: A STUDY IN HUMAN BEHAVIOR


Subject Area:

Textbooks

Helen Gum WestlakeGinn and Co.1980 (rev. ed.)11-12

Text, hardbound, 435 pp, $10.25; teacher's guide,paperbound, 156 pp, $3.75Family life education, psychology, sociology

OverviewRelationships: A Study in Human Be-

havior is a one-year text written forsenior high school students of varyingabilities. The author's main objective isto "help students understand their ownbehavior and the behavior of others."The 36 short to moderate-length chap-ters are organized into four units:"Understanding Ourselves," "Under-standing Others," "UnderstandingMarriage," and "Understanding Parent-hood." The text is well illustrated withphotographs, charts, and diagrams.Major teaching strategies are presentedin a comprehensive teacher's guide.These strategies include large- andsmall-group discussir simulationgames, and active st_in., projects re-quiring interviewing and pootographing.The suggested activities offer sufficientvariety, to be applicable to all abilitylevels.

Required or Suggested TimeThe text is designed to provide mate-

rials for a one-year family life course.Material from the text can also beselected to supplement sociology andpsychology courses. No specific timereferences for using the text's 36 chap-ters, ranging in length from 6 to 18-pages, are given. The time used by ateacher on an individual chapter wouldvary according to the number of sug-gested activities actually used.

Intended User CharacteristicsRelationships: A Study in Human Be-

havior is intended for senior high schoolstudents of varying abilities. The widevariety of teaching strategies/activitiespresented represent a range of diffi-culty, although activities usable foraverage and above-average students aremore numerous than those for below-average students. The average reada-bility level, according to this analyst'sapplication of the Fry scale, is grade10. The publisher's tests show a read-ability of grade 8. While the vocabulary

_introduced is generally well explainedin the text, it may be somewhat diffi-cult for the below-average student.

Rationale and General ObjectivesRelationships: A Study in Human Be-

havior has been written to help stu-dents understand their behavior andthe behavior of others." It is "design-ed to give students facts on both sidesof a question." Furthermore, the textis "designed to encourage students tofollow those behaviors which strengthenindividuals and families. . . (and) tochallenge students to oppose thosebehaviors which tend to weaken individ-uals and families." To accomplish theseobjectives, material is drawn from themany disciplines that research humanbehavior--psychology, sociology, anthro-pology, biology, psychology, philosophy,religion, and education.

Data sheet by William T. Cleveland.ti79

Secondary Materials

The teacher's guide lists objectivesfor each of the 36 chapters, buildingfrom knowledge and awareness to analy-sis, synthesis, evaluation, value clarifi-cation, and internalization. The philo-sophical framework of the concepts,strategies, and resources suggested inthe guide is based on humanistic psy-chology, for the guide's author (KinseyB. Green) believes that "it is withinthis context that individuals can grow,create, and grasp threads of self-actualization."

ContentThe text consists of four units

divided into 36 chapters. Unit 1,"Understanding Ourselves," deals withbasic human needs, character growth,personality development, adjustments tofrustrations, mechanisms for self-defense, attitudes, mental health, reli-gious views, and philosophy of life.

"Understanding Others," unit 2,contains eight chapters concerned withrelationships with parents, brothers andsisters, and older family people as wellas relationships outside the family. Inaddition, this unit focuses on relation-ships with love, in dating, and inalternative lifestyles.

The third unit, ,"Understanding Mar-riage," focuses on eight topics andtheir relationship to marriage: familyforms, commitment, roles, love, money,career, crises, and counseling.

"Understanding Parenthood" is thefinal unit. The chapters in this unitdeal with reproduction, responsibleparenthood, childlessness, birthrights,babies' needs; children's ages andstages, children's fears, and discipline.

The text is well illustrated withcharts and cartoons, as well as photo-graphs showing people of diverse agesand ethnic backgrounds. Each chapterends with questions and a bibliographyfor further reading. The chapter-endquestions vary, greatly. Some merelyrequest repetition of cognitive materialcontained in the chapter, while othersrequire the students to think beyondthat point. A few open-ended questionscalling for student opinions and expla-nations for their responses are included.

80

The number of questions for severalchapters is very limited.

Teaching ProceduresComprehensive teaching procedures

are presented in the teacher's guide.Major concepts and objectives are pre-sented for each chapter. A wide varietyof activities is suggested. The learnercan be actively involved in each stra-tegy. For example, in the chapter onrelationships with parents, suggestedactivities involve students in completinga questionnaire regarding attitudestoward parents; playing the "GenerationGap" game; reading and discussingnovels related to family conflicts, suchas Catcher in the Rye; holding a paneldiscussion on why sexual morality is asource of conflict between parents andadolescents; tape recording excerptsfrom songs which illustrate parent/childconflicts; researching the influence offamous parents on their children; creat-ing a series of "A mother is..." or "Afather is..." cartoons; and interviewingparents. Many of the activities requireuse of such outside resources as books,films, and records. These are listed inthe guide.

In addition to these chapter-by-chapter activities, "Quest Activities"are listed for each unit. These areadditional. student-involvement activitiesrelated to a unit theme.

The guide concludes with a list ofsuggested means of evaluating studentattainment of objectives for each chap-ter and a bibliography of resourceswhich would be helpful to the teacherseeking additional information.

Evaluative Comments and SuggestionsDesigned primarily for use in family

life classes, Relationships: A Study inHuman Behavior would be a useful sup-plement in psychology or sociologycourses, particularly as a means offocusing attention on the family andindividual life cycles. The wide varietyof activities suggested in the teacher'sguide is an attractive feature of theprogram.

'r8

31. SOCIOLOGY

Author:Publisher:Publication date:Grade Level:Materials and Cost:

Subject Area:

Textbooks

Paul H. LandisGinn and Co.1980 (3rd ed.)11-12

Text, hardbound, 474 pp, $11.55; teacher's guide,paperbound, 128 pp, $3.85

Sociology

OverviewSociology by Paul H. Landis is a

comprehensive introductory sociologytextbook designed for high schooljuniors and seniors. Now in its thirdedition, the textbook remains relativelyunchanged, but is supplemented thisyear by a well-thought-out teacher'sguide that could do much to improvethe use of the hardbound text. Thetext combines standard textbook prosewith numerous case studies, discussionproblems, reports and projects, and re-view questions. A comprehensive glos-sary and general index are also featur-ed. The new teacher's guide providesinstructional objectives, teaching sug-gestions, student worksheets, six unittests, and a final examination. Asstated in the teacher's guide, Sociologymay be used as the core text for a one-semester course, or it can be expandedand enriched with supplementary mate-rials and projects. The text's 22 chap-ters are organized into six major units:socialization, social interaction, socialorganization, cultural and social change,social institutions, and social problems.

Required or Suggested TimeThe teacher's guide states that Soci-

ology can be covered in a one-semestercourse if the teacher does not assignmore than a few of the suggested re-ports and projects. The guide sug-gests how many class periods might bedevoted to each section of the text in a

one-semester course. Used with mostof the reports and projects and withsome of the audiovisual materials andworksheets suggested in the teacher'sguide, a full year of study could bedeveloped from the materials.

Intended User CharacteristicsThis book is intended for use by av-

erage high school juniors and seniors.Average reading level, based on a Fryanalysis, is grade 9.5. While the text-book is not specifically addressed tomultiethnic or multiracial groups, thephotos included with the text do showdiverse people in a number of roles.In addition, both men and women areshown in a variety of professional andtechnical roles. No special teachertraining is required to use this text-book, but some administrative supportfor out-of-class activities would be im-portant for the teacher who wanted toassign most of the projects and reports.

Rationale and General ObjectivesSociology was written to provide

"broad coverage of the major principlesand concepts in sociology. . .with spe-cial emphasis, of course, on the Ameri-can social system and on the familiarexperiences of the adolescent." Theteacher's guide lists specific learningobjectives for each chapter of the text.These objectives cover a range of intel-lectual functioning and occasionallyinclude affective objectives.

Data sheet by John D. Hoge.

81

ry 0

Secondary Materials

ContentSociology provides an overview of

the major principles and concepts of thediscipline. Examples and illustrationsare drawn from both modern and pre-literate societies, but special attentionis given the United States and Americanculture.

Chapter 1 provides an introductionto the study of sociology. It is follow-ed by the first unit, which focuses onthe area of socialization. Both adoles-cent and early childhood socializationare explored; the unit ends with a con-sideration of the relationship betweenculture and socialization experiences.Unit 2 opens the study of social inter-action; the symbolic nature of communi-cation, small-group interaction, andsocial control are considered. Unit 3focuses on the organization of society:social class, social roles and statuses,and work organizations. Cultural andsocial change are the topics of unit 4.The first chapter in the unit looks atthe forces which cause cultural change.The second chapter addresses changesin population distributions and patternsof social interaction that were affectedby such forces as urbanization, indus-trialization, and secularization. Theunit closes with a consideration of thedifficulties involved in planning forchange. The family, government, edu-cation and religion, and the economicsystem are the social institutions treatedin the fifth unit. The sixth unit appliesthe concepts and principles developedin the first five units to several endur-ing social problems: the populationexplosion, problems of big cities, thetreatment of racial and ethnic minorities,delinquency and crime, and poverty andhealth.

Each of the text's 22 chapters beginswith an introduction to the main pointsof the chapter. This is succeeded bytwo to five sections, each followed byreview questions. Each chapter endswith a list of discussion problems andreports and projects.

82

Teaching ProceduresThe basic strategy advocated for use

in teaching Sociology is a traditionalread-and-discuss approach. Studentscomplete assigned readings and thendiscuss important content. Considerablevariety is provided for, however, inboth the reports and projects suggestedin each chapter of the student text andin the worksheets provided in theteacher's guide. For example, amongthe eight reports and projects suggest-ed for the chapter entitled "Roles andStatuses in the Social Structure" areobserving an elementary-school childand listing the roles he or she playswithin the family and the peer group ;researching the roles of women in othercultures; examining books for childrenaged six to ten to determine whethersex-role stereotyping is present; andreporting on changes in the school andcommunity in the treatment of the dis-abled. Worksheets also provide for avariety of activities, including tradi-tional paper-and-pencil exercises, inter-viewing, and surveying.

Other features of the teacher's guideare tips on using films and filmstrips,along with a listing of such audiovisualmaterials; suggestions for having stu-dents keep a class notebook; instruc-tional objectives and teaching sugges-tions for each chapter; suggestedanswers to discussion problems in thestudent text; and unit and final tests!

Evaluative Comments and SuggestionsAlthough Sociology is essentially a

traditional textbook, the teacher's guideand suggested activities in the studenttext do provide adaptability for variousteaching and learning styles. The valueorientation toward specific topics suchas marriage and family relations is quiteconservative. One might wish that theauthor had more carefully documentedand qualified certain passages relatingto these topics so that they would standmore clearly as factual assertions.

J0

Textbooks

32. SOCIOLOGY: THE SEARCH FOR SOCIAL PATTERNS

Authors: Ira Peck and Larry S. KriegerPublisher: Scholastic Book ServicesPublication Date: 1980

Grade Level: 10 -12

Materials and Cost: Text, hardbound, 478 pp, $10.85; teacher's guide,paperbound, 240 pp, $10.50 (free with purchase of25 texts)

Subject Area: Sociology

Overview

Sociology: The Search for Social Pat-terns is a basal sociology textbook "de-signed to turn the study of abstractsociological concepts into down-to-earth,concrete learning experiences." Thetext's 15 chapters are divided into twoparts. Part I explains the basic con-cepts and interests of the discipline ofsociology, and part II analyzes fivesocial problems: crime, aging, environ-ment, cities and suburbs, and terror-ism. Each chapter contains numerousphotographs, charts, and graphs, aswell as "real-life" examples illustratingsociological concepts. A glossary ofsociological terms is included. Theteacher's resource manual which accom-panies the text provides a chapter -by-chapter guide for teaching, as well asmasters for chapter tests and handouts.

Required or Suggested TimeThe teacher's resource manual states

that the text is carefully designed toserve both semester and yearlong soci-ology courses. Although designed tobe taught in order, the two parts canbe used separately. No estimated timeper chapter is provided.

Intended User CharacteristicsSociology: The Search for Social Pat-

terns is designed for senior high schoolstudents. The reading level, based onFry's Graph for Estimating Readability,ranges from grade 9 to grade 10. To

aid in vocabulary understanding, keysociological terms are italicized enddefined when they are introduced. Theterms are repeated in boldface type inthe chapter summaries. A glossary isalso provided. Books and articles sug-gested as supplementary reading are ona level comparable to the text. Ques-tions and activities found in each chap-ter progress in difficulty from recall toapplication and analysis:

Rationale and General ObjectivesThe authors' stated goal is "to help

students understand--through a combi-nation of basic content and high-interestactivities--that the study of sociologycan be practical and useful to studentson an everyday level." The teacher'sresource manual provides specific objec-tives for each chapter. For example,objectives for the chapter entitled"Socialization" are for students to beable to "(1) define and give examples ofsocialization; (2) explain the ways inwhich sex roles are learned; (3) differ-entiate between the self-identity theoriesof Cooley, Freud, Erikson, and Skin-ner; (4) describe the impact of televi-sion on the socialization of children inthe United States; and (5) describe andgive examples of the process of resocial-ization."

ContentPart I of Sociology: The Search for

Social Patterns contains chapters on

Data sheet by Kay Cook.

Secondary Materials

basic sociological concepts, methods,culture, socialization, groups, marriageand family, social stratification, ethnicand racial groups, collective behavior,and social change. Part II containsanalyses of crime, aging, environment,cities and suburbs, and terrorism.

Each chapter begins with an episodefrom real life designed to stimulate stu-dents' interests in the subject matterthat follows. The purpose is to showstudents how to look at a variety ofsituations from the sociologist's point ofview. The basic content comprisesthree to six sections of narrative, inter-spersed with readings which illustratethe specific point being made and withquestions to sharpen students' aware-ness of concepts as they are introducedand illustrated. Near the end of eachchapter, an "Application" activity re-quires students to apply basic conceptsthey have learned. These applicationsinclude such activities as analyzingphotographs and excerpts from fictionand nonfiction, conducting opinion sur-veys, class discussion, and a laboratoryexperiment in which students rate thebehavior of attractive and unattractivechildren. A chapter summary is followedby additional comprehension, analysis,research, and discussion material. Thestudent bibliography which concludeseach chapter lists high-interest, rele-vant books and articles.

Teaching ProceduresThe teacher's resource manual con-

tains a chapter-by-chapter guide toteaching the student text and a sectionof 80 print masters. Each chapter guideincludes the following sections: a sum-mary of the chapter content; objectives;suggestions for introducing the chapter;a commentary on the student text, with

suggested instructional strategies;cr

instructions for using the "Applications"section in the student text; answers tocomprehension questions in the studenttext; a bibliography of books, articles,and audiovisual aids useful to theteacher; and supplementary readingswhich augment topics introduced in thetext. The print masters include pre/posttests and student handouts. Whilethe teaching strategies most commonlysuggested in the teacher's resourcemanual are reading, discussion, and useof worksheets, activities described atthe end of each chapter in the studenttext are more varied, thus providingfor teachers with diverse teachingstyles.

Evaluative Comments and SuggestionsThe "real-life" excerpts which amp-

lify chapter topics in Sociology: TheSearch for Social Patterns contribute tomaking sociological concepts concretefor high school students. The examina-tion of timely social problems in part IIalso helps make the text more than asurvey of socioldgical concepts.

However, while the text discussesboth negative and positive features ofthe social system in the United States,some of the accompanying photographsseem to emphasize negative features.In the chapter on marriage and thefamily, for instance, photos portraysad-faced waifs whose mothers areeither overworked in the home, workingoutside the home, or absent altogether.While happy families are also pictured,the black-and-white photography usedtends to negate these photos' positiveimpact. Although this is not a seriousproblem, teachers may find studentsreacting negatively to some photographs.

0 r)U ti

84

Textbooks

33. STREET LAW: A COURSE IN PRACTICAL LAW

Authors: Lee Arbetman, Edward McMahon, and Edward O'BrienPublisher: West Publishing Co., Inc.Publication Date: 1980 (rev. ed.)Grade Level: 9-12Materials and Cost: Text, hardbound, 365 pp, $12.75 (also available

paperbound, $8.75); teacher's guide, paperbound,298 pp, $8.75

Subject Area: Legal education

OverviewStreet Law: A Course in Practical Law

was developed by the National StreetLaw Institute, an organization createdto promote law-related education. Thetext, which may be adapted for either aone- or two-semester course or be usedas a periodic supplement, is intended toprovide practical information* andproblem-solving opportunities designedto develop students' law-related knowl-edge and skills. Topics coveredinclude an introduction to law and thelegal system as well as criminal andjuvenile justice, consumer law, familylaw, housing law, and individual rightsand liberties. Instructional strategieswhich actively involve the student inthe learning process are described indetail in the teacher's manual. Use ofcommunity resources is also stressed.

Required or Suggested TimeStreet Law is designed for use in a

yearlong elective course. Teachers canalso use selected chapters from the textas the basis for a one-semester courseor use particular chapters independently.For example, a teacher could use thechapter on consumer law in a minicourseon that topic. Parts of the text may beused as supplementary materials infusedinto existing history, government,civics, sociology, and economics courses.Thus, the program lends itself to avariety of course requirements.

Intended User CharacteristicsAccording to analysis based on the

Fry graph, the average reading level ofthe text is tenth grade. The legal con-cepts presented are complex enough tosuggest that the course might be mostsuccessfully implemented with averageor above-average students at thesecondary level. The high interestwhich the content is likely to generateshould ensure student involvement inthe program.

The materials are designed to beapplicable in both urban and rural set-tings and with various ethnic and socio-economic groups. No special teachertraining or qualifications are requiredto use the program. However, manyteachers might choose to expand theirlegal knowledge by reading some of thesuggested teacher resources.

Rationale and General ObjectivesThe National Street Law Institute

was created to promote lawrelated edu-cation. The institute is invol-red incourse development, teacher training,and curriculum development. StreetLaw, its major curriculum effort, isintended to "provide practical informa-tion and problem-solving opportunitieswhich develop in students the knowl-edge and skills necessary for survivalin our law-saturated society." Theteacher's manual lists nine goals for theprogram. Examples include "to encour-


85L,0 r5

Secondary Materials

age effective citizen participation in ourlegs_ system" and "to bring about agreater sense of justice, tolerance, andfairness."

ContentStreet Law is organized into six

chapters. The opening chapter intro-duces students to la the legal sys-tem. Such topics a .aking groups,criminal and civil 1_, .1 the roles ofjudges, juries, and jers are dis-cussed.

The second chapter covers criminaland juvenile justice. The bulk of thechapter focuses on definitions of variouskinds of crimes, defenses, and thesteps in the criminal justice process.

Consumer law is the topic of chapter3. Consumer rights, contracts, war-ranties, and credit are among the spe-cific areas covered. Various aspects offamily law and housing law are coveredin the following two chapters.

The last chapter examines individualrights and liberties. Covered are free-dom of speech, press, assembly, andreligion; the right to privacy; due pro-cess; and discrimination.

Problem-solving activities and casestudies are used extensively in present-ing the program's content and in help-ing students relate to the materials pre-sented. Using both actual and hypo-thetical situations, the case studiesfamiliarize students with a wide rangeof legal problems. Tables, maps,charts, and numerous photographs com-plement the narrative. The appendicesidentify organizations whose activitiesand publications would be helpful forthe student or teacher of law-relatededucation. Also included is an exten-sive glossary.

Teaching ProceduresThe teacher's manual opens with a

very useful section outlining teachingmethods suggested throughout the text.The section defines each method, identi-fies its purpose and benefits, suggests

procedures to implemeni the method,and discussfe 3 classroom considerations.Metho I covered are use of audiovisualmate case studies, role playing,comr. y resources, field trips, valuesclarification, visual materials, and mocktrials.

For each chapter in the studenttext, the teacher's manual contains acorresponding chapter which includesinstructional objectives, answers toproblems in the student text, classoon,activities, a list of special out -of -classprojects students might undertake, asuggested mock trial based on one ofthe legal issues raised in the chapter,and a bibliography of supplementarymaterials and resources.

The varied activities suggested allowteachers flexibility in planning a courseappropriate to their students' needs andtheir own teaching styles. To achievegreatest success, the teacher shouldinvolve the community in the programthrough field trips and use of classroomspeakers, as suggested throughout thetext.

The appendix to the teacher's manualcontains charts of important laws on astate-by-state basis. A chart on theratification of the Equal Rights Amend-ment is also included.

Evaluative Comments and SuggestionsStreet Law began as an experimental

course in District of Columbia highschools in 1972. The text, first pub-lished locally in 1974, was based on twoyears of field testing. Additional fieldtesting led to further revisions in 1975and 1980.

The program's most attractive featureis perhaps the flexibility it provides theteacher, both in terms of how it can beused (as the basis of a year's course, asemester's course, minicourses, or assupplementary material) and of thevaried means of classroom presentation.The use of community resources shouldenhance students' understanding of theprogram's content.

E34

34. UNDERSTANDING


Subject Area:

Textbooks

THE LAW

Betty GertzScience Research Associates, Inc.1980

9-12

Text, hardbound, 412 pp, $9.45; teacher's guide,paperbound, 72 pp, $1.50Legal education

OverviewUnderstanding the Law provides high

school students with a general examina-tion of laws and legal processes and maybe used as the text in a legal educationclass or as a supplement in civics,government, or consumer economicscourses. The text "...seeks to preparestudents to function as independentcitizens...." To achieve this objectivethe text devotes sections to the needfor law, the system of laws, civil law,and criminal law. Each section containsa series of chapters focusing uponissues related to general topic. Theaccompanying iri.,,tructor's manual pro-vides a contra F3,;. summary and list ofobjectives for tvich chapter, answers toquestions in the student text, sugges-tions for using the minicases presentedin the student text, and examinationquestions.

Required or Suggested TimeThis text is designed to be used as

the basis of a one- or two-semestercourse in law. Chapters or sections ofthe text can also be used to supplementsuch courses as government or consumeraffairs. No specific time requirementsare given for use of the text's 26 chap -t'rs, but each appears to provide mate-rial for one or two days' work. Sincefew teaching strategies are suggested,teachers who wish to involve studentsin activities other than reading anddiscussion will need significant amountsof planning time.

Intended User CharacteristicsThis text is intended for use in

senior high school classes. The pub-lisher reports a reading level of grade10.9 based on the Dale-Chall formula;this analyst's application of the Frygraph found an average reading level of12th grade. Aids to readability providedin the text include explanation ofabstract legal terms in context and theuse of cartoons and other graphics toillustrate abstract terms. No specialteacher training is required.

Rationale and General Ob'ectivesUnderstanding the Law was designed

to provide "a broad, general survey oflaws and legal processes." The textseeks to develop una.-..fstanding in eightgeneral areas: (1) the need for laws;(2) the principle.; behind the legal sys-tem; (3) the dynamic nature of the legalsystem; (4) the processes for making,ada.inistering, and interpreting laws;(5) the need for and problems of thecorrectional system; (6) civil law; (7)criminal law; and (8) how the legal sys-tem may develop in the future. Specificinstructional objectives for each chapterare given in the instructor's manual.

ContentUnderstanding the Law is presented

in four major sections. The first sec-tion, "The Need for Law," includesthree chapters wh4,:h cover reason asthe basis of behavioral expectations,


87

Secondary Materials

the need for laws, and the evolution ofthe legal system in the United States.

"The System of Laws," a six-chaptersection, examines such topics as thebalance of power among the branches ofgovernment, the law-making process,administration of the law, enforcementof the law, the functions of the courts,and the purposes and problems of thecorrectional system.

As its title implies, the section on"Civil Law" presents an overview of thecivil justice system. Specific topicscovered in its seven chapters are con-sumer law, family law, contracts, torts,and business law. The final section ofthe text covers "Criminal Law." Cate-gories of crimes covered are crimesagainst persons, crimes against prop-erty, consumer fraud, and traffic viola-tions. The rights of the accused, therights of victims, and juvenile justiceare also examined. A case study illu-strating how the subject justice systemworks concludes each of the last twosections of the. text.

The text concludes with a chapterdesigned to give students "a perspec-tive for dealing with future trends anddevelopments within the legal system."

Teaching ProceduresEach section of the text opens with a

brief overview of the section content.The chapters within the sections arepresented in a standard format: narra-tive interspersed with anecdotes fromthe author's legal career and a fewblack-and-white photographs. Through-out the text, the marginal annotation"Action File" appears frequently. Thisannotation is usually placed next to adescription of a hypothetical case or anactual case from the author's experience,but no suggestions for using these casesin instruction are given.

Each chapter ends with a list of from10 to 15 review questions. These ques-

88

tions generally focus upon factual con-tent and require students to exerciserecall. The following examples from thechapter on family law are typical:"What is a will?" "Who is a testator?""What is the meaning of intestate?"

Eleven chapters also include mini-cases, which are hypothetical cases ask-ing students to apply the content of thechapter. These exercises, which requiremore sophisticated thinking processesthan do the review questions, are illu-strated with cartoons that may aid stu-dents with reading problems.

The instructor's manual accompany-ing the text provides a content outlinefor each chapter, along with objectives,answers to the review questions, andcomments on the minicases. No sugges-tions for instructional activities otherthan reading and discuse:ton are given.The instructor's manual also includes a25-item, multiple-choice frost Sur eachsection of the text. Factual recall isagain stressed.

Evaluative Comments and SuggestionsThis text focuses on transo:ission of

factual knowledge about the taw andlegal processes and does indeed containa great deal of factual ELormation.Thus, teachers who take a content -basedapproach to legal education will probablyfind this book to the? ,. liking. Thetext's major drawbacks in tl.tit-3 1):alyst'sview are its lack of atter:Z-1m) ;;o .17:1:-.1-oping skills which May be necessary indealing with the law and its failure tosuggest that teachers use communityresources or community-based learningexperiences to link the text's contentwith "real life." Thus, teacb;rs whowish to develop activity-based courseswhich develop skills and attitudes aswell as knowledge will be required tospend a great deal of time in planningand preparation for use of this text.

Textbooks

35. UNFINISHED JOURNEY: A WORLD HISTORY

Author: Marvin Perry with othersPublisher: Houghton Mifflin Co.Publication Date: 1980

Grade Level: 9-12Materials and Cost: Text, hardbound, 768 pp, $12.75; teacher's

paperbound, 144 pp, $6.75; activity book,bound, $3.00; teacher's edition activity book,bound, $3.75; tests, 72 duplicating masters,

Subject Area: World history

guide,paper-paper-$34.50

OverviewUnfinished Journey: A World History

is designed to be used as the basis fora year-long high school course in worldhistory. The text, which features atraditional, chronological format, includesunits focusing on beginnings of Westerncivilization, the middle ages, traditionalcivilizations, transition to modern times,industrialization, the age of imperialism,world wars and totalitarianism, and thepostwar world. Interspersed within thenarrative are contemporary visuals,inapt. timetables, charts, and diagramswhich provide more information. Alsoincluded are reviews to help studentsWend: ; and recall key understandings.Students Eno involved in reading thetextbook; analyzing photographs, maps,and charts; and participating in discus-sion and various activities.

Require 4x :.32.44ested TimeThis text can be used as the basis

for a yearlong course in world history.Each of the text's 34 chapters is brokendown into two or three sections, whichhelp students follow the organizationwithin a chapter. The 117 chapter sec-tions, 34 chapter reviews, and 8 unitactivities each require approximatelyone class period to complete. Teachingsuggestions are included to be used atthe teacher's discretion.

Intended User CharacteristicsThis text was written for the aver-

age student h grades 9-12. A Fryreadability analysis indicates an averagereading level of grade 9. In addition,the text is well organized, the writingis clear and interesting, and terms aredefined--all characteristics which makethe text suitable for students with arange of The many illustra-tions and such ',.ures as section head-lines, review qaetions, and timetablesshould help students understand thechronology of various events, as well ashow events ale related to each other.No special teacher training is required.

Rationale and General ObjectivesThe authors believe that it is impor-

tant for students to gain a firm under-standing of the chronology of historicalevents. Objectives are to help studentsdevelop a sense of continuity of worldhistory, gain understanding of cause-and-effect relationships, and gain in-sight into ways different cultures changeand interact. The authors also believeit is important for students to buildcompetency in gathering and processinginformation and in interpreting mapsand pictures. In addition to thesegeneral objectives, ten or more perfor-mance objectives are set forth for eachchapter in the instructor's guide.

Data sheet by Sydney J. Meredith.

89 67

Secondary Materials

ContentUnfinished Journey presents a chron-

ological history of the world in eightmajor units. The first deals with theancient civilizations of the Near East,Greece, and Rome. Unit 2 portraysmedieval society, states, and the cul-

-tura.1 awakening. The third unitdescribes early Byzantine and Islamiccivilizations and traditional civilizationsin South Asia, China, Japan, Africa,and the Americas. Unit 4 explores theRenaissance and Reformation, the riseof the modern state, exploration, andthe commercial and scientific revolutions.Units 5 and 6 examine the American andFrench Revolutions, nation building inEurope and the Americas, the industrialage, and imperialibm in Africa, SouthAsia, and East Asia. The last two unitsfocus on the Russian Revolution, theworld wars, and the postwar world.

Students are introduced to the majorthemes of the units through openingessays designed to present a broadoverview of the chapters within the unit.Chapter introductions provide a linkwith earlier materials. Each sectionwithin a chapter begins with a list of"headlines" which provide a quick over-view of the material to be covered.Throughout the text, maps, timetables,charts, and diagrams help provide moredetailed information. Pictures drawnfrom contemporary sources are caption-ed in a manner that encourages develop-ment of picture interpretation skills.Special feat= e boxes highlight impor-tant documents, personalities, or ideasof the era under study.

Although the major portion of thetext deals with the past, the informa-tion is presented in a way that mn.kes i+meaningful and relevant to today . His-torical events are viewed as a contin-uum, each event building upon another.

Teaching ProceduresStudents using Unfinished Journey

are expected to read textbook selec-tions; analyze photographs, mapsz andcharts; participate in discussions; andengage in various learning activities.Review questions and activities for each

section, chapter, and unit help studentsidentify and recall key understandings ,practice map skills, relate the past tothe present, and tie together informa-tion. Enrichment activities are alsosuggested.

The instructor's guide, designed tohelp the teacher make more efficient useof the text materials, provides a list ofresources which could supplement thetext for each unit. Learning objectivesin three categories--understandings,cognitive objectives, and skill objec-tives--are listed for each chapter . Stra-tegies which help teachers focus on andconvey major ideas are provided foreach chapter section. Suggestions forusing graphic materials are also pro-vided. Although the primary teachingtechnique suggested is reading and dis-cussion, some student-involvement activ-ities are also described. For example,in teaching about Greece, the guidesuggests that the class be divided intogroups representing various groups inAthens, only one of which has votingrights. Each of the disenfranchisedgroups is asked to draw up a statementgiving reasons why they should beallowed to vote and present it to thegroup of citizens. To point out the dif-ference between highly restrictive andmore open qualifications for voting, allclass members vote on each group'spetition.

Evaluative Comments and SuggestionsUnfinished Journey: A World History

presents a well-organized, traditional,chronological world history, as it aimsto do. Students using the text willhave the opportunity to develop andpractice numerous skills such as pictureinterpretation, map skills, and critical-thinking skills. The narrative is high-ghted by interesting visuals and spe-

..:ial features making it more interestingthan many "traditional" texts. Finally,the instructor's guide is well organized,easy to use, and helpful in providingteaching suggestions and activities.Since the major activity is reading thenarrative, the text should not be usedby teachers who prefer an activity-based course.

J890

36. WORLD GEOGRAPHY


Subject Area:

Textbooks

Herbert H. GrossFollett Publishing Co.1980

7-12

Text, hardbound, 544 pp, $12.93; teacher's annotatededition, hardbound, 608 pp, $15.12

World geography

OverviewWorld Geography is a one-year text-

book for use in grades 7-12. The easy-to-read, well-illustrated text will helpstudents acquire a knowledge of bothphysical and cultural geography. Theauthors have emphasized skill develop-ment throughout the book. The majoric,34 ng strategies are reading, class-oc,a1 discussion, and class activities.

Th textb, ok is accompanied by at,:......tfaer's edition.

RequireWorld Geography is a basic textbook

for a one-year course. The text con-tains 58 lessons within the 15 units. Ina typical 36-week school year, teacherscovering about two lessons per weekwould have an extra two or three daysper unit for testing and other studentactivities.

Intended User CharacteristicsThe text is designed for use with

students in grades 7-12. The pub-lisher's readability tests, using theDale-Chall formula, show a readabilityof sixth grade. Using the Fry graph,this analyst found the reading level tobe eighth to ninth grade. Directions tothe teacher are clear and concise. Nospecial training is required to use thematerials.

Rationale and General ObjectivesThe authors believe that geographic

education has a dual value. It can helpstudents strengthen their base of fac-tual information and develop the skillsnecessary to build on that base. Theytherefore wrote the text World Geog-raphy, to introduce students to thephysical and human world around themand at the same time to help studentsdevelop the map and globe and readingand thinking skills necessary to examinethat world. The general goals of WorldGeography are to help students:FUSunderstand their physical environmentand the interrelationships of naturalprocesses; (2) understand the interac-tion of people and their physical envi-ronment; (3) appreciate the uniquepeoples and cultures of world regions;(4) develop a perspective on their ownculture in relation to other culturesaround the world; (5) learn to thinkcritically and form independent judg-ments."

ContentThe textbook has two major parts,

divided into 15 units. Part 1 intro-duces the student to physical geogra-phy and discusses how people use thephysical environment. In the first unit,"Geography: Its Tools and Skills," stu-dents learn how to use maps, globes,


91

9

Secondary Materials

charts, graphs, diagrams, illustrations,and other graphics Students are alsointroduced to earth-sun characteristicsand relationships In unit 2, entitled"Land, " students learn about the earth'sstructure, the inner and outer forcesthat have changed the earth's surface,the major landforms , and minerals,rocks, ores, and soil. Students study"Water" in unit 3, which examines theoceans and explains the functions oflakes, rivers, and other natural water')od1 es . Unit 4 focuses on "Air andWeather , " examining the many forcesthat interact to create weather. "Climateand Vegetation" are discussed in unit 5with an emphasis on climate's relation tovegetation patterns around the world.Unit 6 focuses on agriculture and theworld's food needs . In unit 7 theworld's energy problem is studied andalternative solutions are presented.Unit 8 focuses on "The World's Popula-tion" and analyzes population growthand distribution.

In part 2, students study the geog-raphy of various world regions. Units9 through 15, which comprise this partof the text, examine people in theirregional environments. The physicaland climatic features of each region areexamined and the historical, social, andcultural patterns of the people are ana-lyzed. The regions covered are : Europeand the Soviet Union ; Asia ; Australiaand Oceania; North Africa and theMiddle East ; sub-Saharan Africa; LatinAmerica ; and the United States andCanada.

Teaching ProceduresThe teacher's annotated edition con-

tains specific directions to help theteacher teach each lesson. Studentsbegin each lesson with a "Re adingFocus," which introduces them to a

92

reading skill and tells them how topractice the skill as they proceedthrough the lesson. Following this is a"Vocabulary Focus" section listingimportant geographic terms that stu-dents will be using in the lesson. Stu-dents are then expected to read anddiscuss the textbook selections . Thelessons contain many different kinds ofmaps ; these are often accompanied byquestions and instructions that helpbuild map and globe skills. The studentis provided with additional informationthrough a series of special featurescalled "People .and Their Environment"and "Geographers and Their Work .

At the end of each lesson and follow-ing every unit is a series of reviewquestions that help students test theirgeographic knowledge and apply thereading, geographic, and thinking skillswhich they have learned. In part 2 ofthe text additional sets of review ques-tions are interspersed throughout thelessons . The annotated edition suggestsactivities that the teacher can use toteach many of the lessons. For exam-ple, students prepare a collage illustrat-ing the theme "Latin America : Land ofContrasts" and debate whether or notPuerto Rico should become a state inthe United States or an independentcountry. Other activities involve stu-dents in keeping a weather diary,studying weather maps, doing libraryresearch, and making charts and classreports .

Evaluative Comments and SuggestionsThis text's easy-to-read, well-

illustrated presentation should enhancestudents' nnjoyrnent of learning bothoin and cultural geography. Thetext was not field tested by the pub-lisher .

37. WORLD GEOGRAPHY

Authors;Publisher;Publication Date;Grade Level;Materials and Cost;

Textbooks

Alan Sack ler and Stuart LazarusScience Research Associates, Inc.1980

9-12

Text, hardbound, 608 pp, $13.95; teacher's guide,paperbound, 110 pp, $2.95; workbook, paperbound,176 pp, $2.75

Subject Area: World geography

OverviewWorld Geography is a secondary-level

text designed to help students applygeographic concepts, skills, and data tosuch current issues as pollution, theenergy crisis, population shifts, andfood supplies. Some of the text's 26chapters introduce basic geographicskills and concepts while others de-scribe major world culture realms. Thetext, which uses numerous case studiesand features sequential skill building,is accompanied by a workbook and aninstructor's manual containing teachingstrategies for each of the objectiveslisted in the student text. These stra-tegies involve reading, discussion, andwriting activities. World Geographyprovides material for a year-longcourse; chapters from the text can beselected for use in semester courseswith narrower topic foci.

Required or Suggested TimeWorld Geography provides material

for a yearlong course in world or re-gional geography. Various combinationsof the book's 26 chapters can be usedto create one-semester courses withmore-limited content. The instructor'smanual suggests chapter combinationsfor courses in the geography of theUnited States and Canada and in worldcultures. For other semester-lengthcourses, teachers would have to reviewthe entire text and make appropriatechapter selections. Little teacher prep-

aration time will be required on a day-to-day basis, however, as the suggest-ed activities involve primarily reading,discussion, and paper-and-pencil tasks.

Intended User CharacteristicsWorld Geography is designed to be

used with students in grades 9-12.This analyst found the reading level ofthe text (based on the Fry graph) tobe high ninth to low tenth grade. Anumber of the text's features will assistless-able readers, however; these in-clude extensive use of advance orga-nizers, placement of definitions of newterms in the margin adjacent to the textin which they are introduced, and pro-vision of step-by-step skill-buildingactivities within the text. In addition,the numerous case studies used arelikely to motivate students at all abilitylevels. No special teacher training isrequired.

Rationale and General ObjectivesThe developers of World Geography

feel that students are bombarded dailywith data on such issues as the energycrisis, pollution, population shifts, andfood supplies. They have thereforestructured the presentation of geo-graphic skills and concepts in their text"to help students organize and synthe-size information about those issues in acreative way." They believe that op-portunities to work with data and to re-state it in tables, graphs, and maps

Data .sheet by Laurel R. Singleton.

93 9i

Secondary Materials

will help students "to understand andcope with the significant issues thatconfront them as citizens." Specificlearning objectives are listed at thebeginning of each chapter, as the devel-opers believe that students will morethoroughly understand the material pre-sented if they know what they are ex-pected to learn. Knowledge-acquisition,knowledge-application, and skill-buildingobjectives are included.

ContentFifteen of the 26 chapters in World

Geography introduce basic geogrlpnicconcepts and skills, while 11 provideinformation on major world regions towhich the skills and concepts can beapplied. These regions are Anglo-America, North Africa/Southwest Asia,sub-Saharan Africa, Australia Europe,Japan, China, Southeast Asia, theSoviet Union, Latin America, and India.Each chapter begins with a brief over-view and a list of objectives. Casestudies are used throughout the chap-ters to illustrate how geographic issuesaffect people. Each chapter concludeswith a summary, a list of vocabularywords, review questions, activities forapplying geographic concepts in thestudents' communities, and a briofannotated bibliography.

The 26 chapters are organized intofive units, each introducing a majortheme in geography and each includingone to three chapters on major worldregions to illustrate the unit theme.Unit 1, "Where in the World?," intro-duces geography as the study of whythings happen where they do. Unit 2deals with the relationship betweenhumans and the natural environment.The third unit, entitled "Interdepen-dence," examines interaction and itsimpact on location. Unit 4, "Migrationand the Spread of Ideas," deals withdiffusion of ideas, information, tech-niques, and people. final unitfocuses on locational arts ofhuman activities. Work 7 alsoincludes a world atlas des:. .iallyfor use with the text.

94

TeadliaLTrocecluresThe instructor's manual accompany-

ing World Geo raphz provides a teach-ing strategy or every objective listedin the student text, along with sugges-tions for using the chapter openers andthe end-of-chapter material. Possiblestudent responses to questions are alsoprovided. The teaching strategies sug-gested are almost exclusively reading,discussion, and writing activities.Instructions for many of the written ex-ercises are given ih the student text.The moat creative teaching ideas arefound in the "In Your Community" sec-tion at the end of each chapter. Theactivities suggested there involve stu-dents in applying geographic conceptsto their own communities through suchactivities as analysis of local news-papers and other resources, libraryresearch, interviews with communityresidents, and mapping. Suggestedmechanisms for evaluating student learn-ing are workbook activities (which aredescribed in the text and can be com-pleted without the workbooks), end-of-chapter material in the text, and chap-ter tests and atlas exercises in theworkbook.

Evaluative Comments and SuggestionsThe use of interesting case studies

which apply geographic concepts to cur-rent issues and the incorporation of skillbuilding are positive features of theWorld Geography text. Particularlynoteworthy is the orderly manner inwhich map skills are presented to stu-dents. Materials designed to help stu-dents develop reading, writing, andthinking skills are also interesting. Abrief selection in which an essay is lik-ened to a hamburger was especiallyintriguing.

The program's major drawback in thisanalyst's view is the monotonous natureof the teaching strategies suggested inthe instructor's manual. The activitiessuggested for applying knowledgegained to the local community are highlyrecommended as an antidote to thisproblem.

30, WORLD OEOORAPHY

AuthorsPublishersPublication Dates(Inuit) LevelsMaterials And Costs

Textbooks

Norman J.0, PoundsSilver Burdett Co.1980

Text, hardbound, 704 pp, $11.97; teacherla guide,paperbound, 272 pp, $4.02; set of 57 duplicatingmasters, $21,42

Subject Areas World geography

OverviewWorld Geography can be used as the

basis of a one-year course in worldgeography for high school students.The text is based on a combined topical/regional approach. The first two unitsintroduce students to various geograph-ical concepts and topics, while the re-maining thrrze units examine regions ofthe world. An entire unit is devoted tothe United States and Canada. Theother regional units examine developedand developing nations . The majorteaching technique is read and review.Exercises and activities in the text andteacher's manual focus on reading andwriting skills and geography-relatedknowledge and skills.

Required or Suigg_ested TimeThe teacher's manual provides time

estimates of two to five days for cover-ing each of the 42 chapters in the text.The manual recommends that teachersuse the time estimates only as a guideand plan their own schedules, addingand deleting time as desired.

Intended User CharacteristicsThe teacher's manual states that the

text is intended for high school stu-dents. Based on the Fry readabilityformula, this analyst found the text tohave an average eighth-grade readinglevel; the publisher reports a seventh-grade reading level using the Dale-Challformula . In addition, each chapter in

the student text includes exercisesdesigned to improve students' readingand writing skills. These factors wouldindicate that World Geography could beused with students who are below -average readers. The text would prob-ably not be suitable for use withadvanced students . No special teachertraining is needed to implement thecourse.

Rationale and General ObjectivesThe introduction to the teacher's

manual states that "Before one can fullyunderstand human existence, it isnecessary to understand the physicalenvironment in which people live.... Anystudy of geography must also recognizethe impact of people and their technol-ogy on the physical earth. This recip-rocal relationship is crucial to anyunderstanding of the discipline of geog-raphy." The overall purpose of thebook is thus to help students under-stand the impact of geography on theirdaily lives .

Eight more-specific goals are to pro-vide students with (1) general knowledgeof the earth's main surface features,(2) understanding of how human socie-ties have adapted to and made use ofthe physical environment, (3) under-standing of ways goods and servicesare distributed, (4) understanding ofthe natural resources on which humanlife and civilization depend, (5) under-standing of the nature of manufac-turing, (6) awareness of differences

Data sheet by Judith E. Hadstrom.

9V 3

Secondary Materials

between human societies, (7) a broadview of the world--its continents alt,doceans and their interrelationships, and(8) familiarity with maps. graphb,climographp, i.nd other visual means ofrepresentInp vographical data.

Con tont

World Get, ra ply is organized IntofiveUirit77 ne first two aro topical.Unit 1 introduces students to the studyof geography, the use of maps, and theconcepts of climate, soil, and vegetation.Unit ?. focuses on the topics of worldpopulation, food, farm products forindustry, minerals and fuels, manufac-turing, transportation, cities, and char-acteristics of rich and poor nations.

The remaining three units approachgeography from a regional perspective.Unit 3 focuses on the United States andCanada, with nine chapters related tothe United States and one related toCanada. Unit 4, "The Developed World,"focuses on Europe, the Soviet Union,Japan, Australia, and New Zealand.Unit 5, "The Developing World," coversMiddle America and the Caribbean,South America, regions of Africa, NorthAfrica and the Middle East, the Indiansubcontinent, Southeast Asia, and Chinaa -1'orea. This unit concludes with a

A, on "Today's Frontiers," whichex ,s the concept of globalism, theocean frontier, and the space frontier.

Generally, the chapters examiningspecific regions first explore physicalgeography and then discuss such impor-tant features as agriculture, industry,cities, settlement and population, trans-portation, political geography, and majorproblems.

The text is highlighted with numer-ous maps -- including an atlas at theback of the book; diagrams, graphs,and tables; and over 30 special interestmaterials. The latter include "Careersin Geography" and "Geography Side-lights" such as "Discovering AmericaThrough Postage Stamps," "Why Not Bea Weather Forecaster?, " and "TheRebuilding of Wa,-saw."

96

TaasangpacsduretMajor techniques for studying each

chapter Include reading, learning impor-tant terms, reviewing facts, and prac-ticing reading and writing skills. 2achunit also includes a "Skills Development"page focusing on the geography-relatedskills of reading a weather map, a table,and a map; Interpreting graphs; andanalyzing source material.

The teacher's manual suggests exer-cises for developing vocabulary andactivities that aim to build knowledgeand skills. Included are the followingtypes of activities: reading for infor-mation, using a map, research, oralreport, debate, guest speaker, andusing an illustration. Some of the sug-gested activities are based on theaccompanying set of spirit masters.

The manual points out that, althoughperformu,nce objectives are stated foreach chapter, "the criteria for andmethod of evaluating the behavior havebeen left to the teacher's discretion."

wo-part chapter tests which may beduplicated are, however, provided inthe manual. These consist of objectivequestions and short essay questions.

Evaluative Comments and SuggestionsWorld Geography's combined topical/

regional approach is appealing, particu-larly for use with average and below-average students. Students are firstable to learn generally what geographyis and than see it applied to variousworld regions. The regional descrip-tions, for the most part, do not givemuch of a feeling for the people andculture. The interest factor is thusnot as high as it could be. The "Geog-raphy Sidelights" make up for thissomewhat by providing interesting "side-lights" about the region being studied.

The teacher's manual is well designed.It provides a thorough introduction andincludes numerous teaching aids. Thenumber and variety of activities it sug-gests also allow for a degree of individ-ualization.

Textbooks

39, WORLD GEOGRAPHY TODAY

Authors s Saul 'Bract, Douglas L, Johnson, and Denis WoodPublishers Holt, Rinehart and Winston, Inc.Publication Date : 1980

Grade Level s 7-12

Materials and Costs Text, hardbound, 576 pp, $12.57; teacher's anno-tated edition, hardbound, 672 pp, $16.98; workbook,paperbound, 156 pp $4.20; tests, duplicating mas-ters, $38.49

Subject Area: World geography

Overview

World Geography Today can be usedbest in a yearlong senior high worldgeography course. Major units of thetext focus on physical and culturalgeography, eight world regions, anduse of the world's resources. Photo-graphic essays, special interest fea-tures, and the liberal use of mapsenhance the text's interest level. Anemphasis on vocabulary makes geograph-ical concepts more readily understood.

Required or Suggested TimeThis text can be used for a one-year

course in world geography or a one -semester course on selected worldregions. For such a one-semestercourse, a teacher might choose to usethe units on physical and cultural geog-raphy, world resources, and selectedgeographic regions--e. g. , North Amer-ica and Latin America. Suggested timefor covering each of the text's 56 chap-ters is not given ; however, two to fourdar, should be sufficient for each .

Intended User CharacteristicsWorld Geography Today is best suited

for senior high (grades 10-12) studentswithin the normal range of intellectualcapability. The average reading levelis tenth grade, based on an analysisusing the Fry graph . Vocabulary build-ing is facilitated by emphasizing newwords with boldface type and by pro-

viding definitions within the narrative,A glossary is also included. A specialfeature of the teacher's edition is atwo-page overview of strategies forincluding impaired students as activelearners. Strategies included relate tostudents who have hearing, speech,and visual impairments ; orthopedic dis-abilities; learning disabilities ; mildretardation ; and emotional handicaps.Gifted students are also discussed. Nospecial teacher training or school facili-ties are required to implement the pro-gram.

Rationale and General Objectives:The authors' stated goal is to take

an interdisciplinary approach togeography--an approach that "relatesphysical geography to the economic,political, social, historical, and culturalaspects of human activity . " To meetthat goal, World Geography Today hasbeen designed to (1) present studentswith basic knowledge about the world'sgeographic regions, (2) introduce stu-dents to important geographic, econom-ic, and political concepts, and (3) re-late knowledge and concepts to eventsin the rapidly changing global environ-ment. The authors believe that thisfoundation will help prepare students tointelligently confront such critical globalissues as environmental pollution, re-source depletion, urbanization, andindustrialization.


97 tor

SecorclikrY Matatdals

Geogr.4phic. skill development is alsoan important objective of the text. Tar-geted skills include map reading, use ofcharts and diagrams, and collecting and'analyzing information.

ContentWorld Geography Today is organized

into ten units. Unit 1 introduces stu-dents to concepts of phyuit..41 and cul-tural geography. The sucreeding eightunits cover eight geograi c regions ofthe world--Western Em. the SovietUnion and Eastern Eu, {le MiddleEast and North Afri 4b-SaharanAfrica, the Orient, th, icific, LatinAmerica, and the UniteU States andCanada. The final unit focuRc9 on glo-bal resources and aspects of worldtrade.

For each unit; objecties for vocabu-lary, skill, and Ito ,,wledge acquisitionare listed. Units include maps showingpolitical features, climate, and popula-tion density. In addition, each unitcontains a photo essay focusing on ageographic aspect of the particularregion covered in the unit. Every unitalso contains a special interest featureintended to motivate students and pro-vide additional information. These fea-tures include such topics as the Bas-ques, the Trans-Siberian Railway, timezones, and energy. A bibliography isalso included with each unit.

Each unit is organized into chapters,which are introduced with motivatingphotographs tied to chapter content.Photographs are also used throughoutthe text to enhance the narrative.Chapter and unit review questions focuson facts and skills. Unit reviews alsosuggest activities and projects and pre-sent opportunities for students to

E) 6

98

express their opinions on controversialissues.

The workbook accompanying the textpresents a series of activities that rein-force geographic skills as well as basicreading, writing, and study skills.

Teaching ProceduresThe primary teaching techniques sug-

gested in the program are reading andreviewing the text and practicingvarious map skills. Such unit projectsas interviewing community workers, con-ducting research projects, comparingvarying points of view, holding paneldiscussions, and writing essays are alsosuggested. The teacher's edition accom-panying the text provides content andskill objectives and answers to reviewquestions for each unit and chapter. Abibliography--organized by unit--and alist of audiovisual materials for use insupplementing the text are also included.Throughout the teacher's edition, anno-tations suggest ways of extending thebasic text materials and questionsintended to help students clarify con-cepts and terms. Additional informationabout a specific topic or concept is fre-quently provided.

Evaluative Comments and SuggestionsWorld Geography Today offers an

excellent mix of photographs and maps.Many teachers will be pleased by theauthors' efforts to present aspects ofboth physical and cultural geography.The text's major weakness is that itattempts to devote a few paragraphs toeach country in a particular region. Indoing so, it is unable to cover any sin-gle country in adequate depth for theteacher or student who desires morethan superficial knowledge.

40. YOU, THE CITIZEN


Subject Area:

Textbooks

Robert Carter and John M. RichardsBenefic Press1980

7-9Text, hardbound, 448 pp, $9.36; teacher's guide,paperbound, 102 pp, $2.40Civics, U.S. government

OverviewYou, the Citizen is a basic junior-

high-school civics text which containsinformation about governmental proc-esses and institutions and the rightsand responsibilities that accompany U.S.citizenship. The accompanying teacher'sguide identifies cognitive objectives foreach of the 31 chapters, in addition tofive affective objectives which apply tothe program as a whole. At the end ofeach chapter in the student text arethree sets of questions which emphasizerecall, inquiry, and examination ofvalues. The content is presented largelyin the form of simplified generalizations.Although the approach is conventionaland uncritical, both the text and theillustrations reflect sex, racial, andethnic balance.

Required or Suggested TimeThe teacher's guide does not indicate

how much time is required to use thistext. However, it appears that thematerials could be easily covered in asemester or trimester course in civicsor U.S. government. Depending onwhether audiovisual or other supple-mentary resources are used, each ofthe 31 chapters would require one ortwo class periods.

Intended User CharacteristicsThe text appears to be designed for

junior high school students who are per-forming at an average academic level.

The teacher's guide reports that read-ability is "of prime importance" to theauthors and that the text is at a sixth-grade reading level as measured by theFry readability scale and the Harris/Jacobson Basic Elementary Reading Vo-cabularies. However, six 100-word sam-ples taken at random from the textshowed an average 12th-grade readinglevel on the Fry scale, tested by thisreviewer.

The introduction to the teacher'sguide states that the text is intended toallow "sufficient flexibility so that animaginative teacher can adapt it to thatmethod which best suits the needs ofhis or her own classroom situation."Specific suggestions and materials areprovided for using case studies and theinquiry approach. No special teachertraining is required.

Rationale and General ObjectivesDesigned as a general civics text for

junior high school students, this bookaims to present information about U.S.governmental institutions and processes.The teacher's guide lists specific stu-dent performance objectives for eachchapter. In addition to these cognitiveobjectives, the authors have identifiedfive affective objectives for studentswhich are applicable throughout thematerials: "(1) to be aware of his orher relationship to fellow citizens andgoverning institutions, (2) to be appre-ciative of democratic processes, (3) tobe able to exhibit a character which


99

Secondary Materials

fosters a democratic way of life, (4) tobe value conscious and able to clarifyhis or her values, and (5) to experienceempathy."

ContentThe content of the student text is

organized into nine units, each contain-ing between two and five chapters.Unit 1, "Living With Government,"focuses on the characteristics and kindsof government, including the U.S.government. Unit 2 includes chaptersentitled "The Meaning of Citizenship,""The Responsibilities of Citizenship,"and "Political Parties." Unit 3 coversthe Constitution and its historical pred-ecessors. Unit 4 ("The Lawmakers"),unit 5 ("Executive Power"), and unit 6("Justice Under the Law) deal with thethree branches of the federal govern-ment. Unit 7 focuses on relationshipsbetween the states and the federalgovernment, and state and local govern-ments. Chapters in unit 8 are "Promot-ing the General Welfare," "EnvironmentalResponsibility," "Education and Citizen-ship," and "Religion in America." Unit9 briefly covers economic issues.

The extensive appendix contains thetext of the Declaration of Independenceand the Constitution and its amendmentsas well as a section on flag etiquette, alist of U.S. presidents, state statistics,a map of the United States, an answerkey to the "decision" dilemmas thatintroduce each unit, a glossary, and achart and graph index. A generalindex is also provided.

Teaching ProceduresEach unit begins with a description

of a situation in U.S. history thatrequired an official to make a decision.The actual decision is not revealed; stu-dents are asked how they would decideand then asked to reconsider their deci-

sions at the end of the unit. Two otherunit-ending activities also help studentsreview the unit and provide opportuni-ties for evaluation of student progress.

Each chapter begins with a list ofvocabulary terms, which appear in ital-ics when they are used for the firsttime in the text. Following the basicnarrative, three sets of questions arepresented for discussion and evaluation.The questions are sequenced to requirevarious levels of thinking, from recallto evaluation.

For each unit and chapter, theteacher's guide contains suggestions fordiscussion questions and correct orprobable answers to the questions inthe student text. A bibliography ofprint and audiovisual supplementaryresources is also provided.

Evaluative Comments and SuggestionsAlthough the teacher's guide refers

to the goal of "involving the student"in a study of civics, neither the textnor the instructional strategies suggestedseem likely to stimulate much studentinvolvement. Teachers may find thecontent oversimplified and overgeneral-ized. More serious, however, is thefact that the text contains errors offact or interpretation, particularly insections dealing with law and justice.For example, in chapter 3 (which dis-cusses the rights and responsibilities ofcitizenship) the text asserts that news-papers "may be sued for slander...ifthey print harmful opinions that cannotbe proven"--a statement which containsnot only an obvious error of fact (theauthors mean libel, not slander) butalso an internal contradiction (by defi-nition, an opinion is a statement thatcannot be proven) and reflects a mis-understanding of the law as it isapplied to libel suits.

98

100

SUPPLEMENTARY MATERIALS

Entry No. Title Page No.

Print41 Case Studies in Civil Liberties 103

42 Contemporary Concerns of Youth 105

43 Great American Cities 107

44 Great Decisions 1980 109

45 Greenhaven World History Program 111

46 Scholastic Social Studies Skills Program 113

Multimedia

47 America's 20th Century Wars: The Interna-tional Challenge 115

48 Associated Press Special Reports onGovernment and Politics 117

49 Associated Press Special Reports on SocialProblems of a Technological Society 119

50 Issues in American History 121

51 New York Times Subscription Series onCurrent Affairs 123

52 Nuclear Energy: Peril or Promise 125

Games and Simulations53 Survival

Note: See entries 6, 8, and 13 for additional supplementary materialssuitable for use at the secondary level.

127

41. CASE STUDIES IN CIVIL LIBERTIES


Subject Area:

Supplementary/ Print

Louis D. MasonJ. Weston Walch1979

9-12Box containing 50 duplicating masters and 15-ppstapled teacher's guide, $17.95Legal _education

Overview

Case Studies in Civil Liberties intro-duces students to 50 cases in whichindividuals' rights and liberties werechallenged. Each case, presented on aduplicating master, requires students toread a brief description and write theiropinions. Opinions are then discussedby the entire class, allowing the stu-dents to develop an understanding oflegal processes, as well as of theirresponsibilities as citizens. A teacher'skey accompanies the 50 masters onwhich the cases are presented.

Required or Suggested TimeEach case study is very brief and

can be read in less than ten minutes.Completing their opinions will take stu-dents another five to ten minutes, de-pending on whether they do it sepa-rately or in small groups. Discussionshould take an additional 15 minutes,allowing ample completion of a casestudy in a 30-minute time period.Teachers can use the case studies selec-tively or can group them together tomake mini-units on a topic such as freespeech or right to private property.

Intended User CharacteristicsThe materials are designed for use

by high school students. Since thereading level averages sixth grade, asmeasured by the Fry reading scale,seventh- and eighth-grade students

could also use these materials. Teach-ers of U.S. government or history canuse the cases to illustrate issues relatedto the Bill of Rights and Constitution;consumer education and business lawteachers would find some of the casesrelevant to their courses; and legaleducation teachers could use all of thecase studies. Brief answers to thecases are given for the teacher in theteacher's key; however, if any depth isdesired in the discussions, the teachermay need to pursue topics furtherthrough use of the _suggested bibliog-raphy.

Rationale and General ObjectivesThe author indicates that these case

studies "are designed to promote aninterest in the consequences of knowingand not knowing law as it is applied inpractical situations." Through use ofthe case studies, students should beable to state their opinions about spe-cific cases and discuss them with theirclassmates. After reading and discuss-ing each individual case, studentsshould be able to: "(1) determine themain issue of the case; (2) form anopinion based on analysis of the case;and (3) support that opinion by a ruleof law."

ContentCase Studies in Civil Liberties fo-

cuses on individual rights and libertiesin five areas: freedom of religion and


10310 0

Secondary Materials

expression, right of privacy, rights ofthe accused, equal protection and equalopportunity, and miscellaneous civilliberties. Actual and hypothetical casesare presented, along with fictional casesbased on 4ctual cases. In the fictionalcases, plot and situation have beenaltered to increase student interest,

A sample case focusing on the rightto peaceable assembly follows. Severalstudents march to the local jail, wherefellow students are being held fordemonstrating against racial segrega-tion. The sheriff informs them thatthey are blocking the driveway, whichis not public, but which is used totransport prisoners to and from thejail. He gives the students the alterna-tives of dispersing or being arrested.After ten minutes he issues a secondwarning. The remaining students arearrested and charged with enteringproperty without permission. The ques-tions to be answered individually andthen discussed with the entire class are:"In your opinion, should these studentshave been allowed to demonstrate infront of the jailhouse? Would it makeany difference if the demonstratorswere in front of the state capitolinstead of the county jailhouse?" Eachof the 50 cases presented follows thissame general format: a case studyfollowed by one to three questions.Most of the cases revolve around inci-dents with which most teenagers arefamiliar.

Teaching ProceduresEach case study is printed on a sin-

gle spirit master. The teacher needs toduplicate enough copies for the class.

He/she may then elect to have studentscomplete the cases individually or insmall groups, discussing each question.The teacher may also elect to have stu-dents read the cases individually orthey may be read aloud, by either theteacher or a student. Following theindividual completion of the questionsfollowing each case, the teacher con-ducts a class discussion of the case.When all opinions have been heard anddiscussed, the teacher should Indicatehow the actual case was decided incourt. A Rat of corollary case cita-tions, organized by type of case (e.g. ,freedom of religion), is appended to theteacher's key and can be used by thestudents or teacher for further studyand research.

No additional teaching proceduresare given in the materials; however,the teacher may want to divide the classinto three groups and give each groupa different case related to the sametopic, such as freedom of speech. Inthe class discussion, students couldthen compare their cases, citing similar-ities and differences and discussing howeach related to the topic.

Evaluative Comments and SuggestionsEach of the cases is simply written

and interesting, so students should findthem engaging. The continued use ofthe case studies on a daily basis wouldbecome monotonous. To achieve moredepth, teachers should research thetopics covered and combine case studieswith other class readings and activities.No tests are available, althoughindividual cases could be used as testsif the teacher so desires.

101

104

42, CONTEMPORARY CONCERNS OF YOUTH

Author:Consulting Editor:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:

Supplementary / Print

Shirley P. SchwarzrockG. Gilbert WrennAmerican Guidance Service1979

7-12

Teacher's guide, spiralbound, 187 pp. $12.50; bookof 85 duplicating masters, $13.50; total package,$25.00

Guidance and counseling, language arts, sociology,values education

Overview

Contemporary Concerns of Youth is a7-12 supplementary worksheet and dis-cussion program designed to facilitatepersonal, emotional, and social develop-ment of junior and senior high schoolstudents. Believing that school shouldbe more relevant to students' lives, theauthor interviewed high school studentsto identify important issues and con-cerns. The resulting program consistsof a teacher's manual and a book ofspirit masters organized into four mainareas: self-awareness, interpersonalrelationships, survival skills, andschool-related concerns. Students areasked to complete various kinds ofworksheets related to these issues andto discuss them in small and largegroups. Teachers and counselors facil-itate the discussions. They are encour-aged to make flexible use of the materi-als and to adapt them to the particularneeds of their groups.

Required or Suggested TimeNo specific amount of time is

required or suggested. The four partsof the program can be used in anyorder. The author suggests, however,that the activities within each part aremost effectively used in the sequenceprovided in the teacher's manual. Eachof the 36 units which constitute the pro-gram provides materials for more than

one class period. It is recommendedthat the activities not be used on adaily basis in order to allow time forstudent reflection.

Intended User CharacteristicsContemporary Concerns of Youth is

designed for use by guidance counse-lors, social studies teachers, and lan-guage arts teachers with students ingrades 7-12. The author does notindicate any particular grade level foreach unit. Counselors and teachers areencouraged to make those decisions de-pending on their particular 'circum-stances and needs. Part 3, "SurvivalSkills" was, Lowever, developed speci-fically for seniors who asked for helpin reviewing skills needed in exploringjobs, attending college classes, andmaking :..:: -life decisions. A Fry readabilityanalysis of sample passages' ,from theworksheets indicates that the readinglevel of the student materials is approx-imately eighth grade. There is no evi-dence of sex or ethnic bias in the mate-rials. Teachers and counselors do notneed special training to use the materi-als. Nevertheless, skill in facilitatingsmall group discussion of interpersonaland. psychological topics is helpful. Asupportive school climate that fosters"encouragement, approval, and positiveattitudes towards students" is alsonecessary.

Data sheet by Douglas P. Superka. y 02105

Secondary Materials

Rationale and General ObjectivesThese materials are based on the

assumption that secondary school pro-grams must be more relevant to stu-dent& lives today and in the future.The author believes that education foradolescents must go beyond the "3 Rs"and must include "such dimensions oflife as survival skills for living, com-municative competency, values for theindividual, decision-making, and a feel-ing of belonging in our changingsociety." While a list of specific goalsis not provided in the materials, theseareas are clearly the broad purposes ofContemporary Concerns of Youth. Therationale for this program also stressesthe importance of providing studentswith experiences that will help them feelthat school is worthwhile.

ContentAs the title indicates, this program

does focus on Contemporary Concernsof Youth. The topics selected werebased on interviews in various highschools in different areas of the coun-try. The topics identic ed in this re-search were categorized into four gen-eral areas: self-awareness, interpersonalrelationships, survival skills, and schoolprocesses. Each of these is the focusof one of the four parts of the program.The first part, "Know Thyself," dealswith various concepts related to self-esteem, including roles, expectations,motivation, self-responsibility, goals,personal .valuq,s, and feelings. Thesecond part focuses on relationships,including those with parents, sibling:. ,,

other relatives, and friends. This sec-tion also examines sensitivity to others,group memberships, and responsibilitiesat home. Various "survival skills" arethe focus of part 3. Some of these areeffective communication, information-gathering skills, note taking, risk tak-ing, decision making, accomplishingchange, managing peer pressures, andhandling emotions. Thr topics whichcomprise the final part, "School-RelatedConcerns," are school relevancy,approachable teachers, the school as acommunity, grades and evaluation,

103106

a sense of belonging in school, importantthings to learn, and the characteristicsof an effective student.

Teaching ProceduresTwo major instructional procedures

are used extensively--student work-sheets and small-group discussions.The worksheets, provided in the bookof spirit masters, engage students inmany different activities. One fre-quently used activity asks students tocomplete a matrix indicating the extentto which they have done certain thingsduring the course of a week. Oneworksheet, for example, records on aMonday-through-Friday basis the "thingsI do that make me feel effective."Other activities include moral dilemmastories, self-examination questions, rat-ing scales for determining student atti-tudes, transactional analysis exercisesthat analyze the nature of bteractionswithin families, and planni ig charts.The "Survival Skills" section containsactivities related to completing jobapplications, resumes, and interviews.

The teacher's guide contains detailedsuggestions for introducing and usingthe worksheets and for facilitating dis-cussions related to them. The proce-dures in the guide also suggest periodicuse of personal journals, role playing,creative dramatics, and brainstorming.The guide also contains backgroundinformation and recommended readings2.,vr the teacher.

Evaluative Comments and SuggestionsAlthough no formal evaluation of

these materials was conducted during orfollowing their development, extensiveresearch in high schools was done priorto development to determine the topicsstudents felt were most important forthem to learn. The selected topics areindeed ones that are likely to interestjunir- and senior high school students.The repeated use of worksheets may,however, defuse some student interest.Teachers would thus be well advised tovary the presentation by using otheractivities, including those suggested inthe teacher's guide.

Supplementary /Print

43, GREAT AMERICAN CITIES. AMERICAN HISTORY AND BOOK-MAKING SERIESBOSTON IN THE COLONIAL PERIOD, UNIT ONE

Authors t

Publisher:Publication Date:Grade Level;Materials and Cost:

Subject Area:

Karla Baehr DeLetis and Gary Parker SchoalesGames Central of Abt Associates1979

7-10

Package containing 38 paperbound duplicating mas-ters, 12-pp paperbound unit teacher's guide, 4-pppaperbound series teacher's guide, $30.00U.S. history, urban studies

OverviewFirst in a unique series on Great

American Cities, this unit involves stu-dents in grades 7-10 in making a bookabout Boston during the colonial period.Requiring about three weeks of class-room time, the unit can be used to sup-plement a U.S. history course or anurban studies course. The authorsbelieve that students can gain an un-derstanding of some of the major prob-lems faced by our country by studyingcities at various periods in U.S. history.One-page information sheets, written atan easy reading level of grade 7/8,contain edited primary source accountsof crucial events, maps, and other shortreadings that make the colonial historyof Boston come alive, giving studentsthe feel and flavor of the period. Stu-dents read and discuss the informationsheets and then organize the informationinto a book, creating chapters, placingpages in logical order, and planning thetable of contents. The informationsheets come as duplicating masters.Step-by-step lesson plans are providedin the teacher's guide.

Required or Suggested TimeApproximately 15 classroom periods

are required to teach one unit. The,use of the supplementary class activitiesand group projects is left to the discre-tion of the teacher.

Intended User CharacteristicsThe units can be used with students

in grades 7-10. Written at grades 7/8according to the Fry readability scale,the high-interest materials use maps,illustrations, and a great deal of care-fully edited primary source material.'The guides contain easy-to-followinstructions for teachers.

Rationale and General ObjectivesThe authors believe that the "Ameri-

can experience is reflected in andshaped by the urban experience." Byexamining how people in cities have re-sponded to crises, by understandinghow a city works, and by studying thechanges which urban residents havemade in their physical environments tomeet their material and aesthetic needs,students should begin to gain someunderstanding of the major issues whichour nation has faced in the past andfaces today. The authors also believethat students need to acquire certainbasic skills. With this objective inmind, they developed each unit of theseries as a book-making project. Stu-dents learn to organize information logi-cally, identify the main ideas, and makegeneralizations. Other skills taught inthe program include vocabulary andreading skills, drawing inferences,evaluating evidence, analyzing data,learning about primary sources of infor-


1071 04

Secondary Materials

mation, identifying values, recognizingstereotypes, and learning about theparts of a book.

ContentEach unit in the Great American

Cities series consists of a set7767W'38 spirit masters containing a variety ofinformation about a particular city dur-ing specific periods of United Stateshistory. The only unit completed todate deals with the city of Boston dur-ing the colonial period. Other units inpreparation treat Philadelphia in theAmerican Revolution, St. Louis duringwestward expansion, Atlanta during theCivil War and Reconstruction, New Yorkat the height of immigration, Chicago inthe "Roaring Twenties," Detroit duringthe Great Depression, and San Franciscoduring World War II.

The content relies heavily on editedprimary source material. Topics coveredin the information sheets or vignettesfor each city include crime and punish-ment; economy; -.everyday life; geog-raphy and topography; government andlaw; public safety; religious and ethnicgroups; sites and origins of names;technology; urban government and poli-tics; values; beliefs, and politics; andwomen. For example, in the unit onBoston students examine Puritan crimesand punishments including whipping,disfiguring, branding, and humiliation;how the early settlers earned a livingthrough farming, fishing codfish andwhales, shipbuilding, piracy, and otherenterprises; Boston taverns; religiousbeliefs of the Quakers and Puritans;the various roles played by women inthe life of the colonies; and the strictdress code which was enforced so thatpeople could tell the difference betweensocial classes.

Teaching ProceduresSpecific day-by-day lesson plans for

the teacher are provided in the teacher'sguide for each unit. The basic idea isthat students reorganize the informationprovided them and make a book. Stu-dents are expected to read and discuss

105108

each information sheet and examine anyillustrations which accompany it. Theydecide what aspect of colonial life isdescribed in each vignette and thenorganize the vignettes into chapters,creating titles as they progress. Stu-dents are given the option of addingsuch other features to their book as acover, glossary, author's biography,dedication, introduction , conclusion ,

index, additional pages, additional illu-strations, and a dust jacket blurb tosell the book.

Students are also involved in addi-tional class activities and individual orgroup projects. For example, they roleplay an accused witch/warlock trying toconvince a jury of her/his innocence,design and build a model whaleboat,research and write a colonial Bostonnewspaper, and write a diary of a Puri-tan doctor and his efforts to controlsickness and death in early Boston.The teacher's guide contains suggestionsfor class activities and individual groupprojects. The guide also contains com-prehension and study questions and abibliography for further study.

The brief teacher's guide for theseries suggests various other teachingstrategies for using the units. Teacherscan organize material from various unitsahead of time by topic, such as "publicsafety in cities," putting together asupplementary unit of study for stu-dents. Or, for a more -in -depth study,teachers can provide students withadditional information not included inthe written materials.

Evaluative Comments and SuggestionsThis unit is very different from other

}rinds of supplemental activities on themarket today. Students should find itinteresting and very informative. Notonly will they learn about colonial lifethrough the interesting readings, butthey will acquire many organizing skillsand have a lot of fun as they developtheir book.

The unit was used in various class-rooms and revisions were made on thebasis of student and teacher feedback.

44. GREAT DECISIONS 1980

DeveloperPublisher:Publication Date:Grade Level:Materials and Cost:

Subject Area

Supplamcntary /Print

Foreign Policy AssociationAllyn and Bacon, Inc.1980

10-adultText, paperbound, 96 pp 1 $3.30 teacher's guide,paperbound, 13 pp, $1.20Current events, global studies, U history, worldhistory

OverviewGreat Decisions 1980 is a supplemen-

tary program of readings designed tohelp students understand and discussimportant foreign policy problems cur-rently facing the United States. Theprogram can be used with high schoolstudents, college students, and adults.The high reading level, however, willmake it difficult to use in most 10th-and 11th-grade social studies classes.The student text includes eight chap-ters or topics, each containing a de-tailed treatment of a major world issue(e.g., refugees, energy crunch, andMideast and the Gulf). Provocativediscussion questions and supplementaryreadings are also provided. The teach-er's guide contains specific suggestionsfor role play and simulation activitiesand individual projects that can be usedwith each reading.

Required or Suggested TimeNo specific amount of time for using

these materials is suggested by theauthors. Each of the eight readings inthe student text will probably requiretwo to three class periods for readingand discussion. Using the simulationsand other activities provided in theteacher's guide will add an additionaltwo to five periods for each of theeight topics. The total amount of timeneeded to teach Great Decisions is ap-proximately six to ten weeks.

Intended User CharacteristicsGreat Decisions 1980 can be used

e ffe7117137Zt r=3erUZ:7high school stu-dents, college students, and adults,The most direct application of this pro-gram is as a major resource for highschool current events, contemporaryglobal problems, or international rela-tions courses. The text can also beused to supplement and update areastudies, world history, and U.S. his-tory courses. Students with average orbelow-average reading abilities will notfind this book easy. Readability,according to the Fry graph, is at thecollege level. The articles will presentboth reading and conceptual challengesfor many high school students, espe-cially those in tenth grade.

Controversial topics with multicul-tural implications, such as migration ofIndo-Chinese refugees and ''illegalaliens" to the United States, are dealtwith in a fair and open-ended manner.The readings can, therefore, be readilyused with students from various racial,cultural, and ethnic backgrounds.Teachers do not need any special train-ing to use the materials.

Rationale and General ObjectivesThe purpose of this annual program

is to help students understand some ofthe important problems in the worldtoday from the perspective of U.S.foreign policy. Great Decisions focuses

Data sheet by -Douglas P. Superka.106

109

Secondary Materials

particularly on helping students analyseand discuss policy options related tothese problems, The authors believethat there is no single solution to eachproblem and that a central value of theprogram is to convey to students "justhow difficult it is to make wise judg-ments about the various alternatives weface," Consistent with this viewpoint,the developers recommend that theteacher act as a discussion leader whose"job is not to lecture but to stimulatedebate Za let opposite speeches beheard."

ContentGroat Decisions 1980 consists of eight

setsMMea ings on currentU.S. foreign policy topics. The firstreading--"The World in 1980 " -- presentsan overview of the broad foreign policyproblems of 1980. Each of the otherseven readings concentrates on an in-depth explanation of a particular topicor issue. Topics dealt with in GreatDecisions 1980 are indicated bylEititles of the readings' "The Mideastand the Gulf," "The United Nations atThirty-Five," "Eastern Europe' Emerg-ing From Moscow's Shadow?," "Humanityon the Move' How Migration AffectsUs," "Brazil's Rising Power," "Vietnamand Its Neighbors," and "The WorldEnergy Crunch." Each chapter con-cludes with an outline of the pros andcons of various policy options.

The readings are interspersed withshort narratives of historical eventsrelated to some of the specific topics.The chapter on recent refugees, forexample, contains a reading which dis-cusses such other migrations as theinvasions of the Visigoths and Vandalsagainst the Roman Empire. A finalchapter updates events related to theeight topics discussed in the previousyear's book, Great Decisions 1979.

Teaching ProceduresThis program places great emphasis

on student reading and class discussion.Each chapter in the text containsapproximately ten pages of readings(small print) and a set of discussionquestions. Most of the questions elicit

110

student opinions and judgmonts ratherthan testing recall of facts, For exam-

1@, students are aslced, "Is the United:States doing enough, in your opinion,to help the Indo-Chinese refugees? Whatmore, if anything, should it do?" BOWquestions also require students toanalyse, explain, hypothesise, and pro.diet, as evidenced by this series ofquestionsi "To what extent, if any,has military rule been responsible forBrasil's economic growth? In what wayscould a return to a multiparty systemaffect the economy? Under what cir-cumstances could you see the countryreverting to authoritarian rule?"

The teacher's guide outlines specificprocedures and activities that can beused with each chapter in the studenttext. Included are background on eachtopic, a suggestion for introducing thetopic, activities for developing the les-son, and additional resources that maybe used to extend or supplement thetopic coverage. Many of the activitiesprovided in the guide are simulationsand role plays designed to give students"a sense of the drama and complexity ofthe decision-making process."

Evaluative Comments and SuggestionsGreat Decisions 1980 is very strong

on content. The readings provideextensive background on each topic andare surprisingly up to date. The dis-cussion questions are thought-provokingand challenging. The sheer extent ofthe coverage and the amount and levelof reading, however, will make the pro-gram difficult to use with all but themost-able high school students. Therole-play activities provided in theteacher's guide will help to involve less-able students in the issues. In addi-tion, a series of eight half-hour televi-sion and radio programs on these topicswas presented in early 1980. Audio-tapes of these programs are availablefrom the Foreign Policy Association (205Lexington Avenue, New York, NewYork 10016) and should be useful inhelping students understand the issuestreated in the readings. The programhas not been formally field tested.

107

AligiNtlAVgN WORtiP HISTORY PROGRAM

Editors'

Publisher;Publication Date;Grade Level;Materials and Cost;

Subject Area;

MAI@AIM Yam), MargaretO'ConnorGreenhaven Press1900

9-10

PopplementaryiPrint

Killingray. and Edmund

Box containing 64 paperbound 1A-pp student books,35-pp paperbound teacher's guide, S1i4,00;ual books, $1,95 eachWorld history

OverviewThe Oreenhaven World History Pro-

ins is TsirsigThiWrnovarreaM7sWith-world history materials that can beused in a variety of ways. Althoughthe program is intended to be used as aone-year course in world history, it canalso be used to supplement othercourses. Designed for students ingrades 9 and 10, the materials can alsobe used effectively by older or youngerstudents. The program consists of 64books organised around five themes;"History Makers" (16 books); "GreatCivilisations" (14 books) ; "Great Revo-lutions" (10 books); "Enduring Issues"(9 books); and "Political and SocialMovements" (15 books). Each illustratedbook contains approximately half textand half primary source documents.The accompanying teacher's guide de-scribes the program's many uses. Theflexible format offers a number ofapproaches for teachers to try- -chronological, area-based, thematic, orbiographic.

Required or Suggested TimeThe program provides more than

enough material for a one-year compre-hensive world history course. Thebooks can also be used to provide sup-plementary information in such coursesas economics, sociology, political science,area studies, or humanities. No locked-in format for the entire program is pre-

earthed. Since schools differ in the timesequences around which curricula arearranged, each teacher is encouraged todetermine the length of time to spendon the course, Because specific teach-ing strategies and student objectivesare not provided, substantial planningtime will be required.

Intended User CharacteristicsThe program is intended for ninth-

and tenth-grade world history studentsbut may also be used effectively, whereappropriate, by older or younger pupils.This analyst found the average readinglevel according to the Fry readabilityformula to be grade 10. The editorsbelieve that the booklets are appro-priate for mixed-ability classes thatdemand a flexible format rather than aformidable textbook format. The read-ing selections employ simple vocabularyand a simple sentence structure withshort paragraphs and headings to aidpupils in the lower ability range.

Rationale and General ObjectivesThe purpose of these materials is to

provide a flexible program for teachingworld history. The program is design-ed to :neat the following goals: (1) toprovide materials of high interest con-taining many visuals which could beused in mixed-ability classes; (2) toinclude primary sources containingdivergent viewpoints designed to pro-

Data sheet by Sydney J. Meredith.

111

108

Secondary Materials

mote the study of the process of histor-ical inquiry; (3) to develop a complete,balanced, and self-contained programwhich offers an objective world ap-proach; (4) to include the study ofsome non-Western societies to introducea "comparative analysis, of total humanexperiences"; and (5) to develop mate-rials which focus on the "broad themesof political, social, economic, and cul-tural change."

ContentThe 64 books in the Greenhaven

World Histor Pro ram are organizedaround five overal themes. Books sup-porting the "History Makers" themecover such people as Alexander, Luther,Erasmus, Napoleon, Bolivar, AdamSmith, Marx, Darwin, Roosevelt, Stalin,Mao Tse-Tung, and Nyerere. Books inthe "Great Civilizations" portion of theprogram cover ancient European, NearEastern, Asian, American, and Africancivilizations. Social and political revolu-tions are the third program theme.Such "Enduring Issues" as urban prob-lems, population, the world economy,and the family comprise the fourththeme. The final theme, "Political andSocial Movements," contains books onthe slave trade, the enlightenment,imperialism, nationalism, Japan's modern-ization, Hitler's Reich, and other topics.

The material in each book is half textand half original source documents.The documents, chosen to illustratepoints made in the text, are intended tohelp students gain a better understand-ing of the events described in the text.The documents appear at the back ofeach book so they can be used inde-pendently if desired. Approximately 15to 25 illustrations are interspersedthroughout each book; these includephotographs, drawings, maps, charts,diagrams, and tables.


the program contains an introduction,an explanation of how the program canbe used in a variety of courses, and an

109112

overview of each of the 64 books. Avariety of methods of using the materialsare suggested. For instance, the edi-tors suggest that the program can beused in conventional chronological worldhistory courses. Suggestions for select-ing combinations of books to be used incourses covering various periods areprovided. The editors also suggest thatteachers consider the possibilities of areversed chronological approach in whichstudents begin with a study of themodern period, with which they arefamiliar, and work backward. Use ofthe materials in an area-based course isalso discussed.

Use of the program in a thematicapproach to world history is discussedat some length. Selection of themesdepends on teacher and class needs, ofcourse, but suggestions for a numberof possible themes are given: religionand society, war and society, the socialorder, the economic order, and thepolitical order. The program can alsobe used in a biographically basedcourse.

A final suggested approach to usingthe program is to use the primarysource documents as a starting pointfor teaching the course. The editorsbelieve that the documents approach canfoster inquiry, thus helping studentsunderstand historical research and com-parisons. In fact, the use of the doc-uments is stressed in the guide,regardless of the overall approach takento using the program.

Evaluative Comments and SuggestionsThe Greenhaven World History Pro-

gram meets its goal of providing com-prehensive information in a format thatpermits a great deal of flexibility in use.The presentation allows teachers toexperiment with approaches that a stan-dard textbook might not permit. Theteacher's guide is bsi,ful in providingsuggestions for structuring a coursearound use of the program. Provisionof some specific instructional strategieswould have been helpful, however, inreducing teacher planning and prepara-tion time.

46. SCHOLASTIC SOCIALMAKING DECISIONS A

Authors:PublisherPublication Date:Grade Level:Materials and Cost:

Subject Area:

Supplementary/Print

STUDIES SKILLS PROGRAM. CRITICAL THINKING B;; POLITICAL CARTOONS A; and TIME AND SEQUENCE A

VariousScholastic Book Services1980

7-12

4 teachers' guides, paperbound, each containing 12pp plus 12 transparencies and 24 duplicating mas-ters, $16.95 eachSocial studies

OverviewThe Scholastic Social Studies Skills

Program is a series of 14 units designedto develop secondary students' socialstudies skills in eight areas: readingmaps, reading charts, reading graphs,critical thinking, , decision making, ref-erence and research, time and sequence,and understanding political cartoons.Each unit contains 12 lessons. The pri-mary teaching tools used are transpar-encies and worksheets, which introducestudents to the subject skills and pro-vide opportunities for them to practicethose skills. The four units reviewedfor this analysis were Critical ThinkingB, Making Decisions A, Political Car-toons A, and Time and Sequence A.

Required or Suggested TimeEach unit in the Scholastic Social

Studies Skills Program contains 12 les-sons which require one class periodeach to complete. Suggestions forfollow-up activities could expand thetime required if teachers choose to usethem.

Intended User CharacteristicsThis program is designed to supple-

ment instruction in secondary socialstudies classes where the subject skillsare used. The publishers claim thatthe units can be used in any class and

specifically mention their applicability tohistory, civics, geography, sociology,and political science courses.

The units are divided into two levels.The nine programs in level A are de-signed for students who need work inbasic skills. The five B-level units aresuitable for students with some ground-ing in the skills. The teacher's guidesindicate that C-level programs are plan-ned for the future.

Readability of the worksheets whichare the core of the program varies. AFry readability test by this analystshowed the average reading level of theMaking Decisions A, Time and SequenceA, and Critical Thinking B units tobe grade 7, while the reading level ofthe Political Cartoons A unit was severalgrade levels higher. Some suggestionsfor using the materials with "less-able"students are given.

Rationale and General ObjectivesThe purpose of this program is "to

help students learn and improve theirskills for dealing with social studies in-formation." The program provides stu-dents with opportunities "to practiceand develop specific sldlls," progress-ing .from "basic and relatively simpleskills to more complex, higher-levelskills in a systematic way." Each unitcontains a lesson-by-lesson matrix ofthe skills and subskills developed.


113 110

Secondary Materials

ContentThe program addresses eight cate-

gories of skills: maps, charts, graphs,critical thinking, reference and research,time and sequence, decision making, andusing political cartoons. Each skill isbroken into a number of specific skillsand subskills. For example, in theMaking Decisions A unit, the first fivelessons focus on the steps in decisionmaking. Lessons 6 through 9 help stu-dents learn to use facts in rankingalternatives and clarifying goals . Thenext two lessons introduce steps whichfollow the actual making of the decision--implementing and evaluating the decision.The final lesson offers a review. Theexamples used to illustrate decisionoccasions are typical of decisions facedby teenagers.

The Critical Thinking B unit focuseson three broad categories of thinkingskills--analyzing information, organizinginformation, and evaluating information.Each of these skill categories is brokeninto a number of specific skills . Theworksheets in this unit are wide rang-ing, although a majority focus on eval-uation of historical information, usingexamples from U.S. history.

The Time and Sequence A unit re-viewed focuses on two major skills- -understanding the time system and cal-endar and understanding chronology.Many of the worksheets in this unitfocus either on use of timelines or onearth /sun relationships .

The final unit reviewed for thisanalysis-- Political Cartoons A--is design-ed to teach students skill in identifyingand analyzing cartoon information,interpreting and synthesizing cartooninformation, and creating and evaluatingcartoons . Each unit includes one ormore cartoons, either contemporary orhistorical. All relate to American politi-cal life.

Teaching ProceduresEach lesson in the program is used

in essentially the same way. First theteacher introduces the lesson through

an activity designed to stimulate inter-est. For example, one strategy sug-gested to introduce a lesson from Timeand Sequence A which develops under-standing oft-ie day and night is show-ing slides of the same object taken fromthe same angle at different times of theday and asking students to think aboutreasons for differences in the pictures.

Teachers are then directed to usethe transparency and two worksheetsprovided with each lesson. In mostcases, the transparency and one of theworksheets are the same, presenting agraphic representation of application ofa skill. The second worksheet containsexplanatory vignettes and questions tobe answered by the students.

Two or three follow-up activities arealso suggested for each lesson. Theseactivities vary from doing research tostaging game shows, analyzing songlyrics, and interviewing parents orgrandparents. Some of these activitiessuggest specific ways of linking theskills to particular social studiescourses. For example, in the first les-son of the Making Decisions A unit, stu-dents learn to chart the steps in thedecision-making process. As a follow-upto that activity, the guide suggests hav-ing students select and chart a decisionmade by a person in U .S. history.

Evaluative Comments and SuggestionsThe Scholastic Social Studies Skills

Program provides a convenient meansof supplementing textbook instructionfor teachers who feel that they do nothave enough skill-building in their pro-gram. While the links between certainskills and social studies courses areclear (e.g., map skills and geography) ,more suggestions for linking the skillunits with such courses as civics, soci-ology, and political science would behelpful. In addition, if the materialswere used on a regular basis, studentswould probably find the transparency/worksheet format to be repetitive andboring.

111

114

47. AMERICA'S 20TH


Subject Area:

Supplementary /Multimedia

CENTURY WARS: THE INTERNATIONAL CHALLENGE

Ed Dahlin, Inc.Educational Enrichment Materials1979

7-collegeBox containing 6 filmstrips, 6 cassettes, 57-pppaperbound teacher's guide, $129.00. Each filmstripwith cassette, $24.00U.S. history, world history

OverviewAmerica's 20th Century Wars: The

International Challenge is a sew sixsound filmstrips which present an in-depth view of four war's: World War I,World War II, the Korean War, and theVietnam War. The series traces eventsleading up to each war and discusseshow the United States became involved,the major battles, the changing technol-ogy of warfare, attitudes of the Ameri-can people, related controversial issues,and the final resolution of each war.The accompanying teacher's guide offersa synopsis, the script, discussion ques-tions, and activity suggestions for eachfilmstrip. The program can be used tosupplement junior or senior high schoolor college classes in modern or U.S.history. The six titles--"World I: U.S.Becomes a World Power"; "World War II:The European Theater" and "World WarII: The Pacific Boils Over"; "Aggres-sion Challenged: The Korean Conflict;"and "Vietnam: The Undeclared War,Parts I and II"--used in sequence pre-sent a chronological account of oneaspect of 20th-century history.

Required or Suggested TimeEach of the six filmstrips in this

program requires 15 to 20 minutes ofviewing time. The teacher's guide sug-gests six discussion questions and fourto six activities for each filmstrip; thesecould take from 40 minutes to three orfour class periods, according to the

needs of the students and the teacher.It is suggested that the film-strips be shown in order, since theypresent a chronological account of thehistory of the 20th century.

Intended User Characteristicsthis set of filmstrips is designed to

sLapplement a modern history or U.S.history course. The publisher's catalogindicates that the intended audience forthe program is junior or senior highschool or college students. Teachersshould familiarize themselves with thematerials before showing them to theclass.

Rationale and General ObjectivesAmerica's 20th Century Wars at-

tempts to present "a good overview ofworld history in the twentieth century"through an in-depth view of the warsin which the United States has takenpart. Five specific objectives arestated in the teacher's guide: (1) toacquaint students with the conditionswhich led to the outbreak of World WarI, World War II, the Korean War, andthe Vietnam War; (2) to present stu-dents with a clear explanation of howthe United States became involved ineach of these wars; (3) to show theevolution of modern warfare, from thefirst airplanes used in World War I tothe use of napalm and defoliants inVietnam; (4) to encourage students tothink about alternative solutions to dis-

Data sheet by Carol H. Krismann.

Secondary Materials

agreements between nations; and (5) tohelp students decide for themselveswhether or not the United States shouldbecome involved in future disagreementswhich could lead this nation intoanother war. The developers hopethat, ultimately, the series "will instillin viewers a sense of the futility of warand the realization that other meansmust be found for resolving differencesbetween nations."

ContentUsing contemporary photographs co-

ordinated with a factual narrative, thesix sound filmstrips cover all four warsin which the United States has been in-volved during the 20th century: WorldWar I, World War II, the Korean War,and the Vietnam War. They offer achronological account of each war, in-cluding the events leading up to eachconflict, how and why the United Statesbecame involved, the major events ofeach battle, turning points in each war,and an analysis of the final resolutionof each. The filmstrips also tracechanges in the technology of warfareand the attitudes of the American peopletoward war, emphasizing the costs inmanpower and destruction of land andcities. The narrative makes comparisonsbetween wars in terms of issues, atti-tudes, and results and raises contro-versial issues, noting the arguments ofboth sides. The pictures include mapsillustrating political boundaries andbattles, as well as reproductions ofheadlines and articles from the NewYork Times. Photographs of presidentsand other major figures are also shown.The script includes excerpts from a fewof the major speeches. The kit focuseson the hardships of war and death anddestruction through illustrative statisticsand photographs.

Teaching ProceduresStudents are involved in viewing and

discussing the six filmstrips as well asin activities relating to various aspectsof the wars. For each filmstrip, theteacher's guide provides a lesson planwhich includes a one-page synopsis andthe script of the filmstrip, six discus-sion questions, and four to six activitysuggestions. Discussion questions callfor students to analyze values andpoints of view, compare and contrast,summarize, characterize, and make judg-ments. Topics include the Holocaust,industry profiting from war, Nazismand freedom of speech, U.S. involve-ment in the internal affairs of anothercountry, and guerrilla warfare. Suchactivities as film viewing and reviewing,map comparison, research, role play,mock debates, television viewing, andvisiting speakers are suggested.

Evaluative Comments and SuggestionsThese sound filmstrips present clear

chronological accounts of each of thefour wars. The scripts are factual, wellorganized, and unbiased. The narratoris precise and easy to understand, andbackground music and sound effects areappropriate. Maps and photographs areclear and well coordinated with thetext. Although publicized as color film-strips, the photographs used are basic-ally from news film and are thus in blackand white, with the exception of thoseillustrating the Vietnam War. Theintroductions, though interest catch-ing, may be confusing because they areout of chronological order, but the ma-terial is reiterated in its proper placein the narrative. It should be notedthat the treatment of the Vietnam Warends in 1975 with the withdrawal ofAmerican troops.

113

116


48. ASSOCIATED PRESS SPECIAL REPORTS ON GOVERNMENT AND POLITICS.THE DEPARTMENT OF HEALTH, EDUCATION AND WELFARE; THE ELECTIONPROCESS; THE FIRST AMENDMENT: FREEDOM OF THE PRESS; HUMANRIGHTS; THE JUVENILE JUSTICE SYSTEM; and THE SOCIAL SECURITYSYSTEM


Subject Area:

The Associated PressPrentice-Hall Media, Inc.1978-1979

7-adult6 boxes, each containing 2 filmstrips, 2 cassettes,paperbound teacher's guide (48 to 56 pp),for 8 student worksheets, $62.00 eachCurrent events, legal education, political science,U.S. government, U.S. history

masters

Overview

The Associated Press Special Reportson Government and Politics is a continu-ing series of filmstrip/cassette programsemploying a documentary approach tothe examination of various issues ingovernment, politics, and the law. De-signed to be used as the basis for unitson particular topics or to supplementregular social studies courses, the pro-grams employ AP photographs and inter-views with prominent authorities in thefield. The six programs in the seriesanalyzed for this review focus on theDepartment of Health, Education andWelfare, the Social Security system, thejuvenile justice system, the electionprocess, human rights, and the FirstAmendment guarantee of freedom of thepress. Each program includes a guidecontaining such teaching aids as detaileddiscussion questions and suggestedfollow-up activities and an AssociatedPress Learning Activity Packet providingactivity masters for a variety of paper-and-pencil activities.

Required or Suggested TimeEach of the six programs includes

two filmstrip/cassette presentations re-quiring from 11 to 14 minutes each toscreen. The suggested discussions of

the filmstrips could require from one tothree class periods to complete. Thus,without using the related follow-up ac-tivities or the worksheets provided,teachers would require from two to fiveclass periods to use each program.

Intended User CharacteristicsThe programs in the Associated

Press Special Reports on Government andPolitics series can be used as the basisof two- to three-week units on specifictopics or as supplementary materials ina variety of junior and senior highschool social studies courses,, includingcurrent events, political science, legaleducation, and U.S. government andhistory.

Because the core material is 1-7%-nent-ed in an audiovisual format, dentswith varying reading abilities can usethe materials. Teachers can selectfollow-up activities to suit their individ-ual class needs and abilities. Noteacher training is required to use thematerials, and preparation time is mini-mal, as the program guides providedetailed suggestions for discussion.

Rationale and General ObjectivesThe Associated Press produces sev-

eral series of special reports, of which


117114

Secondary Materials

this series on government and politicsis one. The objectives of these specialreports series are to "(1) give studentsan historical perspective of currentproblems affecting us as a nation andthem as individuals, promoting deeperperception and understanding, (2) ex-pand student awareness of areas ofnational concern, (3) provide an oppor-tunity for active classroom discussionand debate, and (4) encourage studentsto develop their cognitive skills by ftx-amining the issues of our times in termsof cause and effect." In addition, eachprogram guide clearly explains the pur-pose of the particular program and listsstudent knowledge objectives for it.Content

Each program in the Special Reportson Government and Politics series pre-sents interviews with from two to sevenwell-known authorities, supplementedwith narration. Excerpts from thespeeches of public figures are also in-cluded in the documentary-style presen-tations. TI.:1 six programs reviewedhere illustrate the range of topicscovered in the series.

The Department of Health, Educationand Welfare traces the history of theagency; describes its structure, func-tions, and accomplishments; and exam-ines such problems facing HEW asunmanageable growth, duplication ofprograms, and fraud. The ElectionProcess examines a wide variety ofissues related to presidential elections:primaries, party conventions, the impactof television, campaign funding, theelectoral college, party identification,and declining voter turnout.

The First Amendment: Freedom of thePress explores the history and respon-sibilities of the free press. The adver-sarial relationship between the pressand the government is illustratedthrough quotations from Spiro Agnew,Richard Nixon, Winston Churchill,Franklin Roosevelt, Harry Truman, andJohn Kennedy. Balancing the individ-ual's rights to privacy and a fair trialagainst freedom of the press is also dis-cussed. Human Rights discusses theways in which human rights are violated

in different nations and examines thepolicy issues revolving around to whatextent and how the United States shouldattempt to intervene in these situations.

The focus of The Juvenile JusticeSystem is the complexity of the judicialsystem designed to handle juvenileoffenders. Such problems as state-to-state differences in practices are dis-cussed, as are possible alternatives tothe present system. The Social SecuritySystem examines "the origins and goalsof the system, the problems of financingit now and in the future, some of thechanges that may have to be made, andthe effect of the system on the lives ofyoung people entering the job market."

Teaching ProceduresThe guide accompanying each pro-

gram contains the following aids: anintroduction to the program and a con-tent summary; suggested methods forusing the program; objectives; a tran-script of the narration; two sets ofquestions for each filmstrip, onedemanding recall and the other tappingunderstanding of key concepts and stim-ulating examination of values; suggestedfollow-up activities; instructions forusing worksheets; and a bibliography.Some of the guides also contain glos-saries.

The follow-up activities involve stu-dents in such activities as interviewingjuvenile offenders, writing and deliver-ing a television commercial for a productdesigned to enhance the characteristicsof aging, and debating whether soldiershave the right to disobey the orders ofa superior officer. The worksheets alsoprovide a variety of activities.

Evaluative Comments and SuggestionsThe Specials on Government

and Politics provinteresting exam-ination of a variety of issues and wouldbe an excellent supplement to a varietyof social studies courses. Because eachprogram can present only a limited per-spective on an issue, teachers usingindividual programs as the basis of unitsshould plan to draw on other resourcesas well.11 5

118


49. ASSOCIATED PRESS SPECIAL REPORTS ON SOCIAL PROBLEMS OF A TECH-NOLOGICAL SOCIETY. THE CHANGING FAMILY and THE NEW IMMIGRANTS.

Developer:PublisherPublication Date:Grade Level:Materials and Cost:

Subject Area:

The Associated PressPrentice-Hall Media, Inc.1979-1980

7-adult2 boxes, each containing 2 filmstrips, ?, cassettes, apaperbound teacher's guide (47 and 36 pp, respec-tively), masters for 8 student worksheets, $62 eachAnthropology, current events, family life education,psychology, sociology, U.S. history

Overview

The Changing Family and The NewImmigrants are two programs in the con-tinuing series entitled Associated PressSpecial Reports on Social Problems of aTechnological Society. The programs inthe series use "the newsgathering andphotographic resources" of the AP topresent current issues in documentarystyle. Interviews with nationally andinternationally known authorities are anintegral part of each program. TheChanging gamily discusses the historyof the American family. and exploreseconomic and social foundations of thefamily. The New Immigrants is designedto give students a historical perspectiveon the diverse peoples who have emi-grated to the United States, the prob-lems they have encountered, and theeffects of changes in immigration poli-cies on the population and culture ofthe United States. A program guideand student worksheets accompany eachprogram.

Required or Suggested TimeThe Changing Family and The New

Immigrants each contain two filmstrip /cassettes. Viewing time for each film-strip is approximately 12 minutes; dis-cussion of each filmstrip could requirefrom one-half to two class periods.Thus, viewing and discussing the two

fihnstrips in each kit would require fromtwo to five class periods. Use of sug-gested follow-up activities and the work-sheets provided in the learning activitypackages could extend the time requiredfor use of each kit by several classperiods.

Intended User CharacteristicsThe New Immigrants and The Chang-

ing Family can be used in junior andsenior high school classes, as well as incontinuing education courses. The pub-lishers suggest that each kit be used asthe basis for a unit or to supplementsuch social studies courses as anthro-pology, current events, psychology,sociology, or U.S. history. The Chang-ing Family might also be useful in homeeconomics or parent education classes.

Because the core presentation re-quires no reading, the program can beused with students having varyingreading abilities. Teachers can chooseextending activities which meet the par-ticular needs of their students.

Rationale and General ObjectivesThe AP special reports series is

designed to "give students an historicalperspective of current problems affect-ing us as a nation and them as individ-uals, promoting deeper perception andunderstanding." Encouraging students

Data sheet by Carolyna Smiley-Marquez.

Secondary Materials

to develop critical-thinking skills byexamining such topics as television, theNew South, censorship, and the Ameri-can workplace, as well as immigrantsand changes in the family, is also anaim of the program. Overall programgoals and specific objectives are givenin the individual program guides.

ContentThe Changing Family focuses on the

history and present status of the familyin the United States. Social, economic,and political factors that have influencedfamily functions and structure areexplored throughout both parts of theprogram. Part 1, in addition to tracingthe evolution of the American family,also explores changes in the role of thechild and the concept of "childhood."The second part of the program focuseson some of the current changes in familylifestyles, with particular attention beinggiven to changes resulting from divorce(e.g., more stepparent or single-parentfamilies) and from the increased numberof women in the work force.

The New Immigrants examines immi-gration to the United States from colo-nial times to the present (excluding thelarge number of Cuban immigrants whocame to the United States in 1980).Political, social, legal, and economiceffects of and responses to immigrationare examined. The national origins ofimmigrants at various times in U.S. his-tory, their reasons for leaving theirhome countries, and changes in immigra-tion policy are the foci of both parts ofthe program, which is divided on achronological basis. Part 1 deals withimmigration through World War II, whilepart 2 deals with immigration in thepostwar years. Undocumented immi-grants (referred to in the program as"illegal aliens") and their particularproblems are discussed as well.

Teaching ProceduresProcedures for using both programs

essentially involve a teacher introduc-

tion to the program, viewing of thefilmstrip, and classroom discussion.Numerous discussion questions for eachof the filmstrips are provided in theprogram guides. While some of thequestions require simple recall of infor-mation provided in the filmstrip, othersrequire analysis and research.

The program guides also suggest avariety of related follow-up activities.These involve students in such activi-ties as interviewing elderly people fromvarious ethnic groups, researching theprocedure for becoming a naturalizedcitizen, making a collage of differentfamily styles, and analyzing films ornovels on the basis of how they portrayfamilies. The learning activity packetsaccompanying the programs provide avariety of paper-and-pencil activitiesfor extending the material in the film-strips, as well as suggestions for sur-veying and dramatization activities.

Evaluative Comments and SuggestionsThe flexibility and adaptability of

The Changing Family and The New Immi-grants make them attractive supplemen-tary materials for use in a variety ofsocial studies courses. Students ofvarious ages and ability levels can suc-cessfully use the materials.

Teachers using these materials shouldnot, however, rely on them as the onlysources of information about the chang-ing American family and immigration.For example, in discussing the structureof the American family, both historicallyand at present, teachers may wish topresent information on multiculturalfamily structures to supplement the viewof predominant culture values and pat-terns presented in The Changing Family.The New Immigrants indicates stronglythat immigrants to the United Stateshave often been persecuted in theirhome countries. The persecutors havegenerally not been clearly described;however, and teachers may wish to pro-vide students with more information onconditions in the home countries whenusing this program.

117120

50. ISSUES IN AMERICAN HISTORY



Envision CorporationCharles E. Merrill Publishing1980

8-12

Co.

Box containing 8 filmstrips, 8 cassettes, paperboundteacher's guide, and paperbound student studyguide, $165.00


OverviewIssues in American History is a pack-

age of eight filmstrip/cassette programsdesigned for use in secondary U.S. history courses. Topics covered includethe American national character, adver-tising as a reflector of national values,child labor, the effects of developmentof the airplane, national policy on min-ing of western coal, President Kennedy'sexecutive order desegregating federalhousing, immigration policy at variousperiods in U.S. history, and the role ofthe United States in the 1963 Cypruscrisis. Through examination of thesecase studies, students gain an under-standing of the symbiotic relationshipsamong various systems, as well asinsight into how systemsparticularlythe political systemfunction. Filmstripviewing, discussion, and research arethe primary teaching techniques sug-gested in the accompanying teacher'sguide and student study manual.

Required or Suggested TimeEach of the eight filmstrips in the-,-program v requires approximately 14 min-

utes to screen if shown without pausingfor discussion, a possibility suggestedin the teacher's guide. Conducting theprescribed follow-up discussion andcompleting the opinion questionnaire foreach filmstrip would require approxi-mately one class period. Additionalactivities and a second screening of eachstrip--suggestions left to the teacher's

discretion--would increase the timerequired to use the program.

Intended User CharacteristicsThe developers of Issues in American

1Est2a state that it can be used tosupplement any U.S. history course ingrades 8-12. Although this analystassessed the readability of the studentstudy guide at grade 11 (based on theFry graph) , average or above-averageability students in grades 8-10 couldalso use the materials with some adapta-tions by the teacher. Interviews withmen and women from numerous ethnicand cultural groups and discussion ofchanging attitudes toward ethnic groupsand women make the program especiallysuitable for use with students from avariety of backgrounds. No specialteacher training is required.

Rationale and General Ob'ectivesThe developers of Issues in American

lastaa believe that "The pressures ofevents in the spheres of economics, war-fare and communications are forcing us(Americans) to take account of the oper-ation of the world system as a whole."They have thus designed this filmstrippackage "to highlight aspects of thisprocess without drawing premature con-clusions." By providing students withopportunities to examine and debate aseries of events or decisions in U.S.history, the developers hope that stu-dents will "be able to...consider their


1418

Secondary Materials

wider implications and find evidence forinterconnections in their own lives."The materials emphasize "interconnec-tions among elements of social and eco-nomic systems" in the events chosen forstudy.

ContentEach of the eight filmstrip/cassette

programs examines a different issue inU.S. history. "American Looking Glass"examines four prominent Americans'definitions of the American character.The filmstrip then shows ordinary citi-zens of various ethnic backgrounds giv-ing their reactions to these opinions.

"Advertising: Clues to a Culture"provides students with examples of howadvertisements reflect and influencevalues. Students examine attitudestoward minorities and women as evi-denced in advertisements from 1900 andthe present.

The process of social reform leadingto laws and regulations regarding theemployment of children is the focus of"Child Labor: Whose Rights?" "ItChanged the World" uses the changes incommunications , transportation , agricul-ture , and warfare caused by develop-ment of the airplane to illustrate thefar-reaching and often unanticipatedresults of technological developments.

"Overburden" focuses on economicand environmental issues which affectdecisions about the development ofvarious sources of energy.

President John F. Kennedy's decisionto issue an, executive' order desegregat-ing federally subsidized housing is thetopic of "A Stroke of the Pen." Insightinto how foreign and domestic policy arerelated is developed in "Little Havana,"which compares U.S. immigration policiestoward Cubans in the 1960s and towardother groups at different times in U.S.history.

The final filmstrip, "My Ancestors'Enemies," focuses. on American interven-tion in the affairs of other countriesthrough an examination of the 1963crisis on Cyprus. Although the otherfilmstrips do not have to be used in aparticular order, the developers sug-

gest that this filmstrip be used later inthe series because of the complexity ofanalyzing international relations.

Teaching ProceduresThe teacher's guide for Issues in

American History." provides a generalintroduction oescribing use of the pro-gram, along with teaching objectives,background information, a brief com-ment on central issues, and a copy ofthe narration of each filmstrip.. Thesuggested method of using the programis to have students read the introduc-tion provided in the student studyguide and examine the list of keywords. The filmstrip is then shown,either without interruption or withpauses for discussion. After the view-ing, the guide suggests that class mem-bers review the key words to be certainthat everyone has garnered their mean-ing from the filmstrip.

This review is followed by the focusactivity described in the student studyguide. This activity involves studentsin small-group discussions of relatedissues. In some of the focus activities,students are to take the roles of presi-dential advisers or legislative subcom-mittee members.

Two more teaching aids are providedfor each filmstrip in the student studyguide. The first is a list of suggestedactivities for further study. Thesegenerally involve students in out-of-class research using library and com-munity resources. The final teachingaid is a worksheet designed to helpstudents clarify opinions and valuesrelated to the issues raised in the film-strips.

Evaluative Comments and SuggestionsIssues in American History is an ex-

cellent supplementary package for U.S.history students in grades 11 and 12.Although it is usable, with students ingrades 8-10, teachers at those levelsmay need to adapt the materials slightlyby providing more explanation of theideas presented in the filmstrips and byassisting students with the necessaryreading.

122 119

51. NEW YORK TIMES

Executive Producer:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:


FILMSTRIP SUBSCRIPTION SERIES ON CURRENT AFFAIRS

George IsaacsonEducational Enrichment Materials1979-1980

7-college8 boxes, each containing 1 filmstrip, 1 cassette orrecord, 1 duplicating master, 1 teacher's guide,$27.00 eachCurrent events, economics, global studies, U.S.government, U.S. history

OverviewThe New York Times Filmstrip Sub-

scription Series on Current Affairs is anannual series which includes eight newprograms each year. Published monthlyfrom October through May, the programseach include a filmstrip/cassette, aworksheet, and a teacher's guide con-taining suggested discussion questionsand follow-up activities, as well as acopy of the program script. The topicscovered in the 1979-1980 series reviewedfor this analysis are OPEC, welfare,foreign investments in the UnitedStates, how the political and economicevents of the last 30 years have affectedlife in 1980, Southeast Asia since theVietnam War, inflation and taxes, free-dom of the press, and human rights.The filmstrips draw heavily on thephotographic resources of The NewYork Times.

Required or Suggested TimeEach filmstrip in the program re-

quires approximately 15 minutes to view.The suggested follow-up discussionwould require the remainder of one 50-minute class period and could extend toa second class period. Use of the work-sheets and numerous activities sug-gested would require additional time.

Intended User CharacteristicsThis program can be used to supple-

ment classes in current affairs, econom-ics, global studies, and U.S. govern-ment or history. The programs aredesigned for use with students in juniorhigh school through college. Since noreading is required to use the materials,students with limited reading ability canuse the materials on an equal footingwith better readers. The variety ofactivities described in the teacher'sguides also provides for a range of abil-ity levels.

Rationale and General ObjectivesThe intent of the current affairs

series is "to guarantee lively and objec-tive coverage of issues selected by thesubscribers themselves." The seriesfocuses on issues related to the disci-plines of U.S . government, internationalaffairs, and economics . The publishersalso believe that "Every student whoviews the continuing series will sharpenhis or her critical thinking skills asthese balanced investigations spuractive discussion' and debate..." Spe-cific student learning objectives foreach program are described in theintroduction to its teacher's guide.

ContentThe topics covered in The New York

Times Filmstrip Subscription Series onCurrent Affairs are selected through asurvey of subscribers. The first pro-


123 1 n0

Secondary Materials

gram in the 1979-1980 series, entitledOPEC: A Case Study in Global Power,focuses on how the growth and influenceof OPEC illustrate world interdependenceand global power. The second program,Welfare: Who Benefits? Who Pays?, coversthe history and current status of thewelfare system. Foreign Investors: WhoReally Owns the U .S.? discusses whyforeign investment in the United Stateshas increased and the possible advan-tages and disadvantages of such invest-ment.

The fourth program, America's LastThree Decades: A Political and EconomicChronicle, focuses on how events of thepast 30 years have led to what somepeople characterize as the depressedstate of America today. Southeast AsiaSince Vietnam: Territorial Turmoil chron-icles events in Southeast Asia since theAmerican withdrawal in 1973. The effectof Proposition 13 and similar tax propo-sals is the topic of Inflation and YourTaxes: Who's Balancing Whose Budget.New Tests of the First Amendment exam-ines a variety of issues related to free-dom of the press, while the last pro-gram, World Human Rights: Policy andPractice, discusses the changes in thehuman rights area that have occurredsince the "Universal Declaration ofHuman Rights" was written in 1948.

The topics covered in the 1980-1981series, which began in October 1980 andsells for $129.60, are the 1980 presi-dential election, Iran, credit, the volun-teer Army versus the draft, manipula-tion by 'oil companies, violence in thehome, the U.S. image abroad, andnuclear energy.

The visuals used in the filmstripsinclude many photographs drawn fromThe New York Times, as well as actualphotos of pages of the newspaper . Thecassettes are narrated by males and aresupplemented with sound effects andexcerpts from speeches, television pro-grams, and popular music.

Teaching ProceduresUse of each program in the series

involves three types of activities: view-

124

ing and discussing the filmstrip, usingthe worksheet, and doing follow-upactivities. To aid in the discussion ofeach filmstrip, the teacher's guide pre-sents a complete copy of the script, alist of vocabulary words to be devel-oped, and numerous questions for dis-cussion. The discussion questions arevaried. Examples from the program onSoutheast Asia include "What countriescomprise Southeast Asia?" ; "Why didthe French become involved in govern-ing this region?" ; "What role do youthink the United States should play inSoutheast Asia?"

Following discussion of the filmstrip,the teachers' guides suggest thatteachers duplicate and distribute theworksheets to students. Some of theworksheets contain maps to be labeledand discussed, while others providetabular data to be graphed and exam-ined in detail.

For each program, a number of wide-ly varying follow-up activities are sug-gested. For example, in America's LastThree Decades, some activities suggestedinvolve students in interviewing a Viet-nam veteran, talking to parents aboutimportant events of the 1950s and 1960s,and composing a letter to PresidentNixon from his lawyer on the day afterthe Watergate burglary.

Evaluative Comments and SuggestionsThe New York Times Filmstrip Sub-

scription Series on Current Affairs pro-vides up-to-date information on topicsselected by teachers, a fact that shouldenhance its usefulness . The informationpresented is not exhaustive, of course,so teachers may need to to have addi-tional information available for students.The audiovisual format of the materialsand the numerous suggested activitiesprovide flexibility. However, teacherswho subscribe to the series and receiveprograms on a monthly basis may haveto reshuffle their course outlines to fitparticular topics into the curriculum asthe programs related to them becomeavailable.

1 1.

52. NUCLEAR ENERGY: PERIL OR PROMISE?


Subject Area:


Norman GoldsteinScience and Mankind, Inc.1980

10-adult2 boxes, each containing an 80-slide carousel, 18-minute cassette, 33-1/3 record (repeating material ontape), 47-pp paperbound teacher's guide, $159.50Environmental education, science, social studies

OverviewNuclear Energy: Peril or Promise? is

a sound /slide presentation that cutsacross traditional lines of subject matterto offer students a scientific/historicalintroduction to nuclear power and toconfront them with the important con-troversial and threatening aspects ofthe world energy crisis. Components ofthe program offer background informa-tion, an overview of controversial nu-clear energy issues, review questions,and follow-up activities. While the usesand potential of nuclear power are theprogram's central focus, it also discuss-es social and environmental implicationsof nuclear power and explores the cul-tural values which make people react tothe use of nuclear power in a particularway. Important events in the develop-ment of the nuclear industry are shownon the slide frames; the accompanyingnarrative features proponents andopponents of nuclear energy speakingabout its risks and benefits. Designed

Otto be used as a minicourse on nuclearenergy or as a supplement to othersocial studies /science courses, the kitincludes a comprehensive teacher's guidewith suggestions for implementing theprogram, 160 slide frames, and a narra-tive sound track (lp record and/or cas-sette) keyed to the slides.

Required or Suggested TimeThe materials are intended to sup-

plement existing science/social studiesprograms or to be used as a minicourse

in energy /environmental education.Each of the two carousel cartridges (80frames each) takes 18 minutes to pre-sent when accompanied by the narrativeportion of the program. If the ques-tions and student activities suggestedin the teacher's guide are fully usedand if, as suggested, all or some of theslides are shown more than once toemphasize a particular point, the pro-gram could serve as the basis of a two-to three-week unit.

Intended User CharacteristicsThis program could be used success-

fully with students in high school socialstudies and/or science classes and withpostsecondary students. It could alsobe used by small groups of more-ablestudents or by advanced students work-ing on independent study projects.Prior knowledge of the content area isnot required, as all topics are intro-duced in a straightforward and basicmanner. The language in the narrativeportion of the program and in the dis-cussion questions is, however, ratheradvanced and would not be easily com-prehended by slow readers or slowlearners.

Rationale and General ObjectivesNuclear Energy: Peril or Promise?

was designed to "familiarize studentswith the facts and theories of nuclearenergy." The slide/narrative programaims specifically at giving students anenhanced understanding of nuclear

Data sheet by Diana Beer.

125 1 22

Secondary Materials

power as an energy option. The devel-opers believe that by increasing theknowledge about how, when, where,and why nuclear power was developedand about the potential and possibleeffects of using nuclear energy inmodern society, glib attitudes favoringor opposing nuclear power will dissipateand be replaced by rational understand-ings based on fact. The program pur-ports not only to inform students aboutnuclear power but to motivate them tointelligently consider various viewpointsrelated to energy sources and to realizethat these issues are among the mostcritical facing the modern world.

ContentNuclear Energy: Peril or Promise?

examines the origins of nuclear power,traces the development of the nuclearindustry from the explosion of the firstatomic bomb in Los Alamos in 1945 tothe present, describes benefits andpotential dangers of using nuclearenergy, and poses questions to stu-dents regarding the relationship of theenvironment to nuclear energy. Empha-sis throughout is placed on the bases ofarguments for and against the use ofnuclear power.

The program is presented in twomajor sections. The first section (80slide frames with accompanying narra-tive and 20 discussion questions)focuses on the origins of the nuclearage, atomic bomb testing and explosionsat Hiroshima and Nagasaki during WorldWar II, technical processes required forusing nuclear power to generate elec-tricity, and potential dangers involvedin nuclear power as a source of energy.The second section (80 slides withaccompanying narrative and 18 discus-sion questions) explores contemporarynuclear power plant operations. Topicsdiscussed include the 1979 accident atthe Three Mile Island nuclear plant,alternative energy sources (oil import,coal, natural gas, geothermal and solarenergy, nuclear fusion, and breederreactors), the disposal of radioactive

126

waste products, and opinions by nuclearcritics on the one hand and by industryspokespersons on the other regardingthe safety and desirability of nuclearpower. Throughout the program, theenergy potential of nuclear power andthe corresponding known and/orsuspected dangers related to its useare stressed.


the slide/narrative program containsdiscussion questions and activity sug-gestions in addition to a summary ofeach of the two major program parts.Also included in the guide are a scriptof the narrative and an index to theslide frames that identifies each slideby a summary caption.

Teachers are directed to read theteacher's guide and privately previewthe program before showing it to aclass. The nature of the discussionquestions variessome are narrative,some require recall skills, and somenecessitate that students use abstractthinking and comparative analysisskills. Although no particular teacherpreparation is required, a list of sug-gested reading is included for thoseteachers wishing to improve theirunderstanding of specific topics in thenuclear power and energy field.

Among other suggested activities,students are directed to write researchpapers on such topics as the history ofthe development of nuclear weapons andbiographies of major contributors to thefield of nuclear energy. A class debateregarding the use of nuclear power isalso suggested.

Evaluative Comments and SuggestionsThis program skillfully presents an

in-depth depiction of the potential andproblems of nuclear energy. The highquality of the visual material and theaccompanying narrative adds to theoverall effectiveness of the program.

1 3

53. SURVIVAL

Author:Publisher:Publication Date:Grade Level:Number of Players:Materials and Cost:Subject Area:

Supplementary/Games and Simulations

Charlene H. BeelerInteract1980

7-12

16-35

Teacher's guide, paperbound, 28 pp, $16.00Energy, environmental education, U.S. government

OverviewSurvival is a two-phase simulation

desTgrTe=o help students learn n muchabout our energy crisis and about howour democratic process is used to solvesuch crises." Students are assigned tointerest groups: nuclear specialists, oilspecialists, solar specialists, coal spe-cialists, conservationists, politicians,reporters, and consumers. In the firstphase of .the simulation, students con-duct panel discussions of the problemsand opportunities presented by the var-ious power sources. In the secondphase, students conduct a simulatedlegislative committee hearing regardingenergy-related legislation and vote in asimulated gubernatorial election. Sur-vival is designed to take approximatelytwo weeks to complete and can be usedin a variety of courses.

Required or Suggested TimeThe daily directions presented in the

teacher's guide are based on the use often class periods. However, the manyoptions in the simulation's use permitthis time period to be expanded or con-tracted to meet the teacher's wishes.For example, phase II can be omitted or"Challenge Projects" can be added.

Intended User CharacteristicsSurvival can be used to supplement

government, political science, current

affairs, or environmental educationcourses. The publishers suggest thatthe simulation can be used in grades7-12. However, the reading level ofthe various information sheets that stu-dents must work with is fairly high.This analyst found the lowest readinglevel to be ninth grade, with the reada-bility of the handouts dealing with top-ics needing technical explanation in thecollege range. Thus, the simulation willprobably be most suitable for studentsin grades 10-12. While some studentsmay still have difficulty reading thehandouts, teachers can make assign-ments to the various groups in a waythat ensures that students with readingdifficulties can work closely with betterreaders.

Rationale and General ObjectivesSurvival was designed to help stu-

dents understand that "the averagecitizen's frustration, anger or apathywhen facing the energy crisis can beovercome by careful study and activepolitical participation. n The author feelssuch understanding is important,because "those who are more aware ofalternative choices dealing with energyconsumption and who use their knowl-edge to their best advantage are leasthurt." Specific knowledge, affective,and skill objectives are listed in theteacher's guide.


127 4

Secondary Materials

ContentIn phase I of the simulation, stu-

dents are introduced to background in-formation about four energy sourcesand learn about possible problems sur-rounding their use. These energysources are nuclear power, solar power,coal, and oil. Information is providedon background and problems handoutson the four power sources. The hand-out on nuclear power discusses the his-tory of nuclear power, safety precau-tions, radiation, reprocessing plants,disposal of waste materials, and regula-tion issues. Examples of problems dis-cussed are pollution and safety con-cerns in mining and burning coal.

In phase II of the simulation, stu-dents learn about two facets of thegovernmental decision-making process.Through the simulated legislative com-mittee hearing, they gain understandingof how compromises regarding legislationare reached and how special-interestgroups influence such compromises.Second, the simulated gubernatorial elec-tion develops understanding of howsingle issues can affect the electoralprocess and how candidates appeal tospecial interest groups.

Teaching_ ProceduresSurvival is divided into two phases.

In the first phase, students areassigned to eight groups: nuclearpower specialists, solar .power special-ists, coal specialists, oil specialists,politicians, conservationists, reporters,and consumers. Each group is assignedfour members, except the consumers,which gets the balance of the class.Members of each group are providedhandouts describing their role in themajor activity of phase I--conduct offour panel discussions to investigatehow the various energy sources, whilehelping solve energy shortages, causenew problems. Directions suggest thatstudents be given at least one work dayto prepare for their parts in the discus-sions. The panel discussions focus onproblems associated with each of theenergy sources.

128

Students retain their interest groupidentification for phase II of the simula-tion, in which two activities occursimultaneously. One of the activities isthe conduct of a legislative hearing re-garding several pieces of energy-relatedlegislation. Because the proposed billsclearly will not be acceptable as written,each special-interest group must decidehow it will ask the committee to modifythe legislation before enactment.

While the committee hearing is occur-ring, two politicians--one liberal andone conservative--vie in a simulatedgubernatorial campaign. Each takes aposition on various energy-relatedissues.

When the committee hearing and cam-paigns are over, the election is heldand the committee retires for delibera-tions. Finally, the governor decideswhether to veto or sign the legislationapproved by the committee.

The learning developed in the simu-lation can be extended through use ofthe suggested "Challenge Projects." Formembers of the interest groups relatedto specific power sources, these proj-ects generally involve doing researchand reporting on more-specific detailedinformation about certain aspects of thatpower source. For students in theother groups, the activities are morevaried: they include surveying commu-nity members regarding their views onbuilding a nuclear plant, coal process-ing plant, solar cell park, or oil refin-ery in their city; composing a song onan energy topic; and designing anenergy-conserving car of the future.

Evaluative Comments and SuggestionsSurvival will help students examine

issues related to the use of varioussources of power and will enhance theirunderstanding of how these issues aretreated in the governmental decision-making process. Because much technicalinformation is presented and studentsmust do research to prepare for theirpanel discussions, teachers should care-fully consider how to distribute tasksin the class.

k.

ANALYSES OF TEACHER RESOURCE MATERIALS

ANALYSES OF TEACHER RESOURCE MATERIALS

Entry No. Title Page No.54 Activities to Combat Stereotyping in

Career Choice 133

55 Basic Classroom Skills Through Games 134

56 Future Studies in the K-12 Curriculum 135

57 Global Studies for American Schools 136

58 Guidebook for Teaching U.S. History, A 137

59 Handbook of Basic Citizenship Competencies 138

60 Helping Kids Learn Multi-Cultural Concepts 139

61 Helping Students Think and Value:Strategies for Teaching the Social Studies 140

62 Holocaust, The: A Study of Genocide 141

63 Mainstreaming in the Social Studies 142

64 Master Curriculum Guide in Economics forthe Nation's Schools 143

65 Moral Education: A Handbook for Teachers 144

66 Newspaper, The: An Alternative Textbook 146

67 Project BICEP: K-6 Career AwarenessCurriculum Model -- Social Studies 147

68 Project for an Energy-Enriched CurriculumPacket 148

69 Project MAVIS Sourcebook Series 149

70 Secondary Social Studies: Instruction,Curriculum, Evaluation 150

71 Social Studies in the MainstreamedClassroom, K-6 151

72 Social Studies Sourcebook, The: Ideas forTeaching in the Elementary and MiddleSchool 153

73 Study and Teaching of Social ScienceSeries, The 154

74 Teaching Ethnic Awareness: Methods andMaterials for the Elementary School 155

75 Teaching United States History Today 156

76 Teaching World History Through the Novel 157

1311,;:,7

Teacher Resources

54, ACTIVITIES TO COMBAT STEREOTYPING IN CAREER CHOICE

Developer:Publisher;Publication Date:Grade Level:Materials and Cost:

Subject Area:

American Institutes for ResearchAmerican Institutes for Research1980

K-12

Book, paperbound, 77 pp, accompaniedby packet of masters for 27 handouts,free while supply lastsCareer education

The developers of this book, believing that career education canhelp eliminate barriers to career choice, have compiled 28 previouslydeveloped activities which combat sex-role, racial, and handicapist stereo-typing. One section of the book is devoted to each .of these categoriesof stereotyping. Each. section opens with a brief discussion of the typesof stereotyping that are prevalent and their impact on career choice.An overview of each activity in the section is then provided.

The first section of the book, "Activities to Reduce Sex Role Stereo-typing," deals with stereotyping in three areas: social roles, occupationalroles, and male and female traits. The 12 activities in this section pro-vide an opportunity for teachers at all levels K-12 to have their studentsexamine stereotypes in these three areas.

The section on racial stereotyping, which contains nine activities,also deals with three types of stereotypes: stereotypes concerning his-tory and social roles, stereotypes concerning education and jobs, andstereotypes related to cultural and personal characteristics. A majorityof the activities in this section are designed for junior and senior highschool students. Only one activity is appropriate for use in the primarygrades.

The final, section of the book, which deals with stereotypes aboutfeasible career choices for disabled students, contains four activitiesdesigned to enhance disabled students' mastery of basic skills and theircareer awareness and interest, as well as three simulation activitiesdesigned to help nondisabled junior and senior high school studentsunderstand their disabled peers.

The activities presented in all three sections are varied; they includerole plays, puppetry, discussion, use of worksheets, creation of video-tapes, and analysis of want ads and television programs. The timerequired to use the activities ranges from one class period to several.Each activity can be used independently. For each activity, the booklists the target group, objective, related curriculum areas, related occu-pational areas, classroom time required, materials/resources needed, pro-cedures, and sources. Although necessary handouts are provided inthe accompanying packet, some of the activities require teachers or stu-dents to prepare additional materials. (LS)

Teacher Resources

55. BASIC CLASSROOM SKILLS THROUGH GAMES

Authors: Irene Wood Bell and Jeanne E. WieckertPublisher: Libraries Unlimited, Inc.Publication Date: 1980

Grade Level: 1-6

Materials and Cost: Book, hardbound, 258 pp, $13.50Subject Area: Geography, language arts

Basic Classroom Skills Through Games provides instructions for 105games, approximately half for use with students in grades 1-3 and halffor students in grades 4-6. Developed by two media specialists, manyof the games focus on library skills, but language arts and geographyskills are also addressed.

The games are organized into five categories: "26 Little Letters:The Alphabet"; "Dr. Johnson's Legacy: The Dictionary"; "EncirclingKnowledge: The Encyclopedia' and Single Volume Reference Books";"Discovering the World: Atlases, Maps, and Globes"; and "Special Honors:The Authors." The individual games in each section are listed in thetable of contents, along with a brief statement of the purpose of eachgame--a helpful feature when selecting games for classroom use.

Each section of the book begins with a brief overview followed bya list of relevant print and audiovisual materials. The games are thenpresented by grade level (primary or intermediate). Information pro-vided for each game includes the purpose, grade level, time required,number of players, method of checking performance, materials, and pro-cedures. A majority of the games require the teacher to prepare mate-rials. Some may require several hours of preparation; the materials can,however, be reused.

--The 20 games included in the section on map skills are designed topromote such skills as the use of directions, the use of a grid, and theuse of symbols. Locations of states, state abbreviations and capitals,and locations of countries are also covered. The games are varied.Several are adaptations of such standard games as bingo, dominoes, and"go fish." Others involve students in such activities as using a grid tolocate various features of a fantasy creature called a doober, construct-ing a picture by connecting dots on a grid according to clues providedby the teacher, and using an atlas to locate information about a countryto which an hypothetical safari is planned. (LS)

Teacher Resources

56. FUTURE STUDIES IN THE K-12 CURRICULUM

AuthorPublisher:

Publication Date:Grade Level:Materials and Cost:Subject Area:

John D. HaasERIC Counseling and Personnel Serv-ices Clearinghouse, ERIC Clearing-house for Social Studies/Social ScienceEducation, and Social Science EducationConsortium, Inc.1980

K-12

Book, paperbound, 97 pp, $8.95Future studies

The author of Future Studies in the K-12 Curriculum, John D. Haas,is a social studies educator rather than a professional futurist. Hebelieves, however, that study of the future His a commitment to the worthand survival of the human species, to the link between the generations- -young, old, and yet to be born." Haas has therefore provided classroomteachers and curriculum developers with a rationale for teaching about thefuture, a brief introduction to the field of futurology, and suggestions forincorporating study of the future into the K-12 curriculum.

Approximately half of the book is devoted to the introduction tofuturology, in which Haas discusses the history of future studies, defineskey concepts that may be unclear to nonfuturists, and describes typesof future orientations. Also discussed are trends and forecasts in fourareas of future studies concern--emerging values, frontiers of knowledge,technological developments, and persistent social issues. This overviewof the field concludes with a discussion of eight methodologies for fore-casting the future.

In the next section of the book, Haas presents a list of reasonsfor including study of the future in the curriculum. These include help-ing improve students' decision-making skills, fostering creativity, stimu-lating learning as both pleasant and useful, and helping students adjustto life in a changing world. This rationale is followed by aids in helpingteachers decide where to include future studies in the curriculum andwhat to teach. These aids include a list of 12 futures categories (e.g.,communication, family life, energy and other natural resources) sub-divided into. 131 topics (e.g., human/machine interactions, developmentof synthetic fuels, and fertility control). Categories and types of skillsthat could be emphasized in a study of the future are also listed. Foreach of the six categories of skills listed--access to information, think-ing clearly, communicating effectively, understanding man's environment,understanding man and society, and personal competency--Haas listsfrom 6. to 13 specific skills that can be developed. A list of possiblefoci for a futures curriculum is also provided. A sample course outlineand a list of possible future studies course titles are also given. Thebook concludes with a bibliography of materials on future studies andfutures topics. (LS)

Teachtir Resources

57. GLOBAL STUDIES FOR AMERICAN SCHOOLS

Author: Howard D, Mehlinger et al.Publisher National Education Ass° itionPublication Date: 1980

Grade Level; K-12

Materials and Costs Book, paperbound, 88 pp, $5.95Subject Area: Global studies

Global Studies for American Schools presents a strong rationale forteaching global studies, six model lessons, suggestions on how teacherscan assess their own global studies programs, and a list of additionalresources for global studies. The rationale states that "there is nolonger an 'American culture' or 'Russian culture' or 'Japanese culture.'There is a world culture reflected to varying degrees by people in mostnations....More than ever before, Americans need to develop a speciesview, a humankind or global perspective, if they are to understand andfunction effectively in the global society in which they live. Schools,at the elementary through university level, have the primary responsi-bility for developing this global perspective in youth." Problems Ameri-can face in making the transition to a global society are discussed, asare various alternative curricular responses schools can make to thedemand for global education.

The six lessons, which constitute the major part of the book, aredrawn from the six modules of the Global Studies Project sponsored bythe Indiana University Social Studies Development Center. These moduleswere designed "to provide a global studies alternative to existing worldgeography and world studies textbooks used in junior high schools."The lessons focus on the relationship between human society and thenatural environment, communication, benefits and problems of industriali-zation, energy, alternative lifestyles, and human rights. Each lessonrequires one to two or more class periods to complete and includes anintroduction, objectives, suggested procedures, and student materials.Techniques include reading, discussion, role play, research, simulation,debate, and gaming. The lessons are complete in themselves, but canbe adapted for use in a variety of courses. Teachers may want to usethese lessons as models for developing further global studies lessons.

Following the lessons the authors discuss program evaluation; achecklist is provided. Student evaluation is also discussed. Suggestionsfor establishing objectives in four areas--knowledge, abilities, valuing,and social participation--are given.

The book concludes with a chapter on selected resources for globalstudies. General publications, organizations, catalogs, guides, and direc-tories are cited. A checklist to help teachers identify possible globalstudies resources in their own communities is also included. Finally, achecklist for evaluating materials for classroom use is provided. (JH)

Teacher Resources

58. GUIDEBOOK FOR TEACHING U.S. HISTORY. A

Authors; Todd Levy and Donna Collins KrasnowPublisher Allyn and Bacon, Inc,Publication Date; 1979

Grade Level; 7-12Materials and Cost: 2 books, paperbound, 468 and 504

pp, $15.95 eachSubject Area: U.S. history

A Guidebook for Teaching U.S. History is a two-volume set "designedto provide practical ideas and resources for developing student understand-ing of significant historical events and processes . " The two volumes- -Earliest Times to the Civil War and Mid-Nineteenth Century to the Present--are generally arranged in chronological order. Themes and major ideasare used as subtopics within the chronological presentation to provideflexibility for teachers who use a thematic, issue-oriented, or comparativeapproach to teaching U.S. history.

Each volume opens with the same introductory chapter--"TeachingU . S . History. " This chapter discusses several approaches to teachingU.S. history and describes how the guidebook can be utilized by teachers,using the various approaches. Goals, methods, inquiry, and evaluationare also discussed. This discussion is followed by a set of activitieswhich illustrate the topics discussed in the chapter. Many of theseactivities can be used at the beginning or end of the school year or canbe adapted for use at any time. For example, one activity involvesgroups of students in writing histories of the first day of school fromvarious perspectives. One of the points this activity illustrates is howthe tools of the discipline can be used in instruction. A list of resourcesconcludes the chapter.

In each volume, the introductory chapter is followed by a series ofchronologically sequenced chapters, all presented in the same format.A brief overview of themes and instructional ideas is presented first,followed by a list of performance objectives. Next are the learningexperiences or activities, complete with masters for numerous handoutsand worksheets. The last portion of each chapter is devoted to a listof suggested evaluation activities and questions and a list o_ f resources--both print and audiovisual.

Chapter titles in the first volume are "Exploration and Colonization,""The American Revolution," "The U.S. Constitution," "Nationalism andSectionalism," and "Civil War and Reconstruction." Chapters in thesecond volume are "Industrialization," "The Frontier and the West," "TheRise of the Cities," "The United States Abroad--To 1945," "GovernmentResponsibility at Home," "The United States in a World Community," and"The United States Today and Tomorrow."

The numerous activities presented are varied, but active studentparticipation in the learning process is stressed. Participation is encour-aged through a variety of instructional strategies, including research

137 13 2

Teacher Resources

with secondary sources, interviews, small- and large-group discussions,role playing and simulations, debates, and use of numerous handoutsand worksheets. The handouts provide examples of primary source mate-rial for students to read and analyze, questions for use in conductingsurveys, moral dilemmas for consideration, tools for analyzing historicaldata, and instruments for self-assessment. Activities provide opportuni-ties for skill building, knowledge attainment, values clarification, andsocial participation. For example, in the chapter on the American Revo-lution, sample activities involve students in analyzing the J-curvehypothesis regarding revolutions (building graph-reading skills); read-ing a transcript of Benjamin Franklin's testimony before the House ofCommons in 1776 (attainment of knowledge about the issues leading tothe revolution); role playing recruiters for the Continental and Royalarmies (clarifying values about personal characteristics); and seekingsignatures on a petition showing support for the tenets of the Declara-tion of Independence (social participation). (LS)

59. HANDBOOK OF BASIC CITIZENSHIP COMPETENCIES

Author: Richard C. RemyPublisher: Association for Supervision and

Curriculum DevelopmentPublication Date: 1980

Grade Level: K-adultMaterials and Cost: Book, paperbound, 108 pp, $4.75Subject Area: Citizenship education

The purpose of the Handbook of Basic Citizenship Competencies is"to assist teachers, supervisors and curriculum specialists as they develop,implement and assess programs relevant to education for citizenship."Rather than providing a curriculum outline or instructional approach,the handbook aims to clarify what is already known about "a complexeducational domain often characterized by frustrating ambiguity."

To that end, Remy has identified seven basic citizenship competen-cies useful to a wide varlety_of people interested in citizenship education.They are (1) acquiring and using information, (2) assessing involvement,(3) making decisions, (4) making judgments, (5) communicating, (6) coop-erating, and (7) promoting interests. The competencies and relatedcapacities are described in detail. Examples of related capacities forthe competency of making decisions are to "develop realistic alternatives,identify the consequences of alternatives for self and others, determinegoals or values involved in a decision, and assess the consequences ofalternatives based on stated values or goals."

Examples of learning experiences to help develop the competenciesare given for four age groups--grades K-3, grades 4-6, grades 7-9, andgrade 10-adult. For example, for the competency of acquiring and usinginformation, it is suggested that primary students be asked to identifythe best person to provide such information as when the school gym is

138

133

Teacher Resources

open and what cafeteria rules are. Another sample activitythis onefor the competency of promoting interestsinvolves secondary and adultlearners in omappingq a local bureaucratic agency to determine how toobtain various services.

Other aids provided in the handbook include criteria for evaluatingcitizenship-related activities, a checklist for determining whether andhow well curriculum materials cover the competency-related capacities, aworking definition of citizenship, and a bibliography.

The handbook is a product of the Basic Citizenship CompetenciesProject, which has also developed a leadership guide for principals andchecklists for teachers, parents, and community leaders. Informationon these products is available from the Mershon Center, 199 West TenthAvenue, Columbus, Ohio 43201. (LS)

60. HELPING KIDS LEARN MULTI-CULTURAL CONCEPTS

Author: Michael G. PasternakPublisher: Research PressPublication Date: 1979

Grade Level: 4-8

Materials and Cost: Book, paperbound, 259 pp, $7.95

Subject Area: Multiethnic education

This book, which grew out of the Nashville Teacher Corps Multi-cultural Program, provides activities designed to meet three objectives:"(1) enhancing multi-ethnic and multi-cultural understandings, (2) build-ing healthy human relationships and self-concepts, and (3) improvingthe multi-cultural climate factors of a school." The book also providesa section on identifying multicultural resources and on leading, organiz-ing, and implementing inservice training for multicultural education.

Teachers developed the 98 classroom activities presented in the bookfor use with students aged 10-13, but the activities can be adapted forolder or younger students. The activities vary in a number of ways.The classroom time required to complete activities ranges from less than30 minutes to a full school year. Activitiers can be integrated into socialstudies, language arts, foreign language, art, science, and physicaleducation classes. Although a majority of the activities focus on topicsrelated to ethnicity and cultural pluralism, several also deal with stereo-typing based on age and sex.

Examples of the varied types of activities suggested include creat-ing learning centers related to ethnic art, literature, crafts, music, andlanguage; exploring the ethnic press; role playing such situations asparental opposition to interracial dating, police harassment of black fami-lies, and telling an ethnic joke to a member of that ethnic group; simulat-ing a school board debate on use of texts which show bias; analyzingadvertisements to determine what ethnic, age, sex, and income groups

139

13

Teacher %mulligan

they are designed to appeal toi and creating a country complete withits own geography, culture, and governments Many o the suggestedactivities have a values-clarification component.

The text also includes a number of activities which teachers devel-oped to involve the entire school and the community in multiculturaleducation. This section of the book stresses the importance of develop-ing communication between parents and schools so the goals of the twocan be understood and, hopefully, integrated. The activities suggestedto meet this goal include holding cultural festivals, sponsoring potluckdinner's with food and entertainment representing a variety of ethnicgroups, and developing a classroom newsletter for parents, Other activ-ities in this section involve rather sweeping changes to improve theschool climate; for example, it is suggested that teachers might "studyand revise the school's reporting systems so that it is possible foreveryone to feel that she/he is succeeding every day" and "design anddevelop a new organizational plan to encourage decentralized decision-making which includes parents and students."

The section of the book related to identifying multicultural resourcesincludes - -along with an extensive list of print and audiovisual materialsavailable to teachers--sources of free and inexpensive materials,, pen palsources, sample classroom newsletters, and a section on establishing aresource center.

The final section of the book is a selection of papers describingthe Nashville experience, with emphasis on the teacher-training elementof the program. Selections were written by persons who participated inthe program in a variety of roles; authors include a principal, specialeducation teachers, reading teachers, and team leaders. The final selec-tion is a description of strategies for teaching thinking and valuing byCharles B. Myers. (LS)

61. HELPING STUDENTS THINK AND VALUE: STRATEGIES FORTEACHING THE SOCIAL STUDIES

Author: 'Jack R. FraenkelPublisher: Prentice-Hall, Inc.Publication Date: 1980 (2nd ed.)Grade Level: K-12

Materials and Cost: Book, hardbound, 450 pp, $16.95Subject Area: Social studies teacher education

The 1980 edition of Helping Students Think and Value has the sameoverall objective as the 1973 edition.--to help preservice and inserviceteachers improve social studies (or other) instruction. The second edi-tion retains the same basic organizational scheme and content as the firstedition but has been expanded to include more information on thinking,valuing, and learning, as well as a much-enlarged section on evaluation.

135140

Teacher Resources

The bookie eight chapters deal with the following topics' instruo .tional objectives, selection and organiaation of subjeet matter. 401044tignand organisation of learning activities, teeehing strategies for develop.ins thinking. teaching strategies for developing Vail-ling. evaluation ofcognitive objectives, evaluation of affective and skill objectives, andplanning units and lessons, Seth chapter begins with an overview anda list of objectives for the teaeher/reader. This is followed by the bodyof the chapter, which includes narrative related to key topics and exam=plea of lessons drawn from the social studies. Exeroieee for the teacher/reader are interspersed throughout the text, Each chapter concludeswith a summary, a self -test to permit the teacher/reader to assesswhether she or he has met the chapter objectives, and a list of referencesfor further reading.

The chapters of the book devoted to teaching strategies and learningactivities describe and illustrate a variety of activities. Many are summa -rized in easy-to-read charts which will facilitate teacher use in the class-room. For example, a questioning sequence designed to help studentsidentify values in a written passage is clearly laid out in a chart whichlists teacher questions, student responses, and teacher follow-through,

Nearly 100 pages arc devoted to evaluation, In these pagesFraenkel provides a great deal of information about the preparation anduse of various kinds of teat items, as well as suggestions for usingobservational techniques to evaluate students, attainment of objectives.This information should be particularly useful for teachers with limitedbackgrounds in evaluation, (LS)

62. HOLOCAUST, THE:

Developer:

Publisher:

Publication Date:Grade Level:Materials and Cost:

Subject Area:

A STUDY OF GENOCIDE

Board of Education of the City ofNew York, Division of Curriculumand InstructionBoard of Education of the City ofNew York1979

7-12

Book, paperbound, 607 pp, $11.00(Curriculum Bulletin, 1978-79 Series,No. 13)Language arts, social studies, worldhistory

This curriculum bulletin should be extremely useful for secondaryteachers planning to teach a unit or course on the Holocaust. It is awell-organized presentation of lesson plans, activities, and readingsappropriate for use with students in the secondary grades. The bulletinhas two major parts. Part I consists of a useful 51-page content outlinefrom which teachers can select concepts to emphasize in their courses.The entire outline or portions of it could be reproduced for student use.

141

Teacher Resources

Part I also contains a "Calendar of Lessons," which includes a two-weekcourse outline with lesson plans for a junior high English class, a nine-week course outline with lesson plans for a senior high English class,several literary selections to accompany the English course outlines, anine-week course outline for a social studies class, and a two-week unitoutline for a world history class. The latter two outlines are keyed tolessons and readings in part II.

Part II, which forms the major part of the book, includes 37 lessonplans for 18 weeks of class time. These lesson plans are arranged intoan introduction and seven themes. The introduction focuses on how thestudy of the Holocaust can alert people to present and future dangersof racism and genocide. The seven themes are (1) the position of Jewsin Europe before the Holocaust, (2) how the Nazis rose to power, (3)how racism and anti-Semitism led to the debasement of a modern societyand to genocidal murder, (4) how the Nazis carried out their racist poli-cies and genocidal murder, (5) how the victims tried to maintain humandignity, (6) how the rest of the world responded to the plight of thevictims, and (7) how the study of the Holocaust can contribute to a morehumane world, For each theme a summary, a list of related conceptstatements, and one or two introductory activities or discussion ques-tions are given.

Each lesson consists of a focus question, an introductory activity(e.g., reading and discussing a quotation, viewing and interpreting aphotograph, conducting a discussion), an outline of content emphases,several summary questions, and numerous primary and secondary sourcereadings. Teachers can select the readings most appropriate for theirstudents, or they can assign more-difficult readings to advanced readersand easier readings to average or below-average readers. Each of the127 readings is followed by several questions for inquiry and discussion.

The book concludes with an annotated bibliography, organized tocorrespond to the seven themes in part II, and an extensive list of audio-visual materials and sources of further information. (JH)

63. MAINSTREAMING IN THE SOCIAL STUDIES

Editors:Publisher:Publication Date:Grade Level:Materials and Cost:Subject Area:

John G. Herlihy and Myra T. HerlihyNational Council for the Social Studies1980

K-12

Book, paperbound, 107 pp, $6.25Mainstreaming

This collection of writings provides a broad overview of questionsabout mainstreaming which concern social studies educators. The mate-rial addresses two major themes: (1) the need for support system; tohelp classroom teachers and students and (2) practices and lessonswhich integrate the support system and the "regular" classroom.

1''7142

Teacher Resources

The four opening chapters focus on the first theme. Chapters 1and 2 provide a broad discussion of what mainstreaming is, a rationalefor its implementation, the requirements of P.L. 94-142, and approachesto developing a mainstreaming program. This discussion is followed bya chapter which describes several common service delivery systems andthe role of the social studies teacher in each. The fourth chapter explainsthe individualized education program and provides examples of IEPs ofstudents with different disabilities and at different grade levels.

The next four chapters present effective instructional strategiesfor teaching those being mainstreamed. Chapter 5 describes five methodsof adapting instruction which will permit integration. These are (1) re-writing classroom materials to a lower reading level, (2) grouping stu-dents to facilitate learning, (3) redesigning course content to be meaning-ful to all students, (4) designing worksheets and study guides to supple-ment text materials, and (5) providing complete individualization of thesocial studies program.

The succeeding two chapters present more specific strategies forclassroom planning and presentation, along with examples of lesson plansand descriptions of units used in mainstreamed classrooms.

Chapter 8 presents activities which elementary and secondary teacherscan use to involve the community in mainstreaming. These activitiesrequire students to do such tasks as interviewing neighbors regardingtheir attitudes about disabled persons and evaluating public facilities todetermine how accessible they are to disabled persons. The book con-cludes with chapters on the need for inservice training regarding theeducation of mainstreamed youngsters and the future implications of themainstreaming movement. (LS)

64. MASTER CURRICULUM GUIDE IN ECONOMICS FOR THE NATION'SSCHOOLS. PART II: STRATEGIES FOR TEACHING ECONOMICS.BASIC BUSINESS AND CONSUMER EDUCATION (Secondary); UNITEDSTATES HISTORY (Secondary); and WORLD STUDIES (Secondary)


Subject Area:

James F. Niss, James B. O'Neill, et al.Joint Council on Economic Education1979-1980

9-12

3 books, paperbound, 101, 116, and106 pp, $5.00 eachConsumer education, economics, globalstudies, U.S. history, world history

These three books are the third, fourth, and fifth volumes of partII of JCEE's Master Curriculum Guide. Part I of the guide, designed to

143

1,%8

Teacher Resources

be used as a curriculum planning document, presents a conceptual struc-ture of the discipline of economics and "shows how that structure canbe used in more effective personal economic decision making." Part Iwas analyzed in volume 3 of the Data Book. Part II presents practicalguidelines for integration of the conceptual framework into the existingK-12 curriculum. The first two volumes, reviewed in volume 4 of theData Book, cover the primary and intermediate grade levels. A volumerelated to junior high is due next year. The volumes reviewed hereare applicable to secondary classrooms.

These three volumes present a variety of self-contained activitiesdesigned to help students develop basic economic concepts and applythese concepts to their study of business and consumer issues, U.S.history, and world studies. Time required, recommended grade level,major and related concepts, objectives, rationale, materials needed,teaching procedures, evaluation, and student handouts are given foreach lesson.

The volume devoted to business and consumer education contains18 lessons that seek to develop economic literacy from the standpoint ofthe ways economic concepts are used in the decision-making processesof consumers and business managers and how these decisions affectindividuals as wage earners and citizens. Procedures such as groupdiscussion, case study, comparison, analysis, simulation, systematicdecision making, and evaluation are suggested.

The U.S. history volume includes 13 lessons dealing with economicissues throughout U.S. history, from the colonial period to the 1970s.The lessons involve students in such activities as reading and discussinghistorical selections, analyzing tables and maps, writing essays, and par-ticipating in simulations.

The third volume reviewed here presents 11 lessons that illustrateways of applying economic analysis to world history and to the contem-porary world scene. Sample lessons are entitled "A Primitive Economy,""The Game of Scarcity and Allocation," "Patterns of Economic Develop-ment," "Limits to Growth," and "Using Economic Data to Compare Typesof Economic Systems." (LS/RM/DB)

65. MORAL EDUCATION: A HANDBOOK FOR TEACHERS

Author:Publisher:Publication Date:Grade Level:Materials and Cost:Subject Area:

Robert T. HallWinston Press1979

7-12

Book, paperbound, 209 pp, $6.95Values education

Subtitled Insights and Practical Strategies for Helping Adolescents toBecome More Caring, Thoughtful, and Responsible Persons, this book

144

1 9

Teacher Resources

opens with a discussion of various approaches to moral education. Theauthor concludes that "Moral education is the business of helping stu-dents learn to make better decisions and, in particular, to make deci-sions which reflect knowledge and consideration of the importance ofmoral values."

This introduction is followed by five chapters presenting five basicclassroom strategies or teaching models for moral education. The strate-gies are adaptable to various settings and all levels from junior high toadult. Rather than being a teaching model, the first strategy--theawareness strategy--is a "collection of learning activities" designed tohelp students understand their own feelings and values and developempathy for the feelings and values of others.

The second strategy is called the debate strategy and involves stu-dents in taking and defending positions on a variety of issues. Thechapter devoted to this strategy gives examples of cases to be debated,steps for using the strategy, suggestions for writing original cases, andtips for stimulating student response.

The third strategy--the rational strategy--is designed to builddecision-making skills, including identification of alternative courses ofaction and consideration of the consequences of each. The concept stra-tegy is the fourth moral education teaching strategy identified by Hall.It involves students in developing definitions of concepts of personaland social value. MOdeling is an important part of this strategy. Thelast strategy discussed is the game strategy, which uses games and roleplays to develop skill in interactions requiring moral decisions.

The final five chapters of the book present five units for use inthe classroom. Their titles are "Justice: A Social Studies Unit"; "Prop-erty: A Business and Economics Unit"; "Honesty: A Humanities Unit";"Integrity: A Behavioral Sciences Unit"; and "Relationships: A Marriageand Family. or Personal Relations Unit." Each unit contains activitiesbased on all five of the previously described teaching strategies. Forexample, in the justice unit, students complete an "Opinions on Punish-ment Worksheet" (awareness), debate a skyjacking case in which capitalpunishment may be invoked (debate), discuss the alternatives availableto the manager of a hamburger chain store when he is directed to lay offtwo employees (rational), role play a college admissions board meetingat which two groups of students--one upper-middle-class and the otherlower - class - -are making presentations on why members of their groupshould be admitted to the limited number of spaces available (game),and modeling the concept of justice (concept). Many of the pages inthe units can be reproduced for distribution to students. (LS)

Teacher Resources

66. NEWSPAPER, THE: AN ALTERNATIVE TEXTBOOK

Authors:Publisher:Publication Date:Grade Level:Materials and Cost:Subject Area:

J. Rodney Short and Bev DickersonPitman Learning, Inc.1980

5-adultBook, paperbound, 117 pp, $5.50Language arts, social studies

The authors of this useful handbook suggest that teachers can takeadvantage of students' interest in newspapers in two ways--"by usingthe newspaper as a reading incentive and as a source of practical infor-mation about the world at large." Their book presents numerous strate-gies for using the newspaper to introduce content and reinforce skillsin language arts and social studies classes. The first section of activities suggests nine projects that can be used to introduce a newspaperstudy (e.g., a scavenger hunt in which students search for such fea-tures as political cartoons, banner headlines, wire service designations,and the masthead) and long-term projects that can he continued for asemester or longer (e.g., development of profiles of local politicians).

Each of the following ten sections of the handbook focuses on a par-ticular part of the newspaper: the front page, the editorial page, com-munity cultural events, financial news, the sports page, feature stories,display advertising, the classifieds, vital statistics, and comics andpuzzles.

The same .format is used to present activities in each section. FirstSis a "Section Survey" activity which orients students to the portion of

the paper under study by involving them in analyzing the topics mostfrequently covered in that section. Quantitative and analytical skillsare developed in these exercises.

The survey activities are followed by "Follow-up Findings," whichprovide data to support the survey findings or to provide a basis forcomparative analysis. For example, in the section of the book dealingwith the editorial page, students are asked to apply their skills in dis-tinguishing written fact from opinion to spoken messages as well; theydo this by interviewing a public official and then analyzing a taperecording of the interview to determine what was opinion and what wasfact. Guidelines for analyzing language in making such distinctions areprovided.

This activity is followed by a writing activity, generally involvingresearch or field work. For example, students might be asked to designand write an ad.

Each section concludes with a variety of interdisciplinary activities;55 such activities are included in the handbook. A matrix keys the activ-ities to the grade levels for which they are appropriate. A number of theactivities stress language arts skills; numerous others are directly applica-ble to social studies content and skills. For example, students are asked

Teacher Resources

to pretend that they have just arrived in a town and are looking for ajob and a place to live. They are then asked to study the help wantedads, selecting three jobs they would apply for; write an application letterto each employer, focusing on why they are qualified for the job; andselect an apartment that will be affordable (based on the potential salary)and practical (based on locational factors).

Other activities related to social studies involve students in suchactivities as studying articles having to do with the balance of tradeand simulating trade negotiations with a country that the United Statesfrequently trades with, selecting stories they believe will be significantin a year or two and those that will be of only passing interest, andmapping contacts between a port city in the United States and otherareas of the world using data culled from the city's newspaper.

In addition to suggesting numerous social-studies-related activities,the handbook also provides glossaries of newspaper and stock-marketterms. (LS)

67. PROJECT BICEPSOCIAL ST U DIES

Developer:Publisher:Availability:

Publication Date:Grade Level:Materials and Cost:Subject Area:

K-6 CAREER AWARENESS CURRICULUM MODEL--

Project BICEP

Barnstable (Massachusetts) Public SchoolsFrom The Network, Inc. (290 South MainStreet, Andover, Massachusetts 01801)1980

K-6

Book, paperbound, 402 pp, $15.00Career education

Project BICEP K-6 Career Awareness Curriculum Model--Social Studiesis one of a series of four books which provide teacher-developed careereducation activities for infusion into the elementary curriculum. Theother three books provide activities to be used in reading/language arts,mathematics, and health/science classes.

The activities in all four portions of the program were designed tomeet six broad goals: (1) to foster a positive self-concept in students,along with an understanding of individual interests, abilities, etc., (2)to develop interpersonal skills needed for a variety of social interactions,(3) to develop positive attitudes toward the dignity of work, (4) to facil-itate rational decision making, (5) to develop knowledge and understand-ing of occupational information, and (6) to develop understanding of theeconomics of the world of work. Although the activities in each bookare divided into topical sections corresponding to common topics in thecurriculum, each activity is cross-referenced to one of these goals.

AU the activities are presented in the same visually attractive for-mat. The following information is provided for each: materials/resources

147 112

Teacher Resources

needed; appropriate grade level (primary or intermediate) ; type of activ-ity (entire class, small group, individual); time required; instructionalobjective; procedures; supplementary resources; and follow-up activities.Room for teacher notes is also provided, as are masters for numerousstudent worksheets.

The 88 activities in the social studies book are divided into eighttopic areas: self (16 activities), family (4), friends (8), school (11),community (25), geography (14), government (2), and history (8). Abroad range of specific topics is covered, ranging from the rewards ofwork to the relationship between hobbies and careers, bus safety rules,community workers, architectural barriers to employment of disabled per-sons, and jobs in colonial America. The suggested activities are equallyvaried; they include discussion, use of worksheets, presenting reports,making business cards for jobs students can do, interviewing adults,creating bulletin beard displays and career-related mobiles, buildingfamily hobby trees, and doing library research.

All the activities were field tested in the Barnstable Public Schools,and were revised on the basis of field -test data and comments from field-test teachers. (LS)

68. PROJECT FOR AN ENERGY-ENRICHED CURRICULUM PACKETS

Project Director:Publisher:Availability:


Subject Area:

John M. FowlerNational Science Teachers AssociationFrom U.S. Departnient of Energy (TechnicalInformation Center, P.O. Box 62, Oak Ridge,Tennessee 37830)1977-1981

1-12

23 packets, 3-hole-punched, stapled, 42to 134 pp, freeScience, social studies

The Project for an Energy-Enriched Curriculum has developed 23curriculum packets for teaching about energy-related issues in grades1-12; additional packets are currently under development. Each packetcontains materials for a unit on energy which can be taught in socialstudies and/or science classes at a given grade level. Throughout theprogram, basic energy concepts are introduced. These concepts can besummarized under six general headings: (1) energy is a basic need,(2) energy usefulness is finite, (3) energy and the environment areinterrelated, (4) energy use affects society, (5) energy and politics areclosely linked, and (6) energy planning in the future will require carefuldecision making.

The specific topics taught at particular grade levels are closely tiedto the existing social studies and science curricula. For example, forgrade 2, where the community is often the focus of the social studies

148

113

Teacher Resources

curriculum, a packet entitled Community Workers and the Energy TheyUse has' been developed. Secondary units entitled U.S. Energy Policy--Which Direction? and How a Bill Becomes Law to Conserve Energy aredesigned to be infused into U.S. government or civics units on presiden-tial and congressional power.

Each packet is presented in three parts: an introduction, ateacher's manual, and black-line masters of all student handouts required.The teacher's manual portion of each packet contains instructions forusing each of the 4 to 11 lessons included in the unit. For each les-son, these instructions include an overview, student objectives, thetarget audience (social studies or science), the time required to teachthe lesson, materials needed, background information on energy, teach-ing strategies, and suggestions for extending the lesson. A great dealof information about energy is presented, both in the teacher's manualand on the student handouts. In addition to presenting factual informa-tion, however, the materials also reinforce social studies and scienceskills and emphasize the importance of decision making in dealing withenergy issues.

A complete list of the packets and appropriate grade levels is avail-able from the National Science Teachers Association. The packets them-selves are available from the U.S. Department of Energy. Also availableis an Energy Education Workshop Handbook describing workshop modelsand activities that can be used to convince teachers that energy educa-tion should be included in the curriculum. (LS)

69. PROJECT MAVIS SOURCEBOOK SERIES


Subject Area:

Project MAVIS

Social Science Education Consortium, Inc.1980

K-6

6 booklets, paperbound, 22 to 46 pp, $15.00for setMainstreaming

This series of six booklets provides a comprehensive examination ofteaching visually impaired children in the mainstreamed classroom. Infor-mation on educational planning for the disabled child, strategies for work-ing with special educators, and techniques for adapting social studiesmaterials are equally germane to other types of disabilities as well.

Sourcebook 1, Who Is the Visually Impaired Child?, defines visualimpairment for the classroom teacher. Common types of visual impair-ments, their causes, and their implications for classroom behavior arediscussed. The author also examines the student's eye report and educa-tional plan. Photographs simulating various levels of visual acuity andseveral types of visual field limitations illustrate the text.

149

114

Teacher Resources

The second sourcebook, Encouraging Successful Mainstreaming ofthe Visually Impaired Child, focuses on the importance of a good workingrelationship between the classroom teacher and the specially trainedteacher of the visually impaired. Ideas for including the visuallyimpaired child's parents as partners in the educational team are alsogiven.

The author of Teaching the Visually Impaired Child in the RegularClassroom presents the classroom teacher with a primer on teaching theWs1=y impaired student in a mainstream setting. Planning the visuallyimpaired child's educational program, defining roles of members of theservice delivery system, obtaining special materials, equipment and sup-port services, establishing the classroom environment, and guidelinesfor effective teaching are among the topics covered.

Social Studies for the Visually Impaired Child presents strategiesfor adapting common social studies activities for the visually impairedchild. Discussions, research, map and globe skills, field trips, andinterpretation of pictures are only some of the activities discussed. Theimportance of social studies for the disabled is stressed.

Sourcebook 5, Important Concerns in the Education of VisuallyImpaired Children, describes the development of current service deliverysystems in education of the visually impaired and analyzes the advan-tages and disadvantages of each. The sourcebook concludes with a dis-cussion of crucial learning areas for visually impaired children and alist of appropriate role responsibilities for the classroom teacher and thespecially trained teacher of the visually impaired.

The last book in the series, Resources for Teaching Social Studiesin the Mainstreamed Classroom, presents a list of four kinds of resourcesfor teaching in the mainstreamed classroom: (1) readings on visualimpairments and the teaching of visually impaired students, (2) organiza-tions and agencies providing services to the visually impaired or relatedprofessionals, (3) materials and equipment useful in teaching the visuallyimpaired child, and (4) materials for teaching about disabilities. (LS)

70. SECONDARY SOCIAL STUDIES: INSTRUCTION, CURRICULUM,EVALUATION

Authors: Jack L. Nelson and John U. MichaelisPublisher: Prentice-Hall, Inc.Publication Date: 1980

Grade Level: 7-12

Materials and Cost: Book, hardbound, 343 pp, $17.95Subject Area: Social studies teacher education

This secondary social studies methods text will be useful to practic-ing teachers interested in "practical teaching suggestions and examples

1,4 t)

150

Teacher Resources

in addition to consideration of larger issues in the field." Rather thanbeginning with a discussion of the various rationales for social studies,the book uses an organizational structure designed to emphasize puttingideas into practice. Thus, the first chapter focuses on defining socialstudies and developing goals and objectives. Guidelines for writingobjectives are presented.

The book's second chapter, entitled "Planning for Classroom Instruc-tion," provides detailed information about planning for units and lessons.Emphasis is given to the importance of providing for different modes ofstudy and for individual student differences.

Chapters 3 through 6 focus onthinking processes, reading skills,and communication skills, discussionmap and globe skills, and time andtion is the focus of Chapter 7.

strategies for developing knowledge,and other skills (e.g., observationskills, listening and speaking skills,

chronology skills) . Values instruc-

Chapter 8, deals with. teaching about a variety of controversial issues.The reasons for teaching about such issues and methods of presentingthem in the classroom are discussed. Chapter 9 explores the importanceof the learning environment established in the classroom and theteacher's role in setting that environment. A number of methods ofextending the learning environment are discussed; these include teamteaching, field experiences in the community, role playing, small-groupwork, use of case studies, and use of instructional media.

The text's tenth chapter discusses phases and types of evaluationand construction of various kinds of assessment devices. Numerous'examples are presented. The' text's final chapter examines 'rationalesfor teaching social studies and discusses professional development.

Each chapter in the book begins with a checklist of statements withwhich teachers are asked to agree or disagree. For example, one item inthe chapter on valuing is "We should go beyond teaching values and valu-ing processes and get students involved in action projects that furtherequality and justice." The authors have included these items, whichpresent divergent viewpoints, to stimulate discussion and thinking aboutimportant questions in social education. The main body of each chapter,which includes many practical suggestions for use in the classroom, isfollowed by a brief list of discussion questions and activities and a listof references. (LS)

Teacher Resources

SOCIAL STUDIES

Authors:Publishers:

Publication Date:Grade' Level:Materials and Cost:Subject Area:

IN THE MAINSTREAMED CLASSROOM, K-6

Anna S. Ochoa and Susan K. ShusterSocial Science Education Consortium, Inc.and ERIC Clearinghouse for Social Studies /Social Science Education1980

K-6Book, paperbound,Mainstreaming

130 pp, $11.95

Social Studies in the Mainstreamed Classroom was written by a socialstudies educator in partnership with a special educator. Their collabora-tion Is designed to "facilitate the implementation of a conceptually soundsocial studies curriculum, while recognizing the unique instructionaldemands that handicapped students present." Each of the book's sevenchapters covers , a different aspect of the topic of mainstreaming in thesocial studies.

Chapter 1 describes former methods of educating disabled studentsand contrasts these methods with the present trend toward integration.Such considerations arising from mainstreaming as identification of dis-a.bled students, use of medication, class size, support personnel, in-service' training, discipline, grading, expectations, and grouping arebriefly discussed. The second chapter discusses setting of social studiesgoals for disabled children.

Chapter 3, which constitutes one-third of the book, provides a struc-tured examination of social studies instruction for students with disabili-ties. Seven categories of disabilities are covered: mental retardation,learning disabilities, hearing impairments, emotional disabilities, visualimpairments, speech and language impairments, and physical disabilities.For each condition, the authors provide descriptions of the nature ofthe condition, associated learning problems and their impact on socialstudies learning, strategies for modifying instruction, a sample adaptedlesson, and sources of information about the condition.

Chapter 4 covers evaluation of student performance, using otherthan traditional paper-and-pencil tests. Recommended methods of assess-ment include assigning tasks which require application of target skills,use of worksheets, discussion, and observation.

Chapter 5 describes methods teachers can use to provide for indi-vidual differences in the classroom. IEPs are briefly discussed, and anexample is given. Chapter 6 describes activities which can be used tohelp all students learn about disabilities, within the context of teachingabout individual differences. Role plays, simulations, discussions, anduse of media are among the strategies suggested.

The final chapter provides an analysis of seven major elementarysocial studies series to determine (1) to what extent people with disabil-

117

Teacher Resources

ities are represented in the materials and (2) whether provisions forteaching students with special needs are made in tbP teacher's materials.The analysis indicates that "most (of the series] contain few or no spe-cific suggestions for modifying activities to fit the needs and capacitiesof handicapped, students. Content about handicapped people and handi-capping conditions is sparse...." (LS)

72. SOCIAL STUDIES SOURCEBOOK, THE: IDEAS FOR TEACHING INTHE ELEMENTARY AND MIDDLE SCHOOL


Frank L. RyanAllyn and Bacon, Inc.1980

1-8

Book, paperbound, 320

Social studiesPPP $14.95

The Social Studies Sourcebook provides 477 classroom activities foruse by elementary and middle school teachers. The author hopes thatteachers will gain a greater understanding of the instructional topicschosen as content organizers and "an enthusiastic commitment to integratecurrent instructional trends into personal classroom practices." Theauthor assumes that teachers using this book have acquired or are inthe process of acquiring knowledge of these current instructional trendsand are in need of specific examples of classroom applications.

To meet this need, the book presents activities in four major areas:skills, concepts, topics of study, and affective/evaluative domain. Skillscovered include thinking processes; research skills; informational skills;map, globe, and space utilization skills; and time and chronology skills.

A rationale introduces each section and subsection. This rationaleis followed by various activities. For example, activities for learningabout the concept of "rules" include "School Rules," "Rule Observations,""Create a Rule," "Observing Personal Rules," "Rules of the Road," "RuleEnforcement," "'Hard' Rules," and "No-Rules Hour." The activitiesgenerally involve direct student participation and often include follow-upquestions. Grade-level suggestions are not included, so teachers mustuse their own judgment in determining which activities are appropriatefor their particular students.

Most of the activities can be used to supplement ongoing units ofinstruction. Teachers could also select related activities from the skill,concept, topic, and affective sections to create their own units. (JH)

153

118

STUDY AND TEACHING OF SOCIAL SCIENCE SERIES, THE

Editor:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:

Raymond H. MuessigCharles1980

K-12

E. Merrill Publishing Co.

6 books, paperbound, 90each or $19.95 for setAnthropology, economics,tory, political science,

to 158 pp, $4.95

geography, his-sociology

The Study and Teaching of Social Science Series comprises six books,each devoted to a social science discipline: anthropology, economics,geography, history, political science, or sociology. The series is a revisionof a 1965 workThe Social Science Seminar Series--which was designed tohelp teachers apT31Ffh71 strl uctuiseiplines" theory in theirclassrooms. The 1980 edition, in addition to providing updated informa-tion on the disciplines, is more eclectic and less related to a particulartheory of social studies education. Instead, it provides basic informationabout the disciplines, along with a variety of teaching strategies whichcan be used by teachers with widely differing philosophies.

Each book opens with several chapters devoted to the nature of thediscipline and its uses. These chapters comprise the major portion ofeach book. The series editor states that the authors of the texts, spe-cialists in the various disciplines, were asked to "deal with the natureand development of his field, goals of and purposes served by the disci-pline, tools and procedures employed by scholars, significant and helpfulliterature in the field, and fundamental questions asked and ideas gen-erated by the academic area." Example chapter titles from the book onanthropology are "The Study of Humankind," "The History of Anthropol-ogy," "Methods of Anthropological Research," "Significant Research inAnthropology," and "Fundamental Insights from Anthropological Research."The material is presented in nontechnical language; the text on economicsis particularly notable in this regard.

The final chapter of each book presents "Suggested Methods forTeachers."' The activities suggested are keyed to particular goals inteaching the, discipline to students. For example, the activities in thetext on geography are divided into three sections titled "Helping Stu-dents Understand the Nature of Our Environment," "Helping StudentsExamine Developed, Technically Advanced Societies and Developing,Traditional Societies as Major Human Systems," and "Thinking Geograph-ically About the Future."

The activities suggested are varied, ranging from visiting citycouncil meetings and role playing reactions of various interest groups toanalyzing novels to determine the norms they reveal, having studentsarrange photographs so that the events depicted are in chronologicalorder, and simulating a greeting card production line. Although sug-gested grade levels are given for each activity, many of the activitiesare adaptable for a range of ages and ability levels. (LS)

154 1 (19

Teacher Resources

74. TEACHING ETHNIC AWARENESS: METHODS AND MATERIALS FORTHE ELEMENTARY SCHOOL


Edith W. KingGoodyear Publishing Co., Inc.1980

K-6

Book, paperbound, 207 pp, $9.95Multiethnic education

Teaching Ethnic Awareness is divided into three major parts. Thefirst presents a theoretical and philosophical basis for teaching aboutand recognizing ethnicity in the elementary classroom. Key terms aredefined, and the importance of recognizing group and personal identitywithin the American culture is discussed. Tips and cautions for imple-menting multiethnic education are presented. An interesting feature of

. this portion of the handbook is a copy of one teacher's lesson plans fora fourth-grade unit on ethnicity; the teacher's comments on how activi-ties worked and pre/posttest results are provided. The first part ofthe book also includes a chapter on using the community as a resource;a questionnaire for assessing parents' interest and ability to serve asresources is provided. In the final chapter of this section, King dis-cusses the history, current status, and possible future directions ofmultiethnic education.

The second portion of the text presents activities tailored for threegrade levels -- kindergarten and early elementary (seven activities), middleelementary (five activities), and upper elementary (eight activities).Follow-up activities suggested with each core activity significantly increasethe total number of activity suggestions. Activities suggested for kinder-garten and early elementary grades include making self-portraits, present-ing puppet shows with a pluralistic focus, and designing and building amultiethnic dollhouse. At the middle elementary level, students areinvolved in visiting museums, role playing ethnic families, and rankingidentifying terms (e.g., male, student, white American) in order oftheir importance to the student's sense of identity. At the upper ele-mentary level, activities include assessing how important ethnicity is toindividual students, creating an "ethnicitree" for the class, and evaluat-ing ethnic education in the school. Masters for worksheets are providedfor each section of activities.

The final part of Teaching Ethnic Awareness is an annotated list ofresources for the classroom teacher. (LS)

155

Teacher Resources

75. TEACHING UNITED STATES HISTORY TODAY

Author: Arthur ClubokPublisher: J. Weston WalchPublication Date: 1980

Grade Level: 5-12

Materials and Cost: Book, spiralbound, 174 pp, $7.50


Teaching United States History Today is a well-thought-out andpractical resource for teachers of U . S . history at both the secondaryand elementary levels. In the introduction, the author states that "thedirection for developing an American history course and other socialstudies offerings should evolve from a comprehensive examination ofAmerican society, from the needs of the students taking the course, andfrom the nature of the subject to be taught. Organizing a course aroundeach of these three dimensions, rather than from a narrow subject-matterperspective, can provide students with the experiences and insights thatwill make American history most meaningful and stimulating to them."

After expanding upon this theme, Clubok lists criticisms of elemen-tary and secondary history courses as found in a review of the litera-ture. In response to these he suggests ten practical guidelines toimprove history courses. General knowledge, skill, and value and atti-tude objectives are then listed. Following this is a content outline con-sisting of "analytical questions focusing on the political organization,economic structure, and social structure of our society. From thevarious guidelines, objectives, and content questions presented in theintroductory chapter, teachers can select foci for their courses.

The remainder of the book is also most useful. The emphasis ison "providing activities that are people-centered, offer concrete exam-ples of ideas and trends, and aid the teacher in the development of thespecific knowledge, skills, values, and attitudes that focus on recurringthemes and movements thrughout our history." Chapter II focuses onteaching about the nature of history and the historical method. Manypractical classroom activities are described, as they are in every chap-ter. For instance, in discussing the steps of the historical method,Clubok presents two pages of chronologically ordered questions that canbe assigned to students for the first stage--identification of a problem.Examples include "Did the Zenger case guarantee a free press?"; "Whatwas Lincoln's opinion of black people before the Civil War?"; and "Whowas responsible for the Kent State tragedy?"

Chapter III focuses on teaching social studies skills--reading skills,communication skills, skills in working with various visuals, and groupparticipation skills. Some of the activities in this section are quite crea-tive, and all relate the skills to social studies content. The fourthchapter discusses teaching with motivators and suggests many games,puzzles, and word activities, as well as ideas for using guest speakers,field trips, ethnic days, legends, bulletin boards, and 12 types of activ-ities to help students develop the ability to "find out for themselves."

156 15 1

Teacher Resources

Chapter V focuses on questioning techniques. Various types ofquestions, hints for conducting discussions, the effectiveness of ques-tions, and sample questions are all discussed or illustrated. Decisionmaking and value clarification in U.S. history courses is the subject ofchapter VI. The use of case studies and vignettes, role playing, simu-lations, attitude surveys, and other strategies are described with numer-ous examples. The final chapter includes annotated bibliographies forstudents and teachers, sources of additional materials, and detailed infor-mation on the production and use of transparencies and slides. (JH)

76. TEACHING WORLD HISTORY THROUGH THE NOVEL


Sharon BannisterJ. Weston Walch1980

7-12

Book, spiralbound, 91

World historyPP, $7.50

This teacher's manual annotates and arranges more than 300 novelsthat can be used by junior and senior high school teachers in Europeanand world history, as well as Western civilization courses. The objectiveis to arrange the novels in various ways that allow teachers and studentsto gain access to them for teaching and studying history. An additionalpurpose is to interest students in reading history as an enjoyable activity.

The manual is presented in five sections. The first section containsintroductory material, including the rationale, instructions for using themanual, an overview of the organization, and definitions of the threereading and comprehension levels noted for each book. It also suggests17 student activities, including discussion; simulating interviews withcharacters in the novels; writing journals that record political, social,economic, and philosophical factors; videotaping scenes; creating exten-sions of the novels; doing research about the historical events; con-structing tabletop scenes; making bulletin boards; illustrating the novels;viewing films; researching family histories; and visiting museums.

The next three sections list the novels by author and title in chrono-logical, geographical, and thematic order. The chronological list coverssix historical perioe:::: ancient and classical civilizations to 800 A.D.,medieval civilization (800 to 1500), the Renaissance and Reformation (1500to 1648), the old regime (1648 to 1815), the 19th century (1815-1918),and the 20th century. The geographical chapter categorizes the novelsby six broad areas, with subcategories by country: the British Isles;Continental-Mediterranean Europe; Asia; the Middle East and Africa; theSoviet Union, Mexico, and Latin America; and various utopias. Thethematic section includes listings on war, revolution and rebellion, roleof women, rulers, organization of society, social criticism and politicalcommentary, imperialism and race, developing countries, religion, self-knowledge, the generation gap, and utopias. The books are arranged

'5152

Teacher Resources

chronologically within each thematic section, with a parenthetical noteconcerning the historical period covered.

The final chapter annotates each novel and includes author, title,number of pages, a 50-word plot summary, and both reading and com-prehension levels (easy, medium, and difficult).

This manual will be very helpful for teachers wishing to enliventheir history courses through the novel, particularly in ascertaining thecontents of the books. The various arrangements increase access tothe books in relation to a particular time period, country, or theme.Lack of copyright dates and publishers' names and addresses and thefact that some of the books are out of print could detract from themanual's usefulness and be frustrating for the user. Most of the bookswill be available at local libraries, however. (CK)

133

158

ANALYSES OF ERIC DOCUMENTS

154

ANALYSES OF ERIC DOCUMENTS

Entry No. Title Page No.

77 Aging in America: Fact, Fiction and Feeling 163

78 Career Education in the Social Studies 163

79 Consumer Education Sourcebook 164

80 Curriculum Dimensions of Global Education 165

81 Dealing with Environmental Issues: The Useof Simulation 165

82 Ethnic Studies Project: Multi-Ethnic HeritageLearning Directions 166

83 Guide to Games and Simulations for TeachingEconomics, A 167

84 Guide to Multicultural Education, A:Kindergarten Through Grade Three 167

85 How to. Reduce Vocabulary Interference WhenTeaching Elementary Social Studies 168

86 Indiana in the World 169

87 Just-Us Is You? (Teacher's Manual) 169

88 Middle East Content Priority TeachingGuide, The 170

89 Multi-Media Approach to Teaching LocalGovernment on the Secondary Level, A 171

90 Sources of Strength: Women and Culture 171

91 Study Canada: An Overview 172

92 Teaching About/Learning From: Africa 173

93 Teaching Future Studies to Secondary SchoolStudents: A Curriculum 173

94 Urban Planning and Cognitive Mapping: AnElementary School Program in Urban Ecology 174

95 Women in American History: A Series 175

96 Words into Action: A Classroom Guide toChildren's Citizenship Education 175

ERIC Documents

77. AGING IN AMERICA: FACT, FICTION AND FEELING

ED 186 289

Author;Publication Date:Grade Level:Materials and Cost:

Subject Area:

Mary A. Strubble1979

7-12

107 pp, EDRS price: MF-$0.83 plus post-age; paper copy not available from EDRSAging

Thirteen lessons on aging in America, appropriate for the secondaryschool level, are presented. The presentation of each oneday lessonincludes the lesson goal, objectives, background information, materialsand equipment needed, procedures, reproducible student handouts, andevaluation forms. in the first lesson students examine the:- feelingsand beliefs about aging. Subsequent lessons identify changirAL; demo-graphic and social characteristics of older people in the United States,examine the diversity of the older population, determine criteria forjudging "oldness," and analyze growing older in the United States:through a study of lyrics of popular songs. Students also discuss theeffects of judging certain behaviors s appropriate or inappropriate forcertain age groups, the mass media as reinforcers of age etereotypes,and the needs and problems of older people. Other topics include therole of work in society and its impact on the older population, the validi-ty of pervasive ,azo stereotypes, and methods of improving the qualityof life for tAder Americans. A three-page test of concepts and issuesand a list of teacher rescurees conclude res document. (KC)

78. CAREER EDUCATION IN THE SOCIAL STUDIES

ED 179 435

Editor:Publisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:

Carole Lt HahnNational Council for the Social Studies1979

K-12

67 pp, EDRS price: MF-$0.83 plus postage;paper copy not available from EDRSCareer education

This handbook provides lessons in career education that can beinr:used into the social studies curriculum in grades K-12, The handbookopens with a description. of how the four components of the NCSS curric-ulum guidelines knowledge, abilities, valuing, and social partiepationrelate to career education. Elementary-level lessons include studies of

163

156

ERIC Documents

community workers, parents' careers, assembly lines, and house design-ing. Middle school activities cover using the newspaper, reading maps,role playing, doing research about careers, values clarification, applyingand interviewing for jobs, and personal finance. High school lessonsinvolve students in such activities as publishing a newspaper, examiningthe impact of underemployment through role playing, a tax informationand assistance project, investigating women in the job market, and simu-lating labor-management negotiations. Lessons are presented in varyingformats, but the social studies curriculum component, grade level, andpossible courses applicable to each are given. An annotated bibliographyand definitions of basic career education terms are included. (KC)

79. CONSUMER EDUCATION SOURCEBOOK

ED 180 861

Authors: Dorothy Lungmus et al.Publishers: Social Science Education Consortium, Inc.

and ERIC Clearinghouse for Social Studies/Social Science Education

Publication Date: 1980

Grade Level: K-12Materials and Cost: 131 pp, EDRS price: MF-$0.83 plus post-

age; PC-$9.32 plus postage. Also availablefrom Social Science Education Consortium,$9.95

Subject Area: Consumer education

This sourcebook is designed to help K-12 teachers who wish to incor-porate consumer education content into their courses. It provides anannotated list of currently available student and teacher resources forconsumer education. Student materials include current (1976 or later)textbooks, supplementary print materials, audiovisual materials, andgames and simulations. The grade level, reading level, price, subjectarea, strategies and requirements for use, and consumer economics focusare provided for each entry. Categories for teacher materials are hand-books and sourcebooks providing background information on consumereconomics, curriculum guides for planning courses or programs, and avariety of materials indexed in ERIC. Local, state, and national consumerorganizations and relevant periodicals are also listed. An instrumentfor analyzing consumer education materials is provided. This instrumentwill permit districts or teachers to evaluate specific materials on the basisof how well they meet district objectives. (KC)

164

ERIC Documents

80, CURRICULAR DIMENSIONS OF GLOBAL EDUCATION

SO 01.2 613

Publishers: Research for Better Schools, Inc. andPennsylvania State Department of Education

Publication Date: 1979

Grade Level: K-12

Materials and Cost: Check RIE (see page 6)Subject Area: Global studies

This document discusses the curricular implications of global studiesfor teachers of all subjects and grade levels, emphasizing that the globalapproach can facilitate integration of knowledge. The document's purposeis to help educators become aware of the implications that global studieshas for their areas of interest. The document opens with a descriptionof a model interdisciplinary global studies course and an overview ofglobal studies education in the United States. Ways of integratingscience and other curriculum areas to present a realistic world pictureare discussed, as are the implications of global education for early child-hood education. The relationships between global studies and multicul-tural education, art, foreign languages, and school administration, struc-ture, and climate are discussed. Two chapters present key conceptsfrom the fields of health and nutrition and social studies that providethe critical issues for global studies. The concluding chapters suggesta variety of teaching strategies in the areas of mathematics and environ-mental education. (CK)

81. DEALING WITH ENVIRONMENTAL ISSUES: THE USE OF SIMULATION

SO 012 453

Authors: William E. Patton and William W. WilenPublisher: Ohio State Department of Education,

Office of Environmental EducationPublication Date: 1979

Grade Level: K-12

Materials and Cost: Check RIE (see page 6)

Subject Area: Environmental education

This paper provides a rationale for using a decision-making modelin teaching about environmental issues. Specific steps in creating asimulation are outlined, and the use of simulations in the classroom isillustrated. The authors define the objective of environmental educationas providing learning opportunities for students to know, think, choose,and act regarding pervasive social issues from local to global levels.Within that context, simulations involve students in approximations of

165

1 58

ERIC Documents

real -life environmental issues. Procedures outlined for a decision-makingmodel include identifying a problem, defining the desired solution, identi-fying alternatives for accomplishing the desired outcomes, and selectingthe best alternative. The hypothetical simulation that concludes the paperinvolves applying these decision-making procedures to the problem ofstorage of toxic chemicals near a school playground. (Author/CK)

82. ETHNIC STUDIES PROJECT: MULTI-ETHNIC HERITAGE LEARNINGDIRECTIONS

ED 186 345

Authors:Publisher:


Subject Area:

Ralph T. Brande and Allen S. ArgoffCommunity School District 22, Brooklyn,New York, and the New York CityBoard of Education1979

K-12

155 pp, EDRS price: MF-$0.83 pluspostage; PC-$10.82 plus postageMultiethnic education

This ethnic studies resource guide contains background readingsand lesson outlines on various ethnic groups, which elementary andsecondary teachers can use to prepare classroom lessons. The teacher-developed guide consists of two major sections. The first contains his-torical and cultural background readings for teachers on black, Chinese,Greek, Irish, Italian, Jewish, Polish, and Puerto Rican Americans. Alsoincluded for each ethnic group are bibliographies of print and nonprintmaterials for both students and teachers. The second part of the guidecontains lesson ideas and activities that teachers can use to teach aboutthe various ethnic groups. Included among the many suggestions forclassroom activities are having students read books, view filmstrips,participate in classroom discussions, learn songs, play ethnic games,make picture books, and take field trips. (Author/RM)

1 ; )

166

ERIC Documents

83. GUIDE TO GAMES AND SIMULATIONS FOR TEACHING ECONOMICS, A

ED 180 873

Authors s

PublisherPublication Date:Grade Level:Materials and Coat:

Cathy R. Wilson and Mark C. SchugJoint Council on Economic Education1979 (3rd ed.)K-12

91 pp, EDRS price: MF-$0.83 plusPostage; paper copy not availablefrom EDRS, Available from publisher,$2.00

Subject Area: Economics

This guide provides an annotated list of 130 games and simulationsfor elementary and secondary econo mics courses, outlines proceduresfor using games, and reviews research studies on social science gamesand simulations. The games and simulations selected for inclusion involvethe use of e,, ce nomic behavior, goals, and/or concepts; are applicable toa variety or Classroom situations; and are commercially and/or publiclyavailable. For each entry listed, the guide presents the title, source,subject matter, grade level, approximate playing time, cost, number ofparticipants needed, and a description of objectives and procedures.

ofAddresses or Publishers and distributors are included. The guide alsodiscusses constructing, selecting, and using games in the classroom andprovides a bibliography on the subject, as well as a summary of current

iresearch on instructional games in economics and the social sciences.(KC)

84. GUIDE TO MULTICULTURAL EDUCATION, A: KINDERGARTENTHROUGH GRADE THREE

ED 182 225

Publishers:

Publication Date.

Grade Level:Materials and Cast:

Subject Area:

Los Angeles Unified School Districtand California State Department ofEducation1978

K-3606 pp, EDRS price: MF-$1.17 plusPostage; paper copy not availablefrom EDRS. Available from Los AngelesUnified School District, $4.00Multiethnic education

This teaching guide presents multicultural learning activities forgrades K-3. The objective of the guide is to promote cultural awareness

167 160

ERIC Documents

and understanding by developing in students acceptance of their ownand others' heritage. The guide contains nine sections, each focusingon one of the following topical self-identity and awareness of others,family life, working and playing together, food, traditional folk artsand crafts, folk music, stories and storytelling, words and numbers,and celebrations and costumes. Each section presents background infor-mation; selected teacher references, some briefly annotated; a goal andthree sample objectives; suggested learning activities and teachingmethods, including the discipline in which the activities might be usedand relevant materials; and a cross-cultural grid designed to providequick comparisons among black, European' /Mediterranean, Hispanic,American Indian /Eskimo, and Asian Americans. A selective bibliographyof multicultural literature published since 1970 concludes the document.(CK)

85. HOW TO REDUCE VOCABULARY INTERFERENCE WHEN TEACHINGELEMENTARY SOCIAL STUDIES

ED 184 933

Authors : Edward


Subject Area:

Sharon Wall Kossack andReichbach1979

K-6

10 pp, EDRS pricepostage; PC-$1.82Reading in content

; MF-$0.83 plusplus postage

areas

Problems related to elementary school students' ability to read socialstudies materials are discussed. Emphasis is placed on the task thatconfronts the student while reading social studies materials and on theteacher's role in helping students improve their reading skills. Vocabu-lary is identified as the major factor contributing to reading difficulties.Five categories of vocabulary are discussed--standard, transitional,technical, changeable, and phrases. Suggestions to remedy problemsassociated with these categories of vocabulary words include pairing slowreaders with more-advanced peer tutors, preparing guides to direct stu-dents to ideas within specific paragraphs, offering oral as well as writtenexaminations, exploring multiple meanings of words with students, andfrequently exposing students to unfamiliar words. (DB)

lGj

168

86. INDIANA IN THE WORLD

ED 186 289

Publisher:


ERIC Documents

Indiana state Department of PublicInstruction1978

7-12

88 pp, EDRS price: MF-$0,83 pluspostage ; PC-$6.32 plus postage

Subject Area: Global studies

This handbook for secondary teachers contains activities, exercises,and strategies designed to make more obvious and concrete the oppor-tunities local communities and states provide for students to learn aboutand participate in global affairs. A major objective is to help high schoolstudents develop the competencies needed to identify and assess thesignificance, of the contacts and connections between life in their statesand hometowns and life in cities and villages around the world. Eachof the 33 activities included in the handbook is self-co'll ,ined, with objec-tives, materials needed, and suggested procedures for classroom usegiven. Many kinds of activities are included. For ex.Pm?le, in one activ-ity students survey local civic, service, and religious organizations todetermine ways they are linked to the world. In the "Take a TripAbroad" activity students plan for an imaginary trip, including fillingout a passport application. Other activities help students assess theimpact of foreign students, recent immigrants, and ethnic restaurantson their state and its communities. In addition, ethnic ties and languageinfluences are examined. Although the handbook was written for Indianateachers, teachers fror., .uttlt,e states can easily use or adapt the activities.(Author/RM)

87. JUST-US IS YOU? (TEACHER'S MANUAL)

ED 178 454


Subject Area:

Karen DeMunbrunConstitutional Rights Foundation1979

7-12

33 pp, EDRS price: MF-$0.83 pluspostage; PC-$3.32 plus postageLegal education

The purposes of this teaching manual are to provide teachers withwriting assignments related to the justice system and to generate news-paper materials for Just-Us, a newspaper written by and for students

169162

ERIC Documents

studying the Notice system in the United States. Eight !agues of thepaper are publiehed during the school year and distributed to law-relatededucation clasped in 13 statue. The manual contains teaching atrategion,14 student assignments, and student guidelines for eubmitting artioleoto Just-Ue. Student assignments include writing feature article, fiction,neir71171,on and editorials) conducting interviews and eurvey andopinion polls) and developing articles for a consumer law column. Stu-dents are also assigned to teach a law-related topic, in which they mustlint objectives and evaluation methods as well as teaching etratogiee.Case studies, a "Dear Abby" column, and cartooning are also included.(KC)

88. MIDDLE EAST CONTENT PRIORITY TEACHING GUIDE, THE

ED 178 417

AuthorsPublisher:Publication Date:Grade Level:Materials and Cost:

Subject Area:

Jerrold E. FixMiddle East Institute1979

7-12

46 pp, EDRS price: MF-$0.83 pluspostage; PC-$3.32 plus postage. Alsoavailable from publisher, $1.50Area studies

This teaching guide presents variations of a social studies unit onMiddle Eastern culture, history, and geography to aid secondary teachersas they develop and implement Middle Eastern area studies programs.The guide is presented in four parts, each representing a version ofthe unit suitable for teachers with a particular amount of time available- -3, 6, 9, or 18 weeks. Each unit is organized into four major categories:geography; politics, history and economics; religion; and lifestyle. Infor-mation provided includes copies of outline maps, suggestions for appro-priate books and filmstrips, discussion questions, background information,definitions, and case studies. Activities involve students in investigatingstereotypes, map and globe work, reading and writing exercises, libraryresearch, and discussing controversial issues in the classroom. A bibli-ography concludes the document. A related document, ED 178 418, pro-vides evaluative annotations of teacher materials related to the MiddleEast. (DB)

170

ER10 Document§

89 MULTI-MEDIA APPROACH TO TEACHINO LOCAL GOVERNMENT ONTHE SECONDARY LEVEL, A

ED 179 475

Authors'Publication Date,Grade LevelMaterials and Coati

Subject Area:

J. Hugh Weer and harry N. Jackson1979

7..12

30 pp. EDRS price' MF-$0.83 pluspoetagel PC-13'32 plus postageLocal government

This document offers numerous suggeetione for creating and tieingmedia in teaching local government. The authore suggest that newe becollected from newsmen and that news and forum diecueeione on localradio stations be recorded. Forms and pamphlets can be collected fromoffices of the court clerk, probate judge, tax commissioner, policedepartment, zoning commissioner, and voter registrar. Detailed instruc-tions for preparing and showing slides are provided. Possible topicsfor slide shows include activities of the police department, courts, correc-tional facilities, and county commissioners. Preparation of transparenciesof county maps, methods for computing taxes, and current issues isdescribed, as is the use of circuit boards and computer-aided instruction.Finally, field trips and a voter registration program are suggested.(KC)

90. SOURCES OF STRENGTH: WOMEN AND CULTURE

ED 184 982

Authors: Lisa K. Hunter et al.Publisher: Far West Laboratory for Educational

Research and DevelopmentPublication Date: 1979

Grade Level: 7-12

Materials and Cost: 667 pp, EDRS price: MF-$1.17 pluspostage; paper copy not available fromEDRS. Available from EducationDevelopment Center (55 Chapel Street,Newton, Massachusetts 02160), $13.00

Subject Area: Multiethnic education, women's studies

This teacher's guide presents teaching methods, content, and learn-ing activities for units in multicultural women's studies. The majorobjective is to help secondary students answer the question, "How muchcontrol can a person exercise over his/her own lifer The guide openswith an introduction to the curriculum, its rationale, content, and neces-

171 164

ERIC Documents

sary teacher preparation. The second chapter presents a unit on sociali-zation and its impact on personal choice. The third chapter, the majorpart of the document, consists of four topics and an essay entitled"Women's Power." Topics cover the traditional, historical, personal,and changing roles of women in Nigeria, women in China, African-American women, and Chinese-American women in relation to societalinfluences and economic, political, and personal power. Oral historyinterviewing and students' expectations of themselves are discussed inthe last two chapters. Each of the content chapters includes an intro-duction, educational objectives, readings, teacher notes, teacher back-ground material, and learning activities. The activities include reading,viewing films, comparing, and interviewing. An annotated bibliographyof student materials concludes each chapter. (CK)

91. STUDY CANADA: AN OVERVIEW

ED 186 325

Authors:Publisher:


Robert L. Monahan et al.Center for Canadian and Canadian/American Studies1979

7-12

73 pp, EDRS price: MF-$0.83 pluspostage; paper copy not available fromEDRS. Available from publisher, singlecopies free

Subject Area: Area studies

This document presents the first of five units on Canada developedfor use in American secondary schools. This overview unit offers asequence of information sheets for students and class activity sugge$tionsfor teachers. A comparative approach stressing an understanding aCanada from both Canadian and U.S. viewpoints is used to help studentsacquire general knowledge and understanding of Canada and Canadiansand how they compare with the United States and its peoples. Timerequired is one to three weeks. Topics covered are physical regions,political regions, history, culture, and government of Canada. One activ-ity is suggested for each topic; thnse include brainstorming, debating,writing paragraphs, mapping, grAraing, and making a time line. Foreach activity, objectives, material:: needed, teaching procedures, teacherbackground information, and reproducible student handouts are provided.(CK)

105

172

ERIC Documents

92. TEACHING ABOUT/LEARNING FROM: AFRICA

ED 178 387

Authors: Henry A. Bucher et al.Publisher: University of Wisconsin, MadisonPublication Date: 1978

Grade Level: 7-12Materials and Cost: 26 pp, EDRS price: MF-$0.83 plus

postage; PC-$3.32 plus postageSubject Area: Area studies

This document suggests methods and materials for introducing stu-dents in junior and senior high school social studies courses to Africanculture and history. The document is presented in five parts. Part Iproposes objectives for studying about Africa. Part II suggests 14 cri-teria for evaluating teaching materials about Africa. Part III recountshow Alex Haley's Roots can be used as a resource for connecting Africawith black studies.7art IV suggests traditional and modern Africanliterary works which can serve as a basis for study, of African colonial4ism, nationalism, history, and civilization. The final part explains howa film produced by the United Nations, Fear Women, can help studentsunderstand the status of women in Ghana. Readings, audiovisual aids,and activities are suggested throughout. (DB)

93. TEACHING FUTURE STUDIES TO SECONDARY SCHOOL STUDENTS:A CURRICULUM

SO 012 602

Author: William R. Kepner, Jr.Publication Date: 1979

Cade Level: 10-12

erials and Cost: Check RIE (see page 6)

toject Area: Future studies

This publication describes a semester-long course for teaching futurestudies to secondary school students. Objectives are to help studentsrecognize that change will occur, that change in one area will affect otherareas, that the future can be influenced, and that they can help createa more desirable future. To implement the course teachers must purchaseor have access to print and nonprint publishers' materials. Studentsare involved in many classroom discussions, view films and slide shows,read journal articles, play games, and participate in many group projects.Two ongoing activities involve students in keeping a it urnal in whichthey react daily to activities and ideas and developing a cross-impactmatrix on weekly topics. The course consists of fix') units. The first

1.C6173

ERIC Documents

unit is an introductory unit which increases student awareness of futurestudies and future thinking. In the second unit students examine popu-lation growth, pollution, energy problems, and other concerns of aglobal nature. Students are introduced to urban planning and thenature of formal forecasting efforts in the third unit. Unit 4 deals withhighly personal choices and decisions the students may have to make intheir own lives. In the fifth unit alternate lifestyles and the need forchanging institutions and laws to meet changing times are explored.Also included in the publication is a bibliographic essay citing resourcematerials for teachers. (Author/RM)

94. URBAN PLANNING AND COGNITIVE MAPPING: AN ELEMENTARYSCHOOL PROGRAM IN URBAN ECOLOGY

SO 012 100

Authors: Lola P. Hanson and Kim HansonPublisher: University of VirginiaPublication Date: 1978

Grade Level:Materials and Cost:Subject Area:

K-6

Check RIE (see page 6)

Urban studies

This teacher's guide describes an urban studies program which canbe used with children in grades K-6. The program comprises five unitswhich explore concepts and practical issues of consumption in the home,health and well-being, commercial enterprise, transportation and net-works, and production. Each unit's content is discovered through fourtypes of activities: teacher-led discussion, research, map making, anddramatic play. The guide suggests how to schedule the activities accord-ing to the educational level and background characteristics of individualclasses. Basic materials used throughout the program are wooden build-ing blocks and six-inch-high human figurines. These materials are usedby the students as tools for cognitively mapping the classroom floorspace into a miniature urban model. The model becomes more complexand refined as students progress through the units. Interspersedthroughout the guide are sample worksheets and newsletters. (AV)

1e7

174

95. WOMEN IN AMERICAN HISTORY: A SERIES

ED 186 340-343

Author:Publisher:Publication Date:Gr.de Level:Materials and Cost:

ERIC Documents

Beverly SandersAmerican Federation of Teachers1979

10-12

58, 80, 74, and 95 pp, EDRS price:MF-$0.83 plus postage for each docu-ment; PC not available from EDRS.Available from Education DevelopmentCenter (55 Chapel Street, Newton,Massachusetts 02160): Book 1-$1.25;Book 2-$1.75; Book 3-$1.50; Book4-$2.00; shipping charge of $1.30should be added for each title ordered

Subject Area: U.S. history, women's studies

This series of four books is designed to supplement U.S. historytextbooks at the high school level. The series highlights both womenwho were famous and those who were not. Each book focuses on theroles, expectations, rights, and work of women in a particular era inU.S. history. Book 1 discusses women in the colonial era and duringthe early American republic (1607 to 1820). The second book coversthe ages of expansion and reform (1820 to 1860). Book 3 discusses therole of women during and after the Civil War. The final book in theseries discusses the role of women in the years from 1890 to 1920.Excerpts from letters and diaries are used throughout the series to bringwomen's experiences to life. Questions and suggested activities arefound at the end of each chapter in the four books. (KC)

96. WORDS INTO ACTION: A CLASSROOM GUIDE TO CHILDREN'SCITIZENSHIP EDUCATION

ED 184 915


Subject Area:

Joseph J. D'Amico et al.Research for Better Schools, Inc.1980

K-12

96 pp, EDRS price: MF-$0.83 pluspostage; PC-$6.32 plus postageCitizenship education

This booklet presents information to help teachers understand threeinfluences on children's citizenship development and offers practical sug-

175

ERIC Documents

gestions to enrich their citizenship education experiences. The threeinfluences on citizenship development are role models, institutional envi-ronments, and individual development. Chapter I summarizes theoryand research on the complexity and purpose of citizenship education;describes an active approach to citizenship education; and explores thesignificant influences upon children of role models, institutional environ-ments, and individual development. Chapter II describes 36 interdisci-plinary activities and programs for elementary and secondary studentsthat can be adapted to a variety of learning situations. For each activitythe booklet identifies grade level and subject area, skills involved, mate-rials needed, time required, objectives, and directions. A concludingsection summarizes activities for children to do at home or in their commu-nity. These are described in depth in a related document, ED 184 916.(AV)

1C9

176

INDEXES

17'0

AUTHOR/EDITOR/DEVELOPER INDEX

Adams, Fay--29Anderson, Lee F.--3Arbetman, Lee--33Argoff, Allen S.--82Associated Press - -48, 49

Backler, Alan--37Bailey, Thomas A.--16Bannister, Sharon--76Bauer, Nancy W.--21.Beeler, Charlene H.--53Bell, Irene Wood--55Boorstin, Daniel J.--25Brande, Ralph T.--82Brandwein, Paul F.--4Brown, James E.--1.9Bucher, Henry A.--92

Carter, Robert--40Clubok, Arthur--75Critical Television Viewing

Skills Project--5

D'Amico, Joseph J.--96DeLetis, Karla Baehr--43DeMunbrun, Karen--87Dickerson, Bev--66Drummond, Harold D.--18

Ed Dah lin, Inc.-47Envision Corporation--50

Farah, M.A.--23Fix, Jerrold E.--88

Foreign Policy Association--44Fowler, John M.--68Fraenkel, Jack R.--61

Gertz, Betty--34Goldberg, Robert M.--20Goldstein, Norman--52Graff, Henry F.--22Gregg, Daniel--6Griggs, Floyd W.--7Gross, Herbert H.--36

Haas, John D.--56Hahn, Carole L.--78Hall, Robert T.--65Hanson, Kim-94Hanson, Lola P.--94Herlihy, John G.--63Herlihy, Myra T.--63Hughes, James W.--18Hunter, Lisa K.--90

Isaacson, George--51Israel, Saul - -39

Jackson, Barry N.--89Jantzen, Steven-14, 24Johnson, Douglas L.-39

Kelley, Brooks Mather--25Kennedy, David M.--16Kepner, William R., Jr .--93Killingray, Margaret--45King, Edith W.--74

Note: All numbers are entry numbers, not page numbers.

179

1 71

Kossack, Sharon Wall--85Kownslar, Allan 0.--17Krasnow, Donna Collins--58Krieger, Larry S.--32

Landis, Paul H.--31Lazarus, Stuart--37Levy, Tedd--58Lewinski, Marcel--15Lindop, Edmund - -29Lungmus, Dorothy--79

Mason, Louis D.--41McClenaghan, William A.--27McMahon, Edward--33McTeer, J. Hugh - -89Mehlinger, Howard D.--57Michael Hardy Productions-9,Michaelis, John U.--70Monahan, Robert L.--91Muessig, Raymond H.--73

Nelson, Jack L.--70Niss, James F.--64

O'Brien, Edward--33Ochoa, Anna S.--71O'Connor, Edmund--45O'Connor, John R.--20O'Neill, James B.--64

Pasternak, Michael G.--60Patton, William E.--81Peck, Ira--14, 32Perry, Marvin--35Pounds, Norman J.G.--38

Pratt, Fran--6Project BICEP--67Project MAVIS-69

Reda, Don--7Reichbach, Edward--85Remy, Richard C--59Richards, John M.--40Root, Tad D.--7Roselle, Daniel--28Rosen, Daniel--14Ryan, Frank L.--72

Sanders, Beverly - -95Schoales, Gary Parker--43Schug, Mark C.--83Schwarzrock, Shirley P.--42

12 Short, J. Rodney--66Shuster, Susan K.--71Smart, Terry L.--17Solari Communications--10Strubble, Mary A.--77

172180

Tiegs, Ernest W.--29Tipple, Bruce E.--6

Westlake, Helen Gum--30Wieckert, Jeanne E.--55Wilen, William W.--81Wilson, Cathy R.--83Wolf, Harold A.--19Wood, Denis--39Wrenn, C. Gilbert--42

Yapp, Malcolm--45

GRADE-LEVEL INDEX

Grades K-3--1, 2, 3, 4, 5, 6, 7, 10, 12, 54, 55, 56, 57, 59, 61, 63, 67,

68, 69, 71, 72, 73, 74, 78, 79, 80, 81, 82, 83, 84, 85, 94, 96

Grades 4-6--1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 13, 18, 54, 55, 56, 57, 59,

60, 61, 63, 66, 67, 68, 69, 71, 72, 73, 74, 75, 78, 79, 80, 81, 82, 83,

85, 94, 96

Grades 7-9--2, 6, 8, 12, 13, 14, 15, 17, 18, 20, 21, 22, 23, 24, 25, 26,

28, 29, 33, 34, 35, 36, 37, 39, 40, 41, 42, 43, 45, 46, 47, 48, 49, 50,

51, 53, 54, 56, 57, 58, 59, 61, 62, 63, 64, 65, 66, 68, 70, 72, 73, 75,

76, 77, 78, 79, 80, 81, 82, 83, 86, 87, 88, 89, 90, 91, 92, 96

Grades 10-12--6, 14, 15, 16, 19, 20, 21, 23, 24, 25, 26, 27, 28, 30, 31,

32, 33, 34, 35, 36, 37, 38, 39, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50,

51, 52, 53, 54, 56, 57, 58, 59, 61, 62, 63, 64, 65, 66, 68, 70, 73, 75,

76, 77, 78, 79, 80, 81, 82, 83, 86, 87, 88, 89, 90, 91, 92, 93, 95, 96

College/Adult--16, 44, 47, 48, 49, 51, 52, 59, 66


PUBLISHER INDEX

Agency for InstructionalTelevision-11

Allyn and Bacon-18, 27, 44, 58, 72American Federation of Teachers--95American GuidanceAmerican Institutes for Research-54Association for Supervision and

Curriculum Develop ment-59

Barnstable (Mass.) PublicSchools--67

Benefic Press-40BFA Educational Media-8, 10Bowmar/Noble Pub lishers-1

California State Department ofEducation-84

Center for Canadian. and Canadian/American Studies-....91

Constitutional Rights Foundation-87

Denoyer-Geppert--9, 12

Educational Enrichment Materials- -47, 51

ERIC Clearinghouse for SocialStudies/Social ScienceEducation-56, 71, 79

ERIC Counseling and PersonnelServices ghouse--56--- Clearin -

Far West Laboratory for EducationalResearch and Development--90

Follett Publishing Co___2, 36

Games Central of Abt Associates--43Ginn and Co.-25, 28, 29, 30, 31.11.

Globe Book Co.--20Goodyear Publishing Co.--74Greenhaven Press--45

Harcourt Brace Jovanovich--4, 21Heath, D.C.--16Holt, Rinehart and Winston-39Houghton Mifflin Co.--3, 35

Indiana State Department of PublicInstruction--86

Institute for Political and LegalEducation--26

Interact-53

Joint Council on EconomicEducation--64, 83

Libraries Unlimited-55Los Angeles Unified School

District--84

McGraw-Hill Book Co.--17Merrill, Charles E.--19, 23, 50, 73Middle East Institute--88

National Council for the SocialStudies--63, 78

National Education Association-..57National Science Teachers

Association - -68New York City Board of

Education--62, 82

Ohio State Department ofEducation--81


Pennsylvania State Department ofEducation--80

Pitman Learning--66Prentice-Hall--6:., 70Prentice-Hall Media--48, 49

Rand McNally and Co.--7, 13, 22Research for Better Schools--80, 96Research Press-260

Scholastic Book Services--14, 32, 46Science and Mankind--52Science Research Associates--24,

34, 37

Scott, Foresman and Co.--15Silver Burdett Co.--38Social Science Education

Consortium--6, 56, 69, 71, 79Southwest Educational Development

Laboratory--5

University of Virginia--94University of Wisconsin--92

Walch, J. Weston--41, 75, 76West Publishing Co.--33Winston Press--65


183 1. *1 5

SUBJECT-AREA INDEX

Aging-77Anthropology-49, 73Area studies-8, 18, 23, 29, 88,

91, 92Art--5

Basic skills--11

Career education--54, 67, 78Citizenship education--59, 96Civics--17, 20, 21, 24, 40Consumer education--64, 79Current events--44, 48, 49, 51

Economics-19, 21, 51, 64, 73, 83Energy--53Environmental education - -52, 53, 81

Language arts - -5, 42, 55, 62, 66Legal education--26, 33, 34, 41,

48, 87Local government--89

Mainstreaming - -63, 69, 71Mathematics--5

Multiethnic education-60, 74, 82,84, 90

Political science--17, 24, 26, 48, 73Psychology--30, 49

Reading in content areas--85

Science--52, C8Social studies--5, 6, 12, 46, 52, 62,

66, 68, 72Social studies teacher education--61, 70

Family life education--6, 30, 49Future studies--56, 93

Geography - -7, 9, 10, 13, 18, 55,Global studies--21, 44, 51, 57, 64,

80, 86

73

Sociology--30, 31, 32,

U.S. government--15,26, 27, 40, 48, 51,

U.S. history - -14, 16,47, 48, 49, 50, 51,

42,

17,53

22,58,

49,

20,

25,64,

73

24,

43,75,

44,95

Guidance and counseling--42

History--21, 73Home economics--6

Interdisciplinary social studies--1,2, 3, 4, 21, 29

Urban studies--43, 94

Values education --42, 65

Women's studies--90, 95World cultures - -8, 23World geography--8, 36, 37, 38, 39World history--28, 35, 44, 45, 47,

62, 64, 76


184 1 " 6

LISTPUBLISHERS'

Abt Associates, Inc.55 Wheeler StreetCambridge, Massachusetts 02138

Agency for Instructional TelevisionBox ABloomington, Indiana 47402

Allyn and Bacon, Inc.470 Atlantic AvenueBoston, Massachusetts 02210

American Federation of Teachers11 DuPont Circle, N.W.Washington, D.C. 20003

American Guidance Service, Inc.Publishers' BuildingCircle Pines, Minnesota 55014

American Institutes for ResearchP.O. Box 1113Palo Alto, California 94302

Association for Supervision andCurriculum Development

225 N. Washington StreetAlexandria, Virginia 22314

Barnstable Public School SystemHyannis, Massachusetts 02601

Benefic Press10300 W. Roosevelt RoadWestchester, Illinois 60153

BFA Educational Media2211 Michigan AvenueP.O. Box 1795Santa Monica, California 90406

Bowmar/ Noble Publishers, Inc.4563 Colorado BoulevardLos Angeles, California 90039

California State Department ofEducation

721 Capitol MallSacramento, California 95814

185

OFADDRESSES

Constitutional Rights Foundation6310 San Vincente BoulevardLos Angeles, California 90048

Center for Canadian and Canadian/American Studies

Western Washington UniversityBillingham, Washington 98225

Denoyer-Gepper t5235 Ravenswood AvenueChicago, Illinois 60640

Educational Enrichment Materials357 Adams StreetBedford Hills, New York 10507

ERIC Clearinghouse for SocialStudies/Social Science Education

855 BroadwayBoulder, Colorado 80302

ERIC Counseling and PersonnelServices Clearinghouse

University of Michigan2108 School of Education BuildingAnn Arbor, Michigan 48109

Far West Laboratory for EducationalResearch and Development

1855 Folsom StreetSan Francisco, California 94103

Follett Publishing Company1010 W. Washington BoulevardChicago, Illinois 60607

Ginn and Company191 Spring StreetLexington, Massachusetts 02173

Globe Book Company, Inc.50 W. 23rd StreetNew York, New York 10010

Goodyear Publishing Company, Inc.1640 Fifth StreetSanta Monica, California 90401

RI

Greenhaven Press, Inc.577 Shoreview Park RoadSt. Paul, Minnesota 55112

Harcourt Brace Jovanovich, Inc.757 Third AvenueNew York, New York 10017

Heath, D.C.125 Spring StreetLexington, Massachusetts 02173

Holt, Rinehart and Winston383 Madison AvenueNew York, New York 10017

Houghton Mifflin CompanyOne Beacon StreetBoston, Massachusetts 02107

Indiana Department of PublicInstruction

Division of Curriculum229 State HouseIndianapolis, Indiana 46204

Institute for Political and LegalEducation

207 Delsea DriveRD #4--Box 209Sewell, New Jersey 08080

InteractBox 997Lakeside, California 92040

Joint Council on Economic Education1212 Avenue of the AmericasNew York, New York 10036

Libraries Unlimited, Inc..P.O. Box 263Littleton, Colorado 80160

Los Angeles Unified SchoolDistrict

P.O. Box 2298Los Angeles, California 90051

McGraw-Hill Book Company1221 Avenue of the AmericasNew York, New York 10020

Merrill Publishing Company,Charles E.

1300 Alum Creek DriveColumbus, Ohio 43216

Middle East Institute1761 N Street, N.W.Washington, D.C.

National Council for the SocialStudies

3615 Wisconsin Avenue, N.W.Washington, D.C. 20016

National Education Association1201 16th Street, N.W.Washington, D.C. 20036

National Science TeachersAssociation

1742 Connecticut Avenue, N.W.Washington, D.C. 20009

New York City Board of Education131 Livingston StreetBrooklyn, New York 11201

Ohio State Department of EducationOffice of Environmental Education65 S. Front StreetColumbus, Ohio 43215

Pennsylvania State Departmentof Education

Box 911Harrisburg, Pennsylvania 17126

Pitman Learning, Inc.6 Davis DriveBelmont, California 94002

Prentice-Hall, Inc.Educational Book DivisionEnglewood Cliffs, New Jersey 07632

Prentice-Hall Media150 White Plains RoadTarrytown, New York 10591

Rand McNally and CompanyBox 7600Chicago, Illinois 60680

186 8

Research Press2612 N. Mattis AvenueChampaign, Illinois 61820

Research for Better Schools, Inc.444 N. Third StreetPhiladelphia, Pennsylvania 19123

Scholastic Book Services904 Sylvan AvenueEnglewood Cliffs, New Jersey 07632

Science and Mankind, Inc.Communications ParkBox 200White Plains, New York 10602

Science Research Associates155 N. Wacke.r DriveChicago, Illinois 60606

Silver Burdett Company250 James StreetMorristown, New Jersey 07960

Scott, Foresrnan and Company1900 E. Lake AvenueGlenview, Illinois 60025

Social Science Education Consor-tium, Inc.

855 BroadwayBoulder, Colorado 80302

Southwest Educational DevelopmentLaboratory

211 E. Seventh StreetAustin, Texas 78701

University of VirginiaCharlottesville, Virginia 22904

University of Wisconsin, MadisonAfrican Studies ProgramMadison, Wisconsin 53706

Walch, J. WestonBox 650Portland, Maine 04104

West Publishing Company, Inc.170 Old Country RoadMineola, New York 11501

Winston Press430 Oak GroveMinneapolis, Minnesota 50403

AMIABLE FROM - ERIC

Documents

Transcript of AMIABLE FROM - ERIC