Fifteen interdisciplinary social studies units intended for 10th grade students but applicable to eighth and ninth grade students, dealing with universal issues in the hope that students gain insight into the behavior of man, are analyzed. (SM)

Inquiry strategies stressed in the multi-disciplinary materials designed for junior and senior high students with below grade level reading abilities are examined in this article. (SM)

Common policies, practices, and trends in acquisitions in the complex field of area studies, including the weak structure of the book trade, the lack of bibliographic control, and current cooperative efforts. (JS)

To increase a student's awareness of the complexity and comprehensiveness of the man-nature interdependence, the University of Oklahoma has developed an experimental course for engineers. Study is made of a local situation in which man has deliberately and irreversibly altered his environment. Goals, format, rationale, implementation, evaluation,…

Local history studied by the professional historian applying new methods gained from social history has provided abundant new evidence which challenges a number of conventional opinions about larger historical phenomena. (Author/MB)

A thorough knowledge of the human environmental association is fundamental, for the man-land relationship encompasses the sum total of integrated learned behavior or culture patterns of particular societies. (Author)

Special issue devoted to study of the whistling language of Kuskoy, Turkey. Study was prompted by study of whistling language in Aas, France. (DS)

A model lesson is presented based on the four basic operations of inquiry: defining a problem; hypothesizing answers; testing hypotheses; and, drawing conclusions. The lesson begins with the question, what are the people of the world like, refined to, what are the Hausa like. (DB)

Students should study the culture of a nation like Afghanistan because it is intrinsically significant and will help them understand human nature and experience. Teaching approaches and materials are discussed. (RM)

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)

Describes six alternatives to the one-year chronological survey course on world history in secondary grades. The alternatives are topical or thematic courses, conceptual or generalization-centered courses, world regions or world cultures courses, problems approach courses, case study courses, and depth studies or patch-work courses. (RM)