This curriculum guide contains course descriptions (for minicourses and semester-long courses), outlines, and class projects for teaching science fiction and the supernatural in junior and senior high schools. The eight course descriptions include objectives, methods, activities, and resources and materials. Lists of science fiction books and…

Outlines requirements for an exploratory account of "imaging" the future. Examines relationship of Kenneth Burke's notions of "piety" to (1) the nature of language and forming, (2) Kenneth Boulding's concept of subjective knowledge structure presented in "The Image," and (3) various aspects of an "image."…

Elaborates on an author's use of the journey motif and traces and examines its use in her novels. (NKA)

Provides an overview of utopian writing and experimentation from Plato to the present, looking at the impact of technological advancement on the individual and the society and arguing that "appropriate technology" may well be an outcome of "evolution in action." (AYC)

Science fiction writers' perceptions of the "thinking machine" are examined through a review of Baum's Oz books, Heinlein's "Beyond This Horizon," science fiction magazine articles, and works about robots including Asimov's "I, Robot." The future of computers in science fiction is discussed and suggested readings are listed. (MBR)

An introductory bibliography lists materials useful in linking social studies and science. Books, bibliographic items, periodicals, catalogs, pamphlets, and science fiction materials are reviewed. (KM)

Discusses archetypal criticism as a means of understanding Science Fiction. (RB)

An added benefit of studying Science Fiction is its natural tie-in with linguistics and language study. (Author/RB)

Describes some of the advantages of including a unit on science fiction in science courses such as physics and biology. (JR)

Topic 2, The Age of Charlemagne, from a theme issue on Teaching World History Through Science Fiction, motivates student discussion on tampering with history. The story is an excerpt from Thus We Frustrate Charlemagne, copyright in 1967. (JB)

Topic 4, Relations Between East and West, from a theme issue on Teaching World History Through Science Fiction, illustrates with this 1951 story that there are many ways of living in the world which, although different from the Western way, are worthy of equal respect and dignity. (JB)

Topic 5, Expanding Horizons of Science, asks students to question the expansion of the human element and reaction to the environmetal changes brought about by advancing technology. The story is taken from the 1954 book, Nightfall and Other Stories. (JB)

Topic 8, Our Contemporary World: Problems and Issues, examines Women's Liberation through discussion of the factors introduced in this short story. (JB)

In the interest of a way to make learning better the author examines the writings of educational reformers of the sixties and relates their theories to the works of current science fiction writers. (RB)