The social studies curriculum guide for levels K-6 emphasizes the role played by all ethnic groups in the development of the American culture. Main goals of the course are to enhance the student's knowledge of self, appreciation of his heritage and the heritage of others, and understanding of the contributions of many peoples to the growth of the…

This report documents a broad category of information concerning the first five years of the National Defense Education Act of 1958. Included in the report are the following chapters: (1) concept and practice in non-western area studies, (2) the language and area centers program, (3) impact of the centers program, (4) outlook for the program, and…

This book is designed to enhance a teacher's awareness of the possibilities that exist for teaching a broader and more worldly elementary curriculum. It is intended for use in pre-service training, especially social science methodology courses and in-service workshops, as well as for the professional growth of experienced personnel. Two basic…

This is a resource guide for one of a series of units prepared for grade 3 on the theme Communities Around the World. Objectives of this study of a South Pacific island community are explained relating to concepts of: 1) culture, 2) social organization, 3) social processes, 4) language and communication, 5) diveristy, 6) location, 7)…

This unit resource guide is one of a series prepared for grade 2 on the theme Families Around the World. For this study of the Israeli Kibbutz background material is presented for teacher describing: 1) site, 2) social structure including major values and family structure, 3) the functions of the family, and 4) the Kibbutz as a family. Objectives…

The behavioral objectives, aims, and premises of this curriculum are similar to SO 002 500. This framework provides a sequential course outline for grades 7, 8, and 9, attempting to motivate students to investigate value issues with the aid of concepts and processes presented in an inter-disciplinary manner. The outline is based on the theme…

This secondary teachers guide builds upon a previous sequential course described in SO 003 173, and consists of three sections on the classical civilizations--Greek, Hellenistic, and Rome. Major emphasis is upon students gaining an understanding of cultural development and transmission. Using an analytic method, students learn to examine primary…

This teacher's guide to the sixth grade social studies course on United States history, which is part of an articulated sequential curriculum for grades k-12, contains resource units which emphasize culture concepts in studying the American Indians and the Spanish, French, and British settlements. Cognitive and affective developmental skills are…

The last of three indepth studies of cultural areas in today's world that comprise course III and build upon a course described in SO003 517 are provided in this secondary teaching guide on Russia. The purpose is to present data on the people, physical environment, and aspects of social, economic, and political life in the hope that students will…

Historical and cultural world understandings are presented to secondary students in this social studies teaching supplement to guidelines described in documents SO 003 186 and SO 003 188. The objective of the activity units is to encourage the students to become inquirers into the values of the non-western and western world. Emphasis is upon…

Issues presented at a symposium on ethnic minority perspectives and evaluation of early childhood education are presented. Two presentations are summarized. The first, "Evaluation Research and the Education of Oppressed Minority Group Members," by Edward J. Barnes, emphasizes that the evaluation of education programs must include a look at the…

Studying about non-Western cultures not only helps children enjoy the differences that exist among people, but also prepares youth for meeting change in life. It is suggested that cultural awareness and appreciation by American pupils transfer to and affect the African's self-concept and image. Being a developing nation resembling American at a…

Observational, exploratory and verbal learning, and verbal and imaginal processes of Pueblo Indian children were compared with those of non-Indian (Anglo and Chicano) children. Both Pueblo and non-Indian adults and children were observed, interviewed, and asked to carry out various tasks. The children attended either a Tanoan or a Keresan day…

The political education of young people in West Germany, Finland, Iran, Ireland, Israel, Italy, Netherlands, New Zealand, Sweden, and United States is examined. Purposes of the study are to (1) define civic education cross-nationally, (2) deal with methodological problems in assessing student achievement and attitudes, (3) convey a detailed…

In addition to presenting background information on Mozambique's struggle for independence from Portugal, this module contains compare-and-contrast exercises and enrichment activities. The background discussion includes a historical sketch of political events prior to Mozambique's independence in 1975 and presents excerpts from the writings of two…