Offers a series of recommendations for middle grades social studies reflecting a conscious commitment to three educational goals: (1) personal development; (2) communication and learning skills; and (3) on history, government, and geography; use of a variety of teaching methods; and recognition of the uniqueness of middle school students. (GEA)

Argues that the greatest deficiency in U.S. education is the development of behavior that is attitude and value-driven, not information-driven. Urges social studies teachers to recognize that middle school education is a moral enterprise and adjust examples, discussion, and teaching activities accordingly. Reviews research and instructional…

Discusses California's Middle Grade Task Force and its report, "Caught in the Middle: Educational Reform for Young Adolescents in California Public Schools." Describes the 1987 revision of the California history-social science framework which emphasizes character development through studying the moral and ethical struggles of literary…

Reviews the establishment, purposes, current status, problems, and prospects of middle schools. Identifies five goals generally accepted by middle school educators. Reports that middle schools' exemplary features include such components as interdisciplinary team organization, flexible schedules, and home base/individual counseling programs. (GEA)

Stresses the unique needs of the middle school and calls upon educators and administrators to recognize and respond effectively to them. Advocates an interdisciplinary team structure, allowing small groups of teachers to work with the same group of students. (GEA)

Describes an activity in which middle school students use the computer software entitles "Community Construction Kit," a computer program, to design buildings for historical and contemporary communities. Addresses the student benefits of both this activity and the "Community Construction Kit" in general. (CMK)

Reports on a study that focused on Australian students' cognitive and social skills in group decision-making activities conducted in the classroom. Finds that students were motivated to participate in group decision-making and that students' decision-making strategies are destructive when students assert their own ideas at the expense of others.…

Explores how the tools of geography can help meet some of the challenges inherent in sustainable development by looking at changes in land-use patterns among the Bribri Indians of Costa Rica. Includes a geography lesson on comparing regions and environmental issues. (CMK)

States that adult value patterns are largely set during students middle school years. Argues that social studies teachers must adapt their instruction to the unique characteristics and needs of these students. Concludes that development of citizenship skills and socially responsible attitudes deserve a high priority in the middle school social…

More than half a century has passed since the horrific events of the Holocaust took place, but images of the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany are no less shocking than they were 60 years ago. Any discussion of the Holocaust inevitably leads to questions not only of how and why this event…

Involving students in the planning, use, and assessment of their own questions can help them realize that they can control the direction of their own learning. A sample lesson involving a class of middle school students in a study of Canadian culture and national unity is presented. (RM)

Provides direction for developing appropriate, meaningful social studies instruction for the middle school. Identifies characteristics of early adolescents that have a direct relationship to curriculum design and the selection of appropriate social studies instruction strategies. Offers National Council for the Social Studies (NCSS)…

Contends that geography teachers are always looking for ways to excite their students while engaging them in geographic skills development. Describes using "Wanted Posters" as a springboard to geographic learning in middle schools. Includes sources for obtaining wanted posters from government and social service agencies. (CFR)

Asserts that the United Nations, though often restricted by Cold War events, has had a resurgence as the hope for a true global forum for the world's pressing issues. Maintains that the need to teach about peacekeeping and model conflict resolution skills is crucial in today's world. (CFR)

Provides an annotated list of the many and varied educational resources on Sub-Saharan Africa. Briefly describes related university programs, African Studies Associations, nonprofit organizations, history and political studies, and biographies. A separate section outlines Internet resources including newsgroups, World Wide Web pages, and…