The causes of the world's food shortage are enumerated and explained. Possible solutions to the shortage are described with emphasis placed upon the moral decision of the affluent countries to take more responsibility in decreasing their consumption of food and energy. (DE)

Two strategies for teaching elementary students to distinguish relevant from irrelevant material are described. The word associates strategy provides students instruction in writing or stating a generalization that expresses the criteria for relevance. The defending a point of view strategy provides instruction in developing relevant arguments to…

A framework for teaching critical thinking skills is presented, and specific strategies that can be used at key places in this framework are outlined. The framework requires that teachers employ direct, systematic instruction in critical thinking skills prior to, during, and following student introduction to these skills. (RM)

Describes Middle America (Central America) in terms of two geographical building blocks: location and place. Tables, maps, films, video resources, and a suggested instructional activity demonstrate the concepts of location, physical characteristics, and cultural characteristics in geographic education. (DH)

States that international trade is a prime factor linking the Pacific Rim nations. Discusses the differences in each nation's productive factors (land, labor, capital) and examines the emerging technological competition. Concludes that if U.S. firms cannot meet the challenge of foreign competition, then protectionism might limit further economic…

Differentiates vocabulary learning from concept learning. Provides two activities designed to help students invent new concept labels or rename existing labels after examining the substance and meaning of the underlying concepts. (JDH)

An historical analysis of U.S. productivity policy shows that there is no justification for panic. But history also tells us that the vanguard is a vulnerable place. It may take enormous investment and innovation efforts for the United States to maintain its standing as the first among productivity leaders. (RM)

The relationship between quality of life and the GNP is the focus of this article which defends the GNP. Four positive propositions about economic growth and the GNP are stated and defended. It is acknowledged that there is a need for social indicators broader than the GNP accounts. (KM)

Sources of objectives in curriculum, descriptions, uses, and kinds of behavioral objectives are reviewed. Unique resolutions in each field of instruction are necessary with both cognitive and affective behaviors included in the design of a behavioral system in curriculum. (VW)

Social studies should help children answer the question: Why do people act the way they do? Ways in which elementary teachers can help children see a connection between the personal events in their own lives, inner feelings and senses, and the world beyond the classroom are described. (RM)

State social studies supervisors and State Economic Education Council representatives in twenty-three states were interviewed to determine the state of economic education in United States public schools. Findings indicate professional growth, content emphasis, and classroom practices. (AM)

Recommends that junior high school social studies classroom teachers incorporate information about the imminent and continuing shortages of energy into the curriculum. One way of organizing this information is as an inverted isosceles triangle in which energy, environment, and social studies education serve as sides of the triangle. Sample lessons…

Examines eight reasons diffusion efforts fail to produce instructional change. Recommends a model for change which focuses on teachers, the instructional program, and the school system and uses a team of an internal change agent, external change agent, and a consultant or diffuser. (CK)

Examines the nature of the current crisis in citizenship as a series of crises which have converged around our vague conceptions of citizenship, challenging our core beliefs. Discusses these crises as intergenerational disjunctures, intellectual disjunctures, and semantic disjunctures. Suggests ways the social studies curriculum can overcome these…

Presents contemporary view of Germany since reunification and the end of the Cold War. Includes 13 photographs portraying scenes from daily life in Germany. (CFR)