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)

Examines the type of materials available for area studies courses, finding that in general their contents, drawn from news media reports, are of low intellectual value. Proposes the utilization of data collected and analyzed by specialists and presents a sample unit on the levels of income and socioeconomic status in France. (MES)

Problems in area studies programs are linked to three deficiencies: weakness of all interdisciplinary programs, failure of the U.S. government to supply leadership and resources, and American inability to link essentially academic programs to those that have public policy goals. National and international support are encouraged. (MSE)

Stresses the importance of Atlantic studies within the framework of United States history, European history, and the contemporary world scene. Ways of integrating Atlantic studies into the high school social studies curriculum are suggested. Topics discussed include objectives, audiovisual aids, supplementary reading material, and global political…

Recommends an English children's book series, giving long quotations, and offering appropriate teaching hints for work in area studies. (IFS/WGA)