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This unit is designed to help the intermediate elementary school student become aware of the history of paper, the papermaking process, the variety of uses and kinds of paper, the economic aspects of the paper industry, and the importance of recycling. It includes 13 major concepts relating to paper, the behavioral objectives and expected student criteria for evaluation of each concept, pretests and posttests, background information (including a list of vocabulary definitions), suggested sequence of activities and appropriate methodologies, a bibliography of student and teacher reference materials, a list of appropriate films, and forms to record individual student data. (MLB)

The paper discusses the relevance of studying ethnocentrism in the secondary level social studies classroom. The study of ethnocentrism (a people's assumption that their way of life is the right way) allows students to share in the methodology of historiography, helps them to be aware of the importance of ideas and attitudes as historical data, and leads them to question cultural stereotypes. Ethnocentrism may be introduced in several ways. Students can discover how tribal peoples regard themselves by examining their group labels, by examining the concept of manifest destiny in American history, and by reading descriptions of American Indian cultures, autobiographies, and other ethnographic accounts in which custom appears as an integral element of a functioning culture. A brief description of the culture of the Plains Indians is provided as an example. (KC)

This position paper presents an interdisciplinary approach to the study of population. Six main sections are included in the paper: Introduction, The Growth of the Human Population, The Psychological Effects of Population Growth, Overpopulated America, Myths Concerning Population Growth and Control, and Population Education. Section 1, an introduction, opens the paper with an example of population growth in the Aztec society. Section 2 traces the history of population growth and man's steady removal of predators and diseases which once limited population growth. Section 3 examines the effects of overpopulation in relationship to basic characteristics of man. Overpopulated America, Section 4, looks at the history, present status, and future problem of population growth in America. Section 5 discusses such topics as space migration, immigration on earth, and the green revolution. The last section focuses on population education. This section includes guidelines for an interdisciplinary course, a minicourse, an episode, possible population programs, two plays, and a population survey. The paper also contains a bibliography including readings, films, filmstrips, slides, and organizations and agencies. (TK)

This position paper focuses on noise pollution and the problems and solutions associated with this form of pollution. The paper is divided into the following five sections: Noise and the Ear, Noise Measurement, III Effects of Noise, Acoustics and Action, and Programs and Activities. The first section identifies noise and sound, the beginnings of noise pollution, and describes the progress of hearing. A diagram of the ear is included. Noise Measurement, the second section, considers the hearing process, decibles, and sources of noise pollution. The third section, Ill Effects of Noise, examines some of the psychological and physiological effects produced by noise pollution. The fourth section introduces acoustics and outlines some measures for combating and controlling noise. The fifth section, Programs and Activities, suggests activities which can be used to explore noise and noise pollution. A glossary and bibliography are included. (TK)

Focusing on the resources of an academic library (th University of California at Los Angeles, in this case), this booklet outlines and discusses a plan for conducting library research in preparing a term paper. Beginning with a section on books, in which the card catalogue is explained, the outline continues with sections on periodicals and bibliographies. Additional comments concern the reference desk, pamphlets, government publications, newspapers, term paper guides, the audio room, and the university research library and other campus libraries. Examples of catalogue cards and periodical and bibliographical index pages are included. (JM)

The essay provides background material for a junior high school unit, The Emergence of the New American. The unit deals with the colonial period in America in terms of the evolution of the political American. Separate sections of the paper discuss the format of the course, the Englishman in the 17th century, the lure of the new world, changes over the generations in the new world, slavery, the influence of geographical differences in North and South in shaping people's lives, the old colonial system, and royal government in America. The final section of the paper traces the conditions which gave rise to American political attitudes. The author notes that even though early settlers patterned their governments after English Parliament, a very different kind of government and attitude toward government existed. Since government in the colonies was everybody's business, it lost the sanctity and awe with which it had been surrounded in England. A table of contents of the four-part unit is included. Some titles in Part I include: What Motivated Englishmen to Plant Colonies in America?; On New England; and On Virginia. Part II presents Bodo, the Life of a Medieval Peasant, and two articles on Virginia. Part III is the game, Empire (see SO 012 054), and Part IV covers the New American, sections of Samuel Sewall's diary, readings about an indentured servant, a slave, George Washington, and the conflict between the colonial assemblies and the royal governors. (KC)

The two papers represent the result of a four-week 7th and 8th grade unit entitled the Caesar Unit. Organized using primary sources, the basic materials were a selection of Cicero's letters and Caesar's Commentary on the Civil War. The first paper, by the classroom teacher of the unit, contains brief factual information about the materials, children, and classroom conditions, and records the author's impressions. Six children selected from public and parochial schools in the Cambridge, Massachusetts area participated in the daily one-hour classes. The classes concentrated on sources of and reasons for conflicts in the accounts of Caesar and Cicero. The author's evaluation of the course centers around difficulties in translations, the need for background information, and relevant materials. The second paper records events from the point of view of a linguist and offers suggestions about the relation of linguistic skills to the ability to read, study, and write history. The necessary skill of critical reading is discussed in terms of the students' ability to infer information from written material. The author reports results of a test given students in which they were asked to point out the ambiguities in selected quotations. The difference between students interacting with each other as opposed to interacting with the material is also discussed. (Author/KC)

Presented is a working paper which reviews the research on learning, language, social behavior, and curriculum for moderately retarded children IQs from 30 to 50 and provides a bibliography of approximately 1,000 items. The review of the research covers learning processes of the moderately retarded in sections on reinforcement, discrimination learning, information processing, and academic learning; language learning in the moderately retarded in sections on language and cognition, language assessment, and language programs; social behavior with emphasis on the improvement of adaptive behavior; and curriculum research. Discussed are implications of the research for curriculum development such as cost effectiveness and procedures for development of a social curriculum which is planned to consist of three interrelated components (social learning, communication skills, and perceptual-motor skills in three phases (play, sensory awareness, and achievement). The bibliography provides an alphabetical listing (by author) and a listing by the following topics: learning characteristics, behavior modification, Down's syndrome, communication, social behaviors, educational programing, curriculum guides, parent aids, and measurement. (DB)

Negotiable instruments--various kinds of paper--are treated in this brief course outline with the objectives of teaching the student to: (1) understand and relate monetary legislation to his personal affairs, (2) understand four types of negotiable instruments, (3) demonstrate an understanding of transferring negotiable instruments in a practical application, (4) identify four types of endorsements on negotiable instruments, (5) complete three types of instruments from given information, (6) demonstrate knowledge of maker and endorser responsibilities in a case problem. Course objectives, learning activities, evaluative instruments, student and teacher resources are included. More than one-half of the pamphlet is devoted to test appendixes and keys. (NH)

The author explores the utility of educational games in elementary and secondary social studies classes. Separate sections of the paper discuss types of games, similarities among formal games and social studies topics, educational game design, and examples, advantages, and limitations of educational games. Game playing in society is described as either formal or informal; formal games comprise three categories: showdown, strategy, and a combination of the two. A table of social studies topics which include the subject areas of history, geography, civics, and economics that can be broken down into elements common to formal games is presented. Next, the process of game design is explained in three steps: system analysis, simulation design, and refinement. System analysis defines the major actors in a process, their interactions, and their decision rules in responding to each others' actions. Following the discussion of game design, eight examples of educational games relevant to social studies and designed by the author are briefly described. The final section notes several advantages of games in the classroom setting: they present concrete problems in a simplified but dramatic form; the attention span of elementary school children is increased; the player gains a growing sense of structure among the game variables; and the games which simulate reality can present the great problems of contemporary society on a level of specific human action that directly relates the student's decisions to the larger world. Disadvantages are discussed in terms of teacher attitudes and the attractiveness of games to children. (KC)

This publication ends by offering a self study booklet to assist those in Catholic schools in drafting a practical and effective statement of their school's philosophy. The chapters that precede it provide the background and context of the self study booklet. In this paper the "Catholic" dimension of the school's philosophy is especially emphasized and other dimensions are to some extent slighted. The first chapter discusses the four "faith-views" held by Catholics: the traditional, the conciliar, the reform, and the independent. The second chapter summarizes two National Catholic Educational Association (NCEA) surveys of practices that had some relationship to the Catholic dimension of the school, ranging from religious instruction, to faculty, student, and parent interaction. Chapter 3 reports on several research findings that show correspondence between basic beliefs and attitudes and views on school practices. Chapter 4 presents ways to develop an effective philosophy for a Catholic school. (Author/MLF)

The papers and research reports comprising the ten chapters of this monograph were originally prepared as background information for a national study of engineering technology education in the United States. Chapter I briefly describes the historical and contemporary settings of engineering technology education. After Chapter II provides information on the characteristics of engineering technology curricula and a tentative classification system for content areas, Chapter III illustrates the kinds of curriculum guides which appear in the catalogs of two-year institutions offering engineering technology programs. Chapter IV describes some of the characteristics of the mathematics, chemistry, and physics courses taught as part of the engineering technology curriculum. An overview is presented in Chapter V of the process of accreditation, especially in relation to the engineering technology field. Chapter VI reports on a study of engineering technology faculty, providing information about characteristics and attitudes. Chapters VII and VIII provide results for studies of the characteristics, perceptions, and activities of engineering technology students and graduates. Chapter IX considers issues related to the certification of engineering technicians, while Chapter X concludes the monograph with a statistical model projecting the future of engineering technology education. Appendices provide a list of institutions offering educational technology programs, survey instruments, enrollment estimates, and a bibliography. (AYC)

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

This publication is intended to assist the leaders of collegial teams and to provide a plan for a school district program coordinator to use in establishing a number of collegial teams within a district. Part 1 presents a thorough definition of a collegial team and describes what such a team does. Also provided in this section is information on team development, team assessment techniques, and some suggested ways to begin a collegial team renewal program. Within this section, the roles of the team member, team leader, district planner, and district superintendent are discussed. Part 2 focuses on the leadership role of the collegial team leader and the role of the program coordinator responsible for establishing several collegial teams in a school district. The leadership characteristics essential to each role are discussed and related to the skills necessary for implementation of a collegial team program. The appendix contains a number of resource materials and instruments that may be useful to collegial team leaders and/or district program coordinators. An annotated bibliography of relevant publications is also included. (Author/JG)

In Pennsylvania, the legal duty to reimburse a school district is based on the days of instruction provided by a district and payment only for the actual number of instruction days up to 180. The Department of Education presumes that, during a teacher strike, no days of instruction are being provided. However, should a school board notify the department that it intends to keep its schools open during a strike, the department--in performance of its duty--must make certain that the district's pupils are receiving an adequate education in conformity with the school code and state board regulations. This manual outlines the procedure that the Department of Education would use in fulfilling its statutory duty. (Author/JF)

This report describes an instructional package designed to replace a set of unsatisfactory textbooks used to teach State history, government, and geography to 4th-, 7th-, 11th-, and 12th-grade students in Virginia. The format of the package, taking what is described as the "inquiry approach", revolves around a series of short television programs with pre- and post-viewing classroom activities. The report is divided into three major sections. The first discusses instructional methodology--inquiry, concept learning, and valuing. The second describes the format of a typical unit of instruction, and the third reviews the extant literature on research in instructional television. Two typical lessons are attached as appendixes. (WDR)

This document is a collection of informative pamphlets, articles, and resource materials to be used in the development of classroom career education programs. Among the inclusions are: a four-page model of a career education program from kindergarten to post high school, a one-page article about career development, a one-page diagram of the major elements of career education, brief outlines of jobs associated with the 15 occupational clusters, and diagrams showing occupations related to interest and ability in 14 curriculum areas. (JC)

Presented is a model of a graduate course for students from a variety of disciplines on human sexuality and the developmentally disabled. Course objectives are said to include competencies in designing and administering programs to foster appropriate sexual behavior and in assisting parents to deal with their children's sexuality. Seven resources to aid the instructor in facilitating discussion are listed. The course outline consists of six major topics (psychosexual development and overview, attitudinal considerations, institutional and community policies and practices, sex education and remediation, and parental concerns) with associated readings. (CL)

These 20 inquiry exercises bridge the "understanding gap" between elementary school students' impressions and the reality of China. The exercises involve students in developing relevant understandings about China and the world, as well as in extending their skills in social studies and social education. Arranged alphabetically by title, the exercises include initiatory, developmental, and culminating inquiry into the affective and cognitive domains of learning. In all of the exercises, a possible instructional use is identified, teaching techniques and devices are described, and, when appropriate, teacher comments are also suggested. Students are asked to find the answer to a researchable question. For instance: one exercise involves determining China's place in the world by counting references to China from sources such as newspapers and recording the information in comparison with that for other countries. Students then construct a mental map of the world. Another exercise involves the identification of attitudes toward China through role playing. (Author/JH)

In the first of these two lessons, students study the concepts of three sides of equal length, three equal angles, plane figure, closed figure, and simple figure by reading descriptions, considering examples and nonexamples, and completing exercises. On the second day they combine these concepts in a definition of equilateral triangle. The materials are self-contained but should be preceded by introduction or review of a vocabulary list provided; answers and explanations immediately follow each set of exercises. A brief introductory review of research related to concept learning describes the rationale for the techniques used within the lessons which were developed as part of the Project on Conditions of School Learning and Instructional Strategies at the University of Wisconsin. (SD)