The life of James Madison, the "Father of the Constitution," and his role in U.S. history are discussed in this guide to an educational program designed to acquaint students with Madison prior to a class field trip to his home, Montpelier. An essay on Madison and the Constitution is included, as well as a vocabulary list, a historic…

Describes ways in which language students can use their acquired skills in a variety of contexts beyond those provided by any textbook. (PM)

Suggestions and examples for using role playing and simulation in college history classes that are easily adaptable to elementary and secondary education. (JR)

The teaching module is organized to provide students on the K-3 grade level with knowledge, skill, and understanding of the concepts of life roles, settings, and events. This module, divided into three learning sequences, builds on the general concepts of roles, settings, and events. The 13 activities in sequence 1 cover six developmental…

The teaching module is organized to provide students on the K-3 grade level with knowledge, skill, and understanding of self. This module deals with the importance of the students' awareness of personal interests and individual uniqueness in facilitating interpersonal relationships. The first learning sequence focuses on the identification and…

Using drama to teach English--especially as a second language--allows students to use natural, conversational English in a meaningful context; it requires students to participate in new cultural roles and to behave in a culturally acceptable way; and it provides a purposeful, highly motivating classroom activity for intermediate and advanced…

Presents basic information for teachers about how to use role-play, dramatic play, and simulations in the elementary social studies classroom. Explains how to proceed through the introduction or warm-up, the activity itself, and the follow-up evaluation. (AV)

Describes a simple simulation for teaching secondary students about nuclear power as a source of energy by having them role play various interest groups. Game rules, including division of class members into four interest groups, are described. The author suggests eight references that would be useful for the simulation. (Author/DB)

Paper presented at the 3rd International Conference of the Ontario Modern Language Teachers' Association and the New York State Association of Foreign Language Teachers, Rochester, New York, March 31, 1973. (HW)

Describes techniques for teaching interpersonal and group communication skills in the social studies classroom. Activities include group role playing, skill practice trio, and concentric circles, which focus on pairing students to discuss certain topics. The author stresses the necessity for regular feedback forms and sessions. (KC)

A simulation game for a Spanish classroom provided each team with a fictitious profile of a Spanish-speaking person. Students made decisions for the characters regarding school, career, leisure activities and family. Slides and films on Spanish-Americans were shown. (CHK)

Presents exercises designed to make argument and discussion easier by situating them in institutional events where argument could be expected to happen: the governmental commission, the school board meeting, the congressional hearing. Shows how these imaginary places allow for creating three role play situations for different college classes. (PA)

Notes that dramatic play is an important outlet for toddlers and small children, and that prop boxes allow children to know their world, role play, and enhance their imaginations. Provides lists for 20 different prop boxes, and information on getting started, collecting, organizing, and using prop boxes. (SD)