Describes the Peabody Museum in Salem, Massachusetts, giving particular attention to its outstanding collection of Japanese artifacts. The exhibit contains a wide variety of household arts and crafts, as well as sketches by Edward S. Morse showing daily life in nineteenth century Japan. (AM)

Maintaining that resources for students learning about Africa must provide clear, comprehensive, and accurate factual coverage and should excite student interest, this article suggests a variety of Africa-related materials, including yearbooks, periodicals, geography texts, encyclopedias, and political publications from African organizations. (DB)

Maintains that many world geography and culture textbooks that deal with Africa present misinformation and misleading generalities. Reviews three recent textbooks--"Insights: Sub-Saharan Africa," by Ella C. Leppert, "People and Progress: A Global History," by Milton Finkelstein, and "World Cultures," by Clarence L.…

Presents a geopolitical history of the African continent. Its geography, mineral resources, regional industrial development, and international role are discussed. The impact of African foreign policies on the struggle between China and Taiwan is examined. (AM)

Suggests that African area studies be included in the general social studies curriculum at all grade levels. Particular methods of developing Africa-related curriculum at various grade levels are suggested and references on African history, culture, politics, and geography are cited. (DB)

Presents an annotated bibliography of primary resources which deal with political issues in Africa. For each of the 13 entries, information is presented on author, title, publisher, publication date, number of pages, and an annotation. Many of the works were written by African authors. All of the works were published between 1966 and 1980. (DB)

Maintains that students need certain basic data about Africa if they are to appreciate and understand developments there in the present and future. Suggests, with this objective in mind, some cognitive ideas that might be reasonably expected to be understood and retained by middle schoolers. (Author/DB)

A pragmatic approach to implementing a Canadian studies program in secondary U.S. schools is described. The approach offers two great strengths: financial practicality because it does not require purchasing curriculum materials and interdisciplinary involvement among social studies and science teachers and the school librarian. (RM)

There is currently a shortage of students and funds in colleges around the country for Southeast European studies courses. Proposes ways to solve this problem through the more efficient use of existing resources. (RM)