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The article discusses six commonly advocated sources for effective teaching of social-studies in elementary schools. This includes passing events and interests, community activities and institutions, social functions, foreign cultures, geography and history. Social studies teachers should discuss the topics in news with his/her students like war or a circus. By participating in community activities, students can see how a community operates at one glance. By referring to social functions, teachers can teach social life in the same way as people live it.

The article explores issues concerning the fusion of various separate subjects in the field of elementary-school social studies in the U.S. It analyzes the various arguments concerning the proposed fusion of history, geography and civics into social studies instruction. The implications and advantages of fusion of social studies subjects to elementary schools are examined.

The article reports on evaluating study habits implemented in the study of history. It focuses on investigating the efficacy of study techniques in promoting knowledge on a particular subject. It also mentioned that a study procedure termed "supervised-study plan" contributed in stimulating teacher interest in offering effective ways of learning the subject.

The article cites major trends in the selection of content and the method of teaching history in the elementary school in the U.S. from 1899 through 1934. There is a natural increase of emphasis on the use of visual aids in teaching history. A study of articles treating the social sciences would probably show emphasis on the development of social attitudes, on problem-solving, and on the contribution of historical materials to an understanding of the social order.

The article focuses on the revision of the textbooks in history and geography in Mexico and other South American countries. These countries are revising the said textbooks in order that these may be made to contribute definitely to the development of international understanding and goodwill. It is expected that the main focus of the revised history textbooks will be on the pacifist trend.

This article presents suggestions on integrating the elementary school teaching of handwriting into other subjects such as history, English language, arithmetic, and English spelling. A program of handwriting activities should be built around the content subjects which necessitate written work. Children's writings are evaluated for excellence in the subjects, neatness of the paper, and quality of writing.

The article discusses the recent trends in the teaching of history in the intermediate grades in the U.S. which include Grades IV, V, and VI. The author evaluates 57 courses of study in history based on the recency of publication and representative geographical distribution throughout the country. It was determined that the correlation of history and geography was more prevalent compared to the fusion of the two fields.

The article focuses on the investigation conducted in the teaching of United States history in the seventh grade of the Laboratory School of the University of Chicago. This was done to determine the comparative values of formal instruction and informal instruction in assisting pupils to reduce the number of errors in their written work. It appears that the formal method of instruction is of value in the case of some pupils and is of practically no value in the other pupils.

The article examines the enforcement of student exercises in history textbooks in elementary education in the U.S. The author made a comparative analysis in the use of history textbooks at present and those belonging to the immediately preceding period in order to indicate the newer and more recent tendencies in devising supplementary exercises for elementary-school pupils. The textbooks examined by the author is also presented in this article.

The article reports on the adaptation of subject-matter and instructional methods to grammar-grade groups of varying ability. The children mentioned in this article have taken Haggerty Intelligence Examination and Stanford-Binet test. Illustrated projects used in this article were parts of a correlated course in history, geography, civics, and social studies.

The article presents a commentary and a response by the author on the article "Needed Changes in the Committee Procedure of Reconstructing the Social Studies," by Harold Rugg in the U.S. The main topic that concerns school superintendent Joseph Schafer is the criticism of Rugg of the existing history curriculum in schools. Rugg's response to the criticisms is on the lack of the committee of knowledge in designing history school curriculum.

The article deals with a course in community life, history and civics in the university elementary school at the University of Chicago in Chicago, Illinois. The purpose of written expression in history study is explained. Details about historical reports and their value is discussed. The use of maps, diagrams, graphs and pictures is described.

The article presents a course on community life, history, and civics in the university elementary school at the University of Chicago in Illinois in 1917. This course covers the history of England and its relation to the expansion of Western Europe. An outline of the topics of the course is given. In addition, this article states the aims which guide the teaching of U.S. history.

The article investigates the course of study in history and civics in the junior high schools in the U.S. The course of study intended to the seventh, eighth and ninth grades were formulated according to general principles of organization. The selection of materials which were presented were thought in conformance with the method of procedure proposed.

The article discusses the curricular organization on the teaching of United States history in grades VII and VIII that are appropriate to the students in the U.S. The first method suggested to introduce American history in the classroom instruction is to start in the general story where the teacher presents the country's origin and development as a whole. Along with the general history is its division according to particular events or facts.

The article reports on the study and teaching of Roman history in the fourth grade of the University of Chicago's University Elementary School in Illinois. Roman history involves a discussion of social and political struggles. And for this, many experts contend that such cannot be taught to fourth grade children. It is acknowledge that the general aim in teaching history to the child is to broaden the range of his experience, to make him understand and appreciate the actions of his fellow men.

The article offers some techniques for integrating local history into teaching social science concepts. Concrete experiences should be employed in the intermediate and upper grades to clarify concepts and develop skills. History can be used as the core of the social studies. It can be used as an organizing core around which concepts from other disciplines can be developed and illustrated.

The article explores the suitability of the term social studies as a discipline. It explains the suitability of the term to describe what is being taught in U.S. schools that encompass history, geography, social sciences and other disciplines. The significance of citizenship education and the suitability of social studies over other subjects to educate for citizenship is discussed. The differences between social studies and other separate disciplines such as history and social sciences are identified.

The article focuses on the means to engage elementary students in the study of history. The author says that an examination of historical perspectives on social events can initiate the development of skill in one of the social scientific languages. Since elementary students lack the verb sense of study or history, a social inquiry would be difficult to express.

The article discusses teaching strategies that history teachers need to adopt towards effective learning process among elementary school pupils in the U.S. Visual devices, like time-lines, are recommended to help pupils understand historical events chronologically. A time-space chart, along with sketches, diagrams, and pictures to exemplify ideas, is helpful for the pupils to acquire adequacy in America's historical events. A map is also suggested to aid pupils' space concept.

The article describes the aspects of teaching history or social studies to children. The subject requires a group of instructional programs that describes the substantive portions of behavior, past and present activities, interactions, organizations of people associated together for religious, cultural, political and other purposes. This subject is very important both in elementary and secondary schools.

The article presents a list of selected references on elementary school instruction particularly in social sciences. They include "The Dairy Cow: A Social Studies Unit," by Ella Bacon, "An Important Principle in Teaching Primary-Grade Geography," by F. M. Gregg, "Teaching of History in Elementary and Secondary Schools with Applications to Allied Studies," by Henry Johnson.

The article presents a list of references related to social sciences. The "History That Works" by Wayne Alvord was designed to stimulate the interest of the students in studying history. A discussion depicting the educational value of both individuals and group project in the social science is exhibited in "Projects in the Social Sciences," by Lillian Cole. "Helping Children Face Social Realities," by Robert G. Koopman provides ways in making social-science activities realistic to students.

A list of books exploring general educational method, history, theory, and practice is presented. These books include "The Classics: Their History and Present Status in Education" edited by Felix M. Kirsch, "Modern Principles and the Elementary Teacher's Technique," by Charles Elmer Holley, "Issues in the Social Studies," by Baldwin Lee.

The article presents a study on the methods of teaching history to grade school students, at the University of Chicago in Illinois. Systematic modulation for the subject matter varies on the degree of the grade school levels in the institution. The university programmed chronologically the teaching of history from lower to upper grades, from studies of the community life then progressing to the proper study of history.

The article presents several letters from Mayor WM. Hale Thompson related to the teaching of history, which were submitted to the teachers of the Chicago schools with instructions to follow the directions made carefully. These letters were addressed to the members of the Board of Education in Chicago, Illinois, depicting his recommendation for Polish, German, Irish, Holland, Swede, French, and American great nationality heroes, whom he charged his campaign for mayor.

The article reports that the Maryland Department of Education has issued two numbers of the Maryland School Bulletin dedicated to the outlines of courses in English and History for the elementary grades. The outlines give emphasis to the functional understanding of the subjects with which they deal. With this, students are expected to express an opinion and give reasons for the opinions on several questions on history and distinguish functional grammar in the English course.

This article reports on special methods courses for elementary-school teachers included in the School of Education of the University of Chicago, as of May 1921. Organizing Upper-Grade and Junior High School History for Teaching Purposes emphasizes the selection, organization and standardization of historical material for use in the upper grades. The Teaching of English in the Intermediate and Grammar Grades emphasizes the selection of subject-matter.

Considers the possible impact of the World War I on the subject-matter and methods of teaching history. Importance of addressing the necessity of wider conceptions of history according to the pamphlet "Opportunities for History Teachers," issued by the U.S. Bureau of Education; Resolutions concerning the teaching of history submitted by the National State Teachers' Association.

Several articles are presented related to education including "Education for the control and enjoyment of wealth," by Witt Bowden, "Improvement of dental hygiene in the high school, with relation to efficiency," by Wilfred L. Foster, and "The teaching of history in the elementary school," by James A. Wilgus.

The article deals with educational problems identified by the Community Committee on Education at Edgemont school district in New York. Reports corresponding to the educational problems identified by the Committee was published. A subcommittee was organized to deal with the said problems. One report by the subcommittee urges the terms history and geography be stressed in relation to social studies program.

The article presents a research which identifies the problem in history textbooks for grade five students in the U.S. The author mentioned that a state simply adopt a basal text which does not solve all the difficulties inherent in the situation. The results of the tests showed that children in both the fifth and the seventh grades are unable to comprehend paragraphs intended for the fifth grade.

The article reports on the absence of any textbook in history that has been able to include great amount of material that is invaluable in making history interesting, real and concrete. Teachers had to add the interesting and valuable side-lights to the history they were teaching. Worth-while historical side-light material has appeared which children themselves can read.