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By 1860 much of the beauty of St. Anthony Falls in Minneapolis (Minnesota) had been destroyed, as mills on both sides of the river used the power of the falls to turn millions of bushels of wheat into flour. Steel rails linked bonanza farms hundreds of miles to the west to the mills. The mills, the farms, and the railroads depended on each other for success. This efficient combination dominated flour production in the United States for more than half a century. This lesson is based on National Register of Historic Places registration files and documents supplied by the Minnesota and North Dakota historical societies. The lesson could be used in relevant U.S. history, social studies, and geography courses or in courses in economic history. It is divided into eight sections: (1)"About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Railroads in Minnesota and North and South Dakota, 1890); (5) "Determining the Facts: Readings" (Waterpower and Flour Milling; Bonanza Farms of North Dakota; Saint Paul, Minneapolis, and Manitoba Railway); (6) "Visual Evidence: Images" (West Side Milling District, 1890 and early 1920s; Pillsbury Mill Complex; Wheat Harvesting on a Bonanza Farm, 1891; Bagg Bonanza Farm, 19302 and 1985); (7) "Putting It All Together: Activities" (Web of Interdependence; Reactions of Interdependence; Change over Time in the Community); and (8) "Supplementary Resources." (BT)

The rhythmic noises of the turning water wheel and the roar of the furnace blast never stopped at Hopewell Furnace (Pennsylvania) during its years of operation (1771-1883). As long as the furnace was in blast, the ironworkers' jobs were safe. In case of trouble, they could escape to the woods, fields, and creeks of rural Pennsylvania. Now a national historic site, Hopewell Furnace lies in a setting of forested hills and valleys along a French Creek in Berks County in southeastern Pennsylvania. It provides a glimpse into the early days of the iron and steel industry that played a central role in the growth of the United States as an industrial nation. This lesson plan on Hopewell Furnace can be used in U.S. history, social studies, and geography courses in units on the growth of the U.S. economy during the early national period. The lesson plan is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Pennsylvania and Surrounding Areas; Southeastern Pennsylvania); (5) "Determining the Facts: Readings" (Works at Hopewell Furnace; Owner and Iron Master; Hopewell Furnace Community); (6) "Visual Evidence: Images" (19th Century Blast Furnace in Operation; 'Jumping the Pit,' 1936; Artist's View of Hopewell Furnace, 1950s; Ironmaster's House with Outbuildings; Tenant Houses; Typical Hopewell Furnace Products); (7) "Putting It All Together: Activities" (Working at Hopewell; Economic History in the Local Community); and (8) "Supplementary Resources." (BT)

In 1876 Americans held a Centennial Exhibition in Philadelphia (Pennsylvania) to celebrate the nation's birth 100 years earlier. Machinery Hall drew the most admiration and wonder. Alexander Graham Bell exhibited the first telephone, and Thomas Alva Edison presented the automatic telegraph, one of more than 1,000 inventions he would patent in his lifetime. When the U.S. government granted Edison and Bell their patents, it put them at a distinct advantage over their competitors. They alone were given the right to profit from their inventions for a specified time period. This lesson discusses the power of Congress to pass laws related to the granting of patents (Article I, Section 8, Clause 8). The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It furnishes as primary source documents Alexander Graham Bell's telephone patent drawing and oath and Thomas Edison's electric lamp patent drawing and claim. The lesson gives the historical background of the beginnings of industrialization in the United States, as well as biographical sketches of Bell and Edison and lists five resources. It provides eight diverse teaching activities for implementation in the classroom, including document analysis, analyzing effects, a timeline of U.S. inventions, a simulation of creating a corporation, and research and compare exercises. (BT)

Railroads influenced and reflected U.S. settlement and development patterns from the 1830s to the 1950s. In cities, they shaped and stimulated economic growth, planning, and architecture. Chattanooga, Tennessee's sprawling Terminal Station, is a tribute to the town's importance as a southeastern transportation hub. This lesson is based on the National Register of Historic Places registration files "Market and Main Streets Historic District" and "Terminal Station," as well as other sources on Chattanooga and the rail industry. The lesson can be used in units on the U.S. Industrial Revolution, the growth of the urban United States, or in a U.S. geography course. Following an explanatory introduction ("About This Lesson") which also lists objectives and materials for students, the lesson is divided into six sections: "Setting the Stage: Historical Context"; "Locating the Site: Maps" (Tennessee and Surrounding Region); "Determining the Facts: Readings" (The Railroad Helps Build a Town: Chattanooga, Tennessee; Promoting Chattanooga; Terminal Station); "Visual Evidence: Images" (Terminal Station, 1935; Terminal Station and Surrounding Area; 1260 and 1263 Market Street, Chattanooga; 1401 Market Street, Chattanooga; 1140 Newby Street, Chattanooga); "Putting It All Together: Activities" (Roles of Geography and Promotion; Literature, Art, and Music; Researching Your Community's Railroad History); and "Supplementary Resources." (BT)

In this lesson plan, each student acts as a Member of Parliament (MP) in England in 1832 who must analyze the effects of what some people are referring to as the "Industrial Revolution." Students will write a bill, write a speech, and participate in debates. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain the unit's correlation to history/social science and language arts standards, suggest day-by-day teaching strategies, provide online resources about Parliament, and include a sample evaluation rubric. (BT)

This unit of study for junior-high level high-ability language arts students explores five themes in 19th century American history through literature of the times: romanticism, transcendentalism, abolitionism, industrialism, and feminism. Each of the five "isms" has its own "literature box" that contains appropriate documents to serve as a resource for small investigative teams of students. The "isms" are investigated as change agents in American life through the study of key writings of the period, including writings of Nathaniel Hawthorne, Herman Melville, Edgar Allen Poe, Henry David Thoreau, and Ralph Waldo Emerson, among others. Speeches, essays, short stories, poems, and novels were selected to illustrate the principles of the five influences on the thinking of writers of the time. In response to the literature selections, students produce both written and oral presentations of their findings and their ideas. This guide presents goals and outcomes, an assessment model, a paper analyzing the concept of change, teaching models, 23 lesson plans, assessment forms, a list of 42 works taught in the unit and resources used in its development, and a list of 41 computer software resources. (JDD)

These teacher-developed materials are designed to help educators integrate economic concepts into the teaching of history. The materials include readings on the Industrial Revolution in England and a series of activities that require students to analyze the impact of industrialization first on English peasant farmers, and then on workers in early textile mills, and finally on rural Americans before electrification, and to debate the positive and negative effects of this historical period. (DB)

In this article, the author provides an overview of teaching and learning activities that combine both historical and civics instruction with the study of technology, in line with NCSS thematic strand "Science, Technology, and Society." Specifically, these integrative teaching activities focus on Lowell Mill and Ralph Waldo Emerson, within the context of the profound political and technological changes of the 19th century. The activities are based on the premise of cultural historian John Kasson that "The experiences Americans have historically brought to their technology are profoundly rooted in their understanding of the entire republican experiment." The author provides historic background to contextualize republican ideology and its origins in the American movement for independence. She outlines the ideals of a republic as conceived by Americans at the time and traces the conflict between agrarian and manufacturing interests in the young republic. Next, she offers two examples, Lowell Mill and the works of Emerson, as a means to explore the relationship between republicanism and American responses to technology. Lowell Mill, considered by contemporaries to be a "republican factory," offered an alternative to the poor conditions observed in foreign factories. Ralph Waldo Emerson described in his writings his internal conflict between elation over new technology and fear that it would impair civic virtue and personal freedom. For both Lowell Mill and Emerson, the author suggests relevant, digitized primary sources and discussion questions for students. (Contains 33 notes.)

Presents four lessons focusing on the laws, institutions, programs, and policies affecting students as minors, the shifts in the policies toward children in industrial societies, examining the changing policies using primary and secondary sources, and forming arguments on the policies using historical evidence. Describes an additional comparative project. Includes five handouts. (CMK)

Provides a two-part lesson plan in which students focus on the change and continuity in women's working conditions from 1840-1940. Students analyze historical materials. Includes background information, optional homework assignments, a bibliography, and five handouts. (CMK)

Presents a lesson plan in which students explore the impact of industrialization on agriculture, the experience of William Ellison, a free black cotton gin mechanic, and the skills that Ellison needed. Students discuss handwritten documents, diagrams, and census information related to the cotton gin. Includes a bibliography and four handouts. (CMK)

As the world embarks on a new millennium, the reality of child labor in developing and industrialized nations seems daunting. This teacher's guide is designed to introduce the subject of child labor to middle school students. The guide's intent is to provide teachers with ideas and suggestions that will help them in preparing their own lesson plans. The guide is divided into the following sections: (1) "Resources and Background Information"; (2) "Lesson Plan Ideas"; (3) "Plays, Stories and Poems"; (4) "Glossary"; and (5) "Documents." The lesson plan section provides nine diverse activities, including questions to answer while watching an accompanying videotape, a crossword puzzle, a debate exercise on U.S. intervention, writing assignment ideas, and multidisciplinary exercises. (BT)

Offers a lesson plan in which students examine the concerns expressed by Progressive Era reformers about working-class leisure activities. Uses dance hall reform as a case study of the problems that interested reformers and provides an example of the types of solutions they proposed. Includes three handouts. (CMK)

Presents a lesson that will help students discover the innovative technologies of the Allegheny Portage Railroad that can be used when teaching about early 19th-century expansion and industrialization. Expounds that students' skills in geography and history will be strengthened through map reading, examination of pictures, and analysis of firsthand accounts. (CMK)

Describes a lesson on the Gilded Age that focuses on eight themes (urbanization, the rise of Jim Crow, populism, politics, immigration, Westward expansion, industrialization, and imperialism) and also incorporates Howard Gardner's multiple intelligences model in order to provide students with various types of learning activities. Gives a list of resources. (CMK)

Develops a conceptual framework that integrates geography and history instruction by defining both a geographic and historical perspective and providing six questions that merge these two perspectives. Presents a U.S. history lesson that utilizes the principles of this conceptual framework and fits into a unit on industrialization and urbanization. (CMK)

Six units focusing on the effects of spatial change on women are designed to supplement college introductory courses in geography and the social sciences. Unit 1, Woman and Agricultural Landscapes, focuses on how women contributed to landscape change in prehistory, women's impact on the environment, and the hypothesis that women developed agriculture. Unit 2 discusses how men and women use space differently. Topics include female and male space, the interior space of the home, and women's contribution to the landscape of the home. Unit 3 examines women and crime in the context of social change. Readings suggest how people living under similar environmental stress choose different coping actions, explore the spatial patterning of urban crime, and examine the prison as a socializing force for women. Unit 4 discusses factors to be considered in locating family services, using day care centers as an example. Provided with maps, transit schedules, and census tract statistics, students select and set up a day care center. Unit 5 examines motives for contemporary female migration to cities in Latin America. Unit 6, Female Industrial Migration in the Early 19th Century, analyzes reasons for the predominance of females in industrial migration. Each unit contains objectives and student readings. (KC)

The lessons in this handbook may be incorporated into individual courses in social studies, humanities, language arts, and science, or used as a basis for multidisciplinary or team teaching. The book is aimed at the middle grade level. With only minor changes, it can easily be adapted for grade 5 U.S. history or even for the 11th grade course. An introduction describes objectives and rationale of the material as well as the San Francisco scope and sequence design on which the handbook is based. A total of 23 lessons and 4 sets of additional activities are contained in the following 7 units: Conflict and Change; Settlers and Native Americans; History, Change, and Your Community; The Drama of Government; The Black Struggle: To Emancipation; The Industrial Revolution; and the Age of Modern Technology. Focusing on the concepts of change, communication, conflict and interconnectedness, the lessons cover topics such as family conflict in the American Revolution, the Constitution, vigilance committees, riots, conflict in slave stories, girls on an assembly line, multinational corporations, and family histories. Each lesson follows a similar format: a teacher's section outlines the purpose, class time required, procedure and, where applicable, materials, evaluation, and alternative suggestions; and a student section provides a reading selection, study and discussion questions, and several group activities. (LP)

While more new industrial jobs have been created in rural areas than in metropolitan centers in the last two decades, both white and minority rural workers lag behind their urban counterparts in vocational development. Since this rural labor force is composed mainly of the poor who have little schooling, formal skill training, or on-the-job training, they are generally hired for low-paying jobs. Thus, a need exists to improve vocational counseling for rural adolescents. This paper presents six suggestions for improving career counseling efforts for rural minority youths, based on a study of the career development of Black and Indian youths (N=800) from five rural counties in North Carolina. The recommendations are: (1) link career counseling for minority youths to economic and industrial development in rural areas, e.g., facilitating understanding of "high tech" occupational opportunities; (2) promote the upgrading of math and science education for minorities, possibly through use of consultation with new industries; (3) involve parents in career counseling; (4) emphasize minority female career development, e.g., advocate equal participation in rural "high tech" opportunities; (5) counsel for rural minority entrepreneurship, emphasizing formal experiences in entrepreneurial development; and (6) provide greater access to career counseling for rural minority youths. (WAS)

This publication is a compilation of primary source materials related to issues that have occupied the attention of the American people from colonial days to the present. It is intended for use at the secondary level. A prologue contains creation stories and poems on the origins of the world and man. Documentation of the primary sources is provided. Five chapters treat specific time periods in U.S. history. The time periods covered include the European Colonization of North America, 1492-1700; Founding the New Nation, 1770-1800; Establishing the New Nation, 1800-1865; Reconstruction, Industrialism, and Imperialism, 1865-1912; and International Involvement, Social Change, and Liberation, 1912-1976. Each chapter presents a brief introduction, identifies five or six issues, and concludes with a bibliography of the sources of the primary materials. A general reading list concludes the publication. (Author/RM)

Suggestions are offered to help K-12 teachers integrate anthropological approaches and content into the world history curriculum. The paper contains nine inquiry lessons which ask students to explore how the various societies have dealt with kinship, decision making, distribution of resources, transmission of values, and other cultural universals. Each lesson provides an introduction, an overview, learning objectives, student activities, evaluation methods, and a bibliography of teacher readings. Various student readings needed to implement the lessons are included. The introductory lesson, "Teaching World History in Cultural Perspective," presents the cultural universals. In Chapter 2 students examine the Pinatubo Negritos, the Netsilik Eskimos, and the King Bushmen as examples of the herding and gathering societies. The third lesson looks at the Bantu-speaking Africans as an example of agri-pastoral people. Chapter 4 focuses on the agricultural societies, presenting material on the ancient middle-American Mayan culture. Students examine the Chinese agricultural society in Chapter 5. Chapters 6 and 7 deal with the rise of industrialism in Europe and in Japan. The eighth lesson examines the post-industrial United States. In Chapter 9 students look at the development of totalitarianism with post-industrial Nazi Germany. The tips paper concludes with a bibliography of pertinent curriculum materials in ERIC. (Author/RM)

This learning package is a three-semester-hour, independent-study course in geography and cultures of the world designed for postsecondary, external degree students. Keyed to the commercially published textbook "Between Two Worlds: A New Introduction to Geography" (Boston, MA: Houghton Mifflin Company, 1973), the package consists of an administrator manual, "Goode's World Atlas," and a student study guide. The manual describes the course and outlines the roles and tasks of the tutor/grader. The study guide, which serves as the student's instructor telling him what material should be read, when to read it, and how to evaluate his progress, contains specific course objectives, diagnostic tests and keys, and practical exercises and keys for the five units which comprise the course. Students compare and contrast life within and among developed and developing nations. They contrast life in an isolated village of India with life in Washington, D.C., explore the extent to which the natural environment determines the level of modernity of a place, and examine elements in the underdeveloped nations which must be improved if progress toward modernization is to be made. Students read the objectives of each unit and take a diagnostic pretest. The guide refers them to textbook readings and to practical exercises for items missed. Students check their mastery of objectives with posttests. Final exams are required. Hard copies of the learning package, with or without the textbook, are available from the Institute for Personal and Career Development. Only the administrator manual and the study guide are on microfiche. (Author/RM)

This field tested instructional package is intended to develop within the student an understanding of the significant time periods and major events in the history of industry. Defining behavioral objectives, the course description includes a media section, suggested classroom activities, and student evaluation materials, as well as the basic information section. Included in the package are the five periods of the development of industry and examples of major events in each period. These are listed to familiarize the student with the history of industry. The student is asked to delect one period in history and construct a model of his choice that will explain an event, duplicate a machine, experiment, or a discovery from that time period. (Author/MW)

This unit, developed for use with junior high school students, focuses on industry as an integral part of community life. It discusses factors industry should consider before choosing a location; it attempts to demonstrate that industry should not always be regarded negatively in a given community, but rather that it can benefit a community by providing employment opportunities and additional tax revenue. The unit stresses the manufacturing and processing aspects of production and not the distribution and retailing features. It also emphasizes the value of cooperation between industry and local citizens. Two publications necessary to teach the unit are listed along with additional teaching aids in a section for the teacher. The unit includes the behavioral objectives and the expected student criteria for evaluation, pretests and posttests, teacher background information, a suggested instructional sequence, a bibliography of both student and teacher resources, student data sheets and readings. (MLB)

This activity is one of a series of 17 teacher-developed instructional activities for geography at the secondary-grade level described in SO 009 140. The activity investigates economic change in developing nations. It employs the dialogue approach. Given data about the Aswan High Dam in Egypt and about the environment of northeast Africa, students analyze the dam's contributions to the Egyptian economy and evaluate the societal and ecological problems that resulted from its construction. A chronological table of Aswan Dam developments, statistical data, a table of planned economic growth activity, and maps of Egypt and the Nile Conservation Works are provided. (DB)

This course provides information about air pollution control efforts since the passage of the Clean Air Act and places in perspective various issues that have arisen since passage of the act--significant deterioration, maintenance of standards, indirect source review, and transportation controls. Court decisions affecting these issues are cited and discussed. The course consists of four units or modules. Each unit consists of an audio cassette tape and supplementary printed materials, designed to be followed while listening to the recorded presentation. The format is designed to be self-instructional, but could be used by groups. Questions are included at the end of each section of each unit. The units of the course are as follows and may be taken in any sequence: (1) National Ambient Air Quality Standards and State Implementation Plans, (2) Federal Standards for Stationary and Mobile Sources, (3) Maintenance of National Ambient Air Quality Standards, and (4) Significant Deterioration of Air Quality. (BT)

Developed for the Carroll County Public Schools, this Learning Activity Package (LAP) for grade 8 offers a way to provide individualized learning about the modernization and industrialization of Japan. The unit focuses on comparison of the traditional and the new modern Japan and shows how Japan has developed in the areas of agriculture, manufacturing, political processes, communications, foreign trade, and education. Learning activities are based on curriculum and audiovisual materials available in the Carroll County Schools. A teacher's guide accompanies the material, which includes learning objectives, background resources, answer sheets for the student evaluations, worksheets, and a list of print and nonprint resources needed to complete the LAP. (JR)

Decisions concerning large-scale energy development projects near small communities or in predominantly rural areas are usually complex, requiring cooperation of all levels of government, as well as the general public and the private sector. It is unrealistic to expect the typical small community to develop capabilities to independently evaluate a highly technical development which to them is a one-time occurrence. Thus, local officials must be aware of resources which they may tap for information and assistance at other levels of government. This handbook advises local officials on how they should organize to most effectively participate with developers, government officials, and consultants in assessing, planning, and managing energy development and how to insure that information is collected and analyzed to reflect local priorities and future planning needs. Discussed are the key areas of impact requiring study--employment, personal income, housing, education, transportation, water supply, solid waste collection and disposal, waste water treatment, health care, recreation, and safety. The handbook provides guidance on organizing a capital improvements program to generate revenues to cover the expanded public facilities usually resulting from energy development. Also discussed is the development of the necessary administrative structure to regulate, monitor, and permit public and private development. (NEC)

A fundamental worldwide trend of the past few decades has been the remarkable expansion of national systems of formal education. Two competing theories have been adduced to explain how this expansion affects patterns of equality of educational opportunity. The thesis of industrialization holds that educational expansion tends to increase equality of opportunity. Elite mass theories claim that we can expect no necessary trend, and that expansion may easily increase as well as diminish privilege. These competing theories are tested by examining cohort trend data that elucidate the relationship between educational attainment and sex, region, and family background in Brazil. Evidence exists to suggest that educational inequalities based on sex are breaking down. There is little evidence, however, that regional or family background disparities are declining in Brazil. The data provide firmer support for the elite mass model than they do for the thesis of industrialization. (Author/APM)

The book provides a rationale for teaching global studies, offers six model lessons, suggests how teachers can assess their own global studies programs, and cites additional resources for global studies. It is presented in four chapters. Chapter I states the rationale as the need to develop a global perspective in order to understand and function effectively in the world today. Schools have the primary responsibility for this development. Chapter II offers six lessons, which are designed for junior high school students but can be adapted for elementary or secondary students. Topics cover the relationship between human society and the natural environment, communication, benefits and problems of industrialization, energy, differing cultural lifestyles, and human rights. Each lesson requires one to two or more class periods and includes an introduction, objectives, suggested procedures, and student materials. Techniques include reading, discussion, role play, research, simulation, debate, and gaming. Chapter III discusses program evaluation and provides a checklist. It also discusses student evaluation, offering suggestions for establishing objectives in four areas: knowledge, abilities, valuing, and social participation. The final chapter lists selected resources for global studies, citing general publications, organizations, catalogs, guides, and directories. It provides checklists for helping teachers to identify possible resources in their own community and to evaluate materials for classroom use. (JH/CK)

The document, one in a series of four on women in American history, discusses the role of women in the Progressive Era (1890-1920). Designed to supplement high school U.S. history textbooks, the book is comprised of five chapters. Chapter I describes reformers and radicals including Jane Addams and Lillian Wald who began the settlement house movement; Florence Kelley, who fought for labor legislation; and Emma Goldman and Kate Richards O'Hare who became political prisoners for speaking against World War I. Chapter III focuses on women in factory work and the labor movement. Excerpts from diaries reflect the working conditions in factories which led to women's involvement in the AFL and the formation of the National Women's Trade Union League. Mother Jones, the Industrial Workers of the World, and the "Bread and Roses" strike (1912) of 25,000 textile workers in Massachusetts are also described. Chapters III and IV trace how women got the vote through the decades of struggle and argument, the slowing down of the suffrage movement, its revival by a younger generation, the militants and Alice Paul, and the work of Carrie Chapman Catt in ratifying the 19th Amendment. Chapter V is concerned with women in arts and letters during the Industrial Age: Charlotte Perkins Gilman, Ida Tarbell, Sarah Orne Jewett, Mary Wilkins, Mary Wilkins Freeman, Kate Chopin, Edith Wharton, and Willa Cather. Women painters, photographers, composers, and dancers are also noted. (KC)

Because cultural, historical, political and economic factors combine to form an economic development environment unique to tribal lands, industrial development on Indian reservations must be done by Indians. This manual, written by and for Indians, can be used for implementation of reservation industrial development. After a review of the circumstances that create the economic development environment unique to the Indian context, the planning process is discussed as it is applied to the comprehensive socio-economic development of a reservation. A plan for organizing the physical group to carry out the economic development program is offered along with ways the program itself may be organized for most effective operation. Sources of financial assistance to American Indian reservations are listed. Strategies for attracting potential industries to the reservation are given as well as techniques and procedures to be utilized when working with prospects. Discussion is also devoted to such needs as: establishing confirmed industrial development sites; solidifying industry already existing on the reservation; and promoting the industrial development program on three levels to the members of the tribe, to the tribal council, and to potential capital investors. The final chapter discusses economic development implications and opportunities for the Alaska Native population. (DS)

Since 1967 the Economic Development Administration (EDA) has carried out an Indian program that emphasized economic development of Indian reservations and trust lands. In the past 12 years Indian tribes in 32 states have received community and industrial development grants to assist them in developing a viable economic base on their lands. Tribes in Arizona have received the greatest amount of assistance with $113,263,174 awarded in the period from August 26, 1965 to September 30, 1977. New Mexico tribal groups received $37,927,795, and Indians in Washington received $37,467,572. Indians in Massachusetts received the smallest amount of assistance: $146,050. EDA grants were made for such projects as planning and impact studies, water and sewer systems, tourism facilities, industrial parks, and community facilities such as fire stations, community centers, and health centers. Assistance was also given to national Indian groups for conferences, training programs, studies, and other types of activities, including those related to industrial development. In addition to listing the total Indian project funding by state for the 12 year period, this document itemizes the amounts and kinds of assistance given to specific tribes in each state. It also lists the amounts and kinds of aid awarded to the national level projects. (DS)

Using data from the "Federal Outlays" published by the Community Services Administration, data on federal outlays in metropolitan and nonmetropolitan counties for fiscal 1976 were analyzed. The outlays programs were divided into seven major program area categories: human resource development, housing, community and industrial development, agriculture and natural resources, defense and space, justice and law enforcement, and general functions and government administration. In addition to data previously reported in annual Presidential reports on government services to rural America, data on about 400 outlays program categories were added. For the most part, the new programs involved direct federal government operations rather than assistance to state and local governments. Several programs reflecting federal administrative and procurement expenses were also included. Of the $385.2 billion in federal government outlays reported by the Community Services Administration for fiscal 1976, $314.5 billion were traced to individual counties. Over 76% of these outlays were made in metropolitan counties. Since the population in metropolitan counties in 1975 comprised 72.8% of the U.S. total, per capita federal outlays were higher in metropolitan areas ($1,555) than in nonmetropolitan areas ($1,271). Regionally, per capita outlays were highest in the West ($1,887) and South ($1,599) and below average in the Northeastern ($1,323) and North Central ($1,192) regions. For all regions, per capita outlays were highest in declining metropolitan counties and lowest in growing nonmetropolitan counties. (AUTHOR/NQ)

This junior high school level student manual contains three units on the role of women in world history. The units, designed to supplement what is customarily taught in world history courses at this level, are entitled Women Under Feudalism: Western Europe and China, Women in the Industrial Revolution, and Women in Change: 20th Century Women in Transition. Readings for Unit I include a narrative about the marriage of two 11-year-old children, an essay on women in the economy in Feudal Europe, women in the Chinese patriarchy, and a legend of Hua Mu Lan, the woman warrior. In Unit II students read an essay on women before the industrial revolution, a narrative on child labor in England and Japan, and on the real and ideal middle class woman. Readings in Unit III focus on the revolt of the mother; women in South Africa, China, and Cuba; and a brief history of international women's day. Each unit contains worksheets, illustrations, and charts, questions for discussion, and suggested activities which focus on interviewing people for oral histories. For teacher's guide see SO 013 234. (KC)

Intended to supplement what is customarily taught in junior high school world history courses, this teacher's guide provides materials for three units on the role of women in world history. Each unit incorporates the student manual and includes background information, objectives, teaching procedures, learning activities, and a bibliography. Student assignments focus on oral history. In Unit I, students examine the role of women under feudalism in Western Europe and in China. Based on what they have learned about the rules of living at this time, students construct endings to stories and make cultural comparisons between Western Europe and China. Unit II analyzes the role of women during the industrial revolution. Topics include the creation of the working class woman and of the middle class ideal woman. The oral history assignment consists of an interview with a working couple with children. Unit III focuses on 20th century women in transition, particularly third world women. A major project is to research lives of outstanding women in various countries. For the oral history project, students look for common conditions between the women they have read about and the women they interview. The unit concludes with students making posters about the international women's movement. (KC)

Resource materials and suggestions are presented as part of the multimedia instructional program on relationships among science, technology, and society. The major objective of the program is to make college level course material available to the general public through cooperation of newspapers, public television, and 300 participating colleges and universities. The book is presented in four major sections. Section I presents an overview of the program, outlines major topics which can be used at weekly or monthly meetings on technology and change, explains how various community and educational groups use the program (newspaper articles, a reader/study guide, and a 10-part television series), and presents tips to teachers on how to plan and arrange publicity for a program based on technology and change topics. Section II offers suggestions for programs based on a variety of topics including technology assessment, impacts of technology on society, increasing productivity, links between nature and technology, societal values, population and resources, and economic incentives for innovation. For each topic, information is presented on background, reading assignments, discussion questions, and learning activities. Section III lists and describes activities and publications of private and governmental agencies, organizations, and museums which focus on technology and change. The final section presents a filmography of approximately 160 films on technology and change. Entries are annotated and arranged alphabetically under major course topics. (DB)

This volume contains the Viewer's Guide to accompany the ten-part television series component of a multimedia instructional program on relationships among science, technology, and society. The major objective of the program is to make college level course material available to the general public through cooperation of newspapers, public television, and 300 participating colleges and universities. Specific objectives of the Viewer's Guide are to highlight important points and themes of the television series and to tie those themes to the newspaper articles and essays in the program Reader. The document is presented in ten sections--one to accompany each television program. Topics discussed include technological infrastructures; the relationship of technology to knowledge, culture, and work; economic determinism; resources and population; major inventions; science and technology; engineering accomplishments; war as an impetus to technology; and creative thinking. For each section, information is presented on a summary of the program, background, themes, readings, and discussion questions. The document concludes with a time chart representing technological developments and other significant events in world history from 10,000 B.C. to 1970. (DB)

Controversies involving science, technology, and society are explored in 15 articles written by historians, social scientists, management consultants, engineers, and experts in the history of science. Technological development in an historical context is the central theme of the booklet. Major issues discussed include effects, preconditions, and sources of technological change. The collection of articles is part of a series developed to present college level course material to the general public through cooperation of newspapers, public television, and 300 participating colleges and universities. Titles of the articles are: "Technology on Trial," by John G. Burke; "Silent Revolutions," by Peter F. Drucker; "How Terribly Technical," by Derek de Solla Price; "Occupational Destinies," by Joseph C. Gies; "Culture: The Link Between Nature and Technology," by Clarence J. Glacken; "The Influence of Societal Values," by Edwin T. Layton, Jr.; "Technology, Population, and Resources," by Kingsley Davis; "Incentives for Innovation: Technology and the Economy," by Nathan Rosenberg; "Science and Technology," by Robert P. Multhauf; "The Imperatives of Engineering," by Eugene S. Ferguson; "Wars: Hot and Cold," by Herbert F. York and G. Allen Greb; "The Government's Role in Technological Change," by A. Hunter Dupree; "The Mystery of Inventiveness," by Lynn White, Jr.; "Technology and the Seamless Web: Ethical Dilemmas," by Bertram Morris; and "Assessing and Directing Technology," by Melvin Kranzberg. Background information on the authors is presented following each article. (DB)

This is the sixth unit in a series that introduces population concepts into the eighth grade American history curriculum. (See SO 013 782 for an overview of the guide.) In Episode VI, the history topic is the rise of the cities and industrialization. This unit has five segments. Objectives are to help the student to (1) examine the lifestyles of people living in urban and rural areas, and the effects of this lifestyle on the birth and death rates in these two areas; (2) scrutinize the rural to urban trends that occurred in the U.S. population from 1790 to the present; (3) survey the east-west trends that occurred in the movement of the U.S. population from 1790 until the present; (4) examine the relationship between industrialization and urbanization in the United States; and (5) investigate reasons for the growth or lack of growth of cities in U.S. history and examine factors that may have been important to the settlement of cities. Activities include having students illustrate their conception of living in both a rural and urban area; reading, answering questions about, and pretending they are living in Billings, Montana, a railroad town; and mapping physical features, natural resources and the natural land and water access routes of a nearby city. (NE)

This instructional unit for grades 8-9 combines science and social studies in a look at the broad social and economic upheavals that took place during the industrial revolution, giving special emphasis to the role of energy. The invention and development of the steam engine is highlighted in one lesson. Other lessons show how the industrial revolution affected the location and growth of cities around sites of energy sources, and give greater understanding of the effects of technology on the daily lives of people. There are five lessons in all, two relating to science and three to social studies. Complete teacher and student materials are included. (BB)

This course on appropriate technology is designed for use by individual high school students, small groups of students, or for classroom instruction. Course goals include developing a broad understanding of human technologies, examining the history of technology, reviewing and assessing various applications of appropriate technology, and discussing the effects of technologies on the past, present, and future of Alaska. The course consists of two chapters. The first chapter includes three lessons which focus on the historical beginnings of appropriate technology and the need for this technology in rich countries as well as in Alaska. The second chapter consists of 11 lessons which consider various aspects of the history of human technologies. Topic areas explored include agriculture, the birth of science, revolutions in energy, the growth of industry and trading, the industrial revolution, changes in society due to the industrial revolution, automation, the military industry, and the development of technology in Alaska. Lessons, which contain numerous illustrations, include reading material and (when applicable) a worksheet with cognitive and/or attitude questions for students to complete. (JN)

Designed to supplement eleventh grade U.S. history textbooks, the self-contained activities in this student guide will help students learn about Polish immigration to America. Intended for use with an accompanying teacher's guide, the activities are organized around five themes: (1) the colonial period: early Polish-American influence; (2) the American Revolution through the Civil War: Polish American perspectives; (3) Reconstruction and immigration; (4) immigration and industrialization; and (5) contemporary issues, concerns, and perspectives. Students read, discuss, and answer questions about short reading selections including "Poles in Jamestown,""Influential Poles in Colonial America,""European Factors Influencing Polish Immigration and Settlement in Colonial America,""Tadeusz Kosciuszko (1746-1817),""Silesian Poles in Texas,""Learning about America and Preparing to Leave Silesia,""Polish Migration and Attitudes in the Post-Revolutionary Period (1783-1860's), "Examples of One Extreme Opinion of a Southern Polish Immigrant,""Reconstruction and Silesian Poles in Panna Maria Texas,""United States Immigration Policy: 1793-1965,""Poletown,""The Polish American Community," and "Current Trends in U.S. Immigration." Other activities involve students in role playing, analyzing case studies, reading primary source materials, and analyzing census data. (LH)