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The percentage of high school students passing the first semester Algebra 1A final exam in January 2000 dropped precipitously from the passing rate one year earlier. That decline in final exam passing rates was due largely to the adoption among all schools of a uniform algebra exam combined with a system-wide uniform grading scale. High school differences in Algebra 1A exam performance were reported to the Board of Education on May 9, 2000. As part of a continuing analysis, the current report summarizes the connections between Algebra 1A exam performance and: (1) teachers' education levels; (2) years of teaching experience; (3) certification for math instruction, and (4) completion of pertinent in-service training courses. (ASK)

This overview of Korean Americans and their culture is designed to help administrators, teachers, and other instructional personnel understand general factors about the presence of Korean Americans in the United States and their cultural backgrounds and attitudes toward education. An attempt is made to improve English language instruction by exploring similarities and differences between Korean and English. The five sections discuss (1) Korean history; (2) culture and the acculturation process; (3) education; (4) religion; and (5) the Korean language. Korean parents hold ambivalent and often inconsistent expectations about the cultural choices their children make in finding their places in American life. Biculturalism becomes a useful construct for realizing that children can develop new values and cultural orientations while still respecting the cultural traits of the Korean family and community. Appendixes contain a map of Korea, a timeline of Korean history, and some information on classroom behavior and relationships. (Contains 21 references.) (SLD)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations for immersion teachers about deciding what culture is, when it should be taught, and how to teach it. The program is divided into three sections that discuss the following: defining culture; identifying reasons to teach culture; and developing a plan for teaching culture. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the information in the section "Background Reading," and then view the video program and complete the seven related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights techniques, strategies, and special considerations that immersion teachers must think about as they plan for and teach language arts to upper grade elementary students who have been enrolled in immersion programs since kindergarten or Grade 1. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the report of the Commission on Reading "Becoming a Nation of Readers" in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the eight activities in Parts 1 and 2 of the manual. Appendixes include two short stories, definitions of types of discourse, and a list of writing intents. (Contains 24 references.) (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations in teaching language arts in kindergarten through the Grade 2 immersion classroom. The program describes the following phases in teaching beginning immersion students to read: preparing students to learn to read; helping students make a transition to beginning readers; implementing formalized instruction in reading; and teaching the writing process. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the report of the Commission on Reading "Becoming a Nation of Readers" and a related paper by Donna Gouin in the section "Background Reading," and then view the video program and complete the seven related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. (VWL)

As a supplement to "What You Need To Know About Riding The School Bus," this booklet answers some of the most common questions concerning transportation for students with special needs. Using a simple question/answer format, the booklet addresses 22 issues regarding scheduling, the duties and responsibilities of the driver/aide, parent responsibility, behavior, and other topics. Questions include: (1) How soon after placement will a child's transporation be arranged? (2) Can pickup/drop off times change throughout the year? (3) What if a child is picked up and delivered to a location other than his home? (4) Is a child entitled to door-to-door service? (5) What if a child moves to another part of the county? (6) What accommodations are needed when a child requires a wheelchair? (7) Are aides available on every bus? (8) Can buses come back for children who are not at the bus stop in time? (9) Does participation in special education guarantee transporation? (10) What accommodations will be made for children unable to conform to bus rules? (11) Can safety seats by provided? (12) How will deaf parents be notified of early closings and bus trouble? (13) How will hearing-imparied children communicate with drivers and aides? (PB)

A revision of the 1979 publication, this document presents the educational objectives and course descriptions of the social studies program for grades K-8 of the Montgomery County Public Schools, Rockville, Maryland. The document begins by outlining the social studies themes and units for each grade level, by describing the program and its relationship to other curriculum areas, and by listing career education instructional objectives in social studies. For each grade level, an overview is presented of the social studies program and a listing of educational objectives for unit themes. The program is designed around a sequence on "expanding horizons." This design begins with the student's immediate environment and expands into the community, state, nation, and world, developing a global perspective. The program provides activities which help learners to develop the knowledge, attitudes, and skills necessary for effective citizenship in a democratic society. Through the integration of content and attitudinal and skill objectives, the program shows the interrelationships among the physical, cultural, and global environments in which people live. (RM)

Discussion material and exercises related to pre-algebra groups are provided in this five chapter manual. Chapter 1 (mappings) focuses on restricted domains, order of operations (parentheses and exponents), rules of assignment, and computer extensions. Chapter 2 considers finite number systems, including binary operations, clock arithmetic, properties of operational systems, multiplicative systems, and subtraction/division. Other operational groups are considered in chapter 3. Additional topics include the cancellation law, non-commutative groups, and designs from finite systems. Chapter 4 focuses on integers, discussing set of integers, (Z,+) as a commutative group, subtraction, multiplication/division, order of operations, exponents, and absolute value. Transformational geometry is the major focus of chapter 5. Topics discussed in this chapter include: symmetry, plotting points, translations, translations and groups, line reflections, rotations, isometries, and dilation. Each chapter concludes with a set of review questions. In addition, a set of cumulative review questions for chapters 1-3 is included. (JN)

Four classroom activities useful for language immersion instruction are described and specific applications and extensions are noted. All are best used to teach content and language at the same time. The first, entitled "Think-Pair-Share," is a cooperative learning technique that increases student participation in classroom experiences and increases opportunities for students to learn from one another. It establishes teacher expectations for students' attention and participation by requiring that students think about and interact with all questions. The second activity encourages students to use questioning to discover the common attribute of a collection of items. The items may be revealed one at a time or all together. An exercise called "comparison circles" is an instructional technique based on the logic of Venn diagrams. Relationships among groups of objects in science and social studies are demonstrated to help students learn to classify objects according to common characteristics. Finally, the "guess box" uses a technique similar to "Twenty Questions." A mystery item is placed in a box and students must identify the item by gaining information through questioning. A list of prompts for the guess box activity is included. (MSE)

Information and materials to assist professional staff in providing a meaningful and sequential program of rhythms and games of low organizational structure for grades K-6 is presented. Simple dance activities are described, and evaluation checklists for measuring activity effectiveness and student development are provided. Specific directions for singing and dancing games are included. Much of the information is presented in tabular form for easy reference, and a brief bibliography is appended. (LH)

This guide contains a motor development diagnostic survey for the use of elementary physical education teachers and classroom teachers. These tests enable teachers to identify specific perceptual motor problems of students. A description is given of activities to be used in establishing individualized instructional programs for remedial purposes. Specific perceptual motor activities included in this guide deal with these areas: body/object spatial relationships; gross motor coordination; directionality; eye-hand coordination; visual-motor coordination; laterality; midline; fine motor coordination; and balance. (JD)

The Montgomery County (Maryland) Public Schools (MCPS) has developed this handbook for elementary, middle, and junior high school teachers to focus attention on the importance of the handwriting process. Information is offered on the following topics: (1) MCPS handwriting objectives, (2) organization for handwriting instruction, (3) examining and selecting approved handwriting programs, (4) readiness for handwriting instruction, (5) basic rules for good handwriting, (6) the left-handed student, (7) remediation, (8) illustrative programs for middle and junior high school students, (9) integration of handwriting with other subjects, (10) activities for handwriting centers, (11) ways for parents and guardians to help in handwriting instruction, (12) MCPS approved handwriting programs for the elementary grades, and (13) supporting materials for handwriting instruction. A glossary, an annotated bibliography, and a bibliography on handwriting instruction for left-handed writers are also included in the handbook. (RL)

A teacher's guide for two sequential one-year commercial art courses for high school students is presented. Commercial Art I contains three units: visual communication, product design, and environmental design. Students study visual communication by analyzing advertising techniques, practicing fundamental drawing and layout techniques, creating silk-screen posters, and developing and printing photographs. Product design activities include describing elements and principles of design of various objects, constructing a prototype container, researching the market for various products, and designing a package. In environmental design, students design a house based on physical, emotional, and aesthetic needs, functions, traffic patterns, and energy conservation. Commercial Art II repeats the three units of Commercial Art I. The emphasis in visual communication is on graphic design, displays, illustration, and media/photography. Product design focuses on industrial design. Students create a product based on several factors of design. In the environmental design unit, students study urban planning by formulating solutions to community planning problems. Instructional and performance objectives, a suggested sequence for instruction, a list of materials needed, and suggested assessment measures are included for each unit. The document also contains a bibliography and lists resources such as organizations, periodicals, kits, handbooks, sources of materials, and professional organizations. (KC)

The document provides art activities for the classroom teacher who is not an art specialist. It contains activities which supplement experiences provided by the art teacher as well as activities designed to measure the achievement level of students in concept skills related to art and the principles of design. The supplement is divided into three sections: K-2, 3-4, and 5-6. Within the sections, activities are organized according to early childhood, language arts, mathematics, music, science, social studies, and outdoor education. Activities for grades K-2 include shadow puppets, finger painting, drawing from auditory memory, and making yarn flowers. In grades 3-4, students learn about primary and secondary colors, mix paint to obtain different values, create paper mache characters, and make a flipbook. Activities for grades 5-6 include designing a colonial quilt, making skeletal leaf rubbings and skeletal sculpture, drawing portraits, producing etchings, creating a Japanese rock garden, examining social commentary in painting, drawing caricatures, creating designs associated with sound, and examining the human figure in art history. An extensive glossary, a classification of art terms, and a bibliography of books and films are included. (KC)

Designed for use as a teaching aid only, this instructional guide provides secondary physical education teachers with a basis and direction for realizing those instructional objectives concerned with the development of motor skills and physical fitness. The content of the bulletin reflects an increased emphasis on individualization and student choice and on new processes leading to greater depth in the comprehension of physical education. Included in the guide are sections on: (1) the basic program and its goals; (2) requirements and guidelines for implementation; (3) evaluation and grading; (4) administration and organization; (5) student orientation; (6) equipment recommendations; (7) needs of adolescents; (8) theory and practice of training and exercise; (9) exercise as it relates to weight control and heart disease; (10) personal development. In addition, specific instructional objectives and assessment measures, including a sequential list of skills based on an assumed level of ability respective to grade level, are provided for 17 core athletic activities and 16 optional activities. Information and diagrams on dimensions of fields and courts are also included. (DS)

This curriculum unit is for use in an elementary school foreign language immersion program in Montgomery County, Maryland. The unit is geared toward the second grade science classroom. It includes instructional and performance objectives, vocabulary lists, optional language structure sections, illustrations, activities, evaluation suggestions, and worksheets. The unit considers the interrelationships of light and shadow, changes caused by the interactions of matter, and the behavior of liquids as they interact with different kinds of surfaces. With the exception of instructional objectives, all materials are written in Spanish. (SR)

This curriculum unit, developed by the Montgomery County Public Schools, Maryland, was designed for use in the elementary level foreign language immersion program. It is geared toward the first grade science classroom. The unit includes instructional and performance objectives, necessary vocabulary lists, optional language structure sections, activities, evaluation suggestions, and worksheets. The unit considers topics such as seeds, plants, growth, life, movement, fruits and vegetables, reproduction, food, and plant- and animal-based products. With the exception of instructional objectives, all materials are written in Spanish. (SR)

Designed for eighth grade health classes, the guide serves to present early adolescents with information about drugs, relations between the sexes, difficulties and problems which are likely to arise in these areas, and probable consequences of various courses of action. The specific topics addressed in the unit are: (1) decision making; (2) family and peer relationships; (3) alcohol, tobacco, and other drugs; (4) reproduction, pregnancy, birth, and pregnancy prevention; (5) sexually transmitted diseases; and (6) problems of teenage pregnancy. Objectives, instructional activities, and student handouts are included for each topic. Transparency reproductions are included for topic 4. (BA)

The reading and listening program described in this Montgomery County, Maryland, curriculum guide is based on sets of instructional and performance objectives for each grade level from kindergarten to eighth grade. Within each grade level set, the guide organizes the objectives into major categories that represent important areas of instruction: (1) prereading (kindergarten and first grade), (2) phonics-decoding/structural analysis/sight vocabulary (grades one through eight), (3) language experience (kindergarten through grade two), and (4) comprehension (kindergarten through grade eight). The objectives are organized in a developmental sequence according to instructional goals indicating the purpose of instruction and performance goals specifying what students ought to be able to do to demonstrate progress toward attaining the objectives. (FL)

This document is a curriculum guide for a family life and human development course to be used as a senior high school elective. The purpose of the course is to help students gain a greater understanding of human sexuality and to obtain information needed for intelligent, responsible decision making. Thirteen units included in the course are described: Group Building Activities, Family Life and Human Development, Self-Concept, Interpersonal Relationships, Human Sexuality, Pregnancy and Childbirth, Adolescent Pregnancy, Contraception, Economics of Family Life, Aging, Child Abuse, Sexual Assault, and Sexually Transmitted Diseases. Objectives for each unit are listed. The unit descriptions include instructional objectives, performance objectives, suggested activities, sample assessment measures, and resource lists which include printed or audiovisual materials and names of relevant agencies. (ABL)

This packet contains materials for the Entrepreneurial Internship Program in the Montgomery County Public Schools. An information sheet details what an intern does and learns, the intern's specific responsibilities, time requirements, credit, intern selection, and choice of program's sponsors. The application form and a listing of program objectives follow. A memorandum of understanding lists obligations of these participants: entrepreneurial intern, sponsor, parent or guardian, coordinator, and high school principal or designee. (YLB)

By taking a two-semester course in theatre, students in grades 10 through 12 can gain a better understanding of drama. Theatre I provides an overview of the field of theatre and serves as a prerequisite to all further theatre courses. Upon completion of the first course, students should be able to (1) respond aesthetically to theatre; (2) recognize theatre as a reflection of human needs; (3) perform first independently and then as a member of a group; (4) consider the various possibilities for careers within the theatre arts; (5) solve problems creatively through the application of the techniques of relaxation, imagination, concentration, and sense memory; (6) convey attitude and emotion through a variety of verbal and nonverbal behaviors; (7) demonstrate a knowledge of theatre terminology; (8) identify the characteristics of various forms of dramatic literature and styles of production; and (9) demonstrate an understanding of the relationship among artist, theatre, audience, and society. After completion of Theatre II students should be able to perform basic tasks of technical theatre; demonstrate appropriate stage and acting techniques; perceive the relationship between a period of history and the theatre it produced; assume the identity of a specified character, based upon a thorough analysis of a script; read and interpret a play for possible class performance; and identify career opportunities in acting and technical production. (HOD)

Developed to increase student ability to communicate effectively in a growing range of situations, this kindergarten through grade eight writing and speaking program is based on clusters of instructional and performance objectives for each grade level. The guide begins with a discussion of the goals of education, a point of view about language learning, and the purposes, characteristics, and outcomes of language instruction. The guide then lists three principles that govern the organization of instructional and performance objectives at each grade level; i.e., objectives should be organized: (1) across grade levels in developmental sequences, reflecting and promoting language and cognitive development; (2) according to the speaker's or writer's intent; and (3) in instructional sequence for direct use by teachers. Each grade level section contains two categories--composition and conventions--under which objectives are listed. The subcategories listed under composition are developing language fluency, expressing thoughts and feelings, writing and telling stories and poems, informing an audience, and persuading an audience. The subcategories under conventions are usage and grammar, punctuation, capitalization, spelling, and handwriting. A list of Montgomery County Public Schools instructional guides and related materials is included, as well as a chart illustrating the categories of objectives. (EL)

As part of the theatre studies program offered by Montgomery County (Maryland) senior high schools, this instructional guide for advanced acting is designed to train students in the rigorous skills of preparing and presenting a character in performance. After listing 11 educational objectives, including being able to identify character elements inherent in a dramatic script and being able to function effectively in a group performance of a scene, a statement of philosophy is presented. Unit One, "The Actor," emphasizes the refinement of acting skills. Unit Two, "The Actor Explores the Script," deals with script and character analysis. Unit Three, "The Actor Explores the Performance," demonstrates application of script and characterization analysis to performance. Unit Four, "The Actor Explores the World of Theatre," explores the educational and professional opportunities available to actors. Each unit consists of a brief course outline, the instructional and performance objectives to be mastered, activities to help the student reach those goals, and suggestions for assessment. (DF)

Created to support aesthetic education for grades K-6, this document provides a scope and sequence for instruction which art teachers can use. Areas covered include: drawing, painting, collage, printmaking, textile arts, puppetry, architecture, environmental design, film-making, and commercial art. Detailed outlines of concepts, performance objectives, materials, vocabulary lists, procedures, assessment measures, resources, and related instruction are provided for each lesson. A table showing the match between the lessons and the instructional objectives and a bibliography are included for each area of study. The appendices include: (a) instructional objectives and sample letters to parents describing the program goals and objectives; (b) a film list; (c) community resources for art teachers; (d) a glossary with terms grouped by grade level; (e) Shorewood Art Reproductions; (f) discussion supplement for the Shorewood Series, "Art of Black America"; (g) an art program for Head Start; and (h) art instruction for children with specific learning disabilities. The text is illustrated with photographs, charts, and line drawings. (SW)

This document presents a curriculum for high school students designed to help students recognize human needs, develop useful communication skills, improve perception and self-concept, and learn to make rational decisions to improve the quality of life for themselves and for society. The curriculum is organized by instructional objectives. An introductory orientation instructional objective, that the student will practice and adopt communication skills that will promote effective interaction with others, is presented, along with five other instructional objectives: (1) students will describe some human needs and the behavior used to meet those needs; (2) students will describe how self-concept and perception have direct influences on choices of behavior; (3) students will list methods for changing self-concepts from negative to positive; (4) students will relate drug abuse to psychological defense and escape behavior patterns; and (5) students will explain perceptions of drug abuse, its scope, and its relationship to other social problems and social change. For each instructional objective, a set of performance objectives is listed, and suggested activities, worksheets, handouts, and related materials are provided for each performance objective. Each instructional objective unit ends with a sample unit assessment measure. Lists of teacher resources in print, films, audio-cassettes, and community resource agencies are included. (NB)

This guide was developed by the Montgomery County (Maryland) Public Schools to assist elementary school teachers in implementing the instructional program in health education for kindergarten through sixth grade. Instructional objectives for teaching Family Life and Human Development and Safety during social studies time are organized by grade level. Each instructional objective is listed along with performance objectives, instructional activities, instructional materials, and sample assessments. (CB)

This guide provides activities, resources, and ideas for elementary physical education and classroom teachers. The activities in the basic rhythms program are divided into five classifications: movement patterns, dramatic activities, singing games, creative rhythms-dance, and rhythmic gymnastics. At the beginning of the basic rhythms sections is a list of definitions of the basic locomotor and non-locomotor movements. Fundamental forms of locomotion and non-locomotion are included in the movement patterns. Advice and instructions are offered on adapting physical activities to the capacities of children with physical or mental handicaps. Suggestions are made for conducting group games of lower organization which can be started quickly, have simple rules, and are adaptable to the available space. (JD)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights current theories, issues, and questions about second language acquisition. The following topics as they relate to children learning a second language in elementary school foreign language immersion classrooms are explored: caregiver speech; contextualized language; comprehensible input; the role of input; the role of output; hypothesis testing/negotiation of meaning; encouragement of oral language development; the role of grammar instruction; the role of error correction; the role of age, aptitude, personality, and motivation. It is suggested that the recommended readings included in the manual be read before viewing the video program. Two papers for background reading are: "Second-Language Development in Immersion Contexts" (Barry McLaughlin) and "Building Programs on a Sound Foundation: From Theory to Practice" (Helena Anderson Curtain; Carol Ann Pesola). (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual defines the negotiation of the meaning process and highlights specific strategies used by teachers to communicate their messages clearly to students, to understand students' messages as they communicate in the second language, and to help students expand and refine their second language skills. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the paper by Marguerite Ann Snow in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. Three "negotiation of meaning" checklists are included. (Contains 20 references.) (VWL)

This instructor's guide is intended to assist in making appropriate decisions about teaching and to help plan, present, evaluate, and expand curriculum materials for a course in career awareness, decision-making, and job-seeking skills. Instructional objectives are provided within six instructional areas: (1) orientation, (2) self-awareness, (3) career awareness, (4) decision making, (5) job seeking/keeping, and (6) theories of vocational choice. Listed with each of the twenty-one instructional objectives is a performance objective, a student assessment statement, a criteria statement, and a list of student activities. A bibliography of supplementary books for teachers and students is included. (LRA)

The manual discusses a school-based internship model for the preparation of teachers of handicapped adolescents. The first section of the organizational manual describes the need for and attributes of the school based model (the Mark Twain Teacher Internship Program). The basic missions of the program are described as preparing additional personnel and providing a public school-based model for graduate teacher training in supplementary education for students with learning and emotional difficulties. Section two offers information to demonstrate one program's implementation of the model, and is divided into the following parts: goals and foundations, organization and management, curriculum, instruction (inservice courses), instruction (practicum), instruction (elective projects), instruction (orientation to community resources), recruitment and selection, program evaluation, and program funding. The third section contains the proceedings, results, and conclusions of a regional conference to consider application of the model to other settings. It is explained that conference participants perceived the public school-based model generally applicable to rural, suburban, and urban settings. (Author/PHR)

Educational Objectives and course descriptions for art education, grades K-8, Montgomery County Public Schools, Rockville, Maryland, are presented. The program consists of the integration of art production, art criticism, and art history. Objectives are intended to help students become sensitive to visual aspects of their environment, aware of art forms produced by various cultures, proficient in using art for personal expression, able to solve design problems, and informed about career opportunities in art. Grades K-2 stress learning about, talking about, and producing art works. In grades 3 and 4 students participate in group activities such as creating murals, dioramas, and puppet shows. In grades 5 and 6 students become more analytical and critical in their aesthetic judgments and refine their skills and techniques. The grade 7 course provides opportunities to explore natural forms and art reproduction through imitating styles of artists. Arts and crafts of other cultures are also considered. Separate courses which encompass both grade 7 and grade 8 include drawing and design, painting, sculpture, creative crafts, and printmaking/photography. A list of instructional guides is included. (Author/KC)

Educational Objectives and brief course descriptions for the social studies program, grades K-8, Montgomery County Public School, Rockville Maryland, are presented. The document is organized into two sections. Section one outlines the K-6 Social Studies Design approved by the Council on Instruction in April, 1977. The design should be implemented in grades K-5 by the 1980-81 school year. It identifies themes, organizing concepts, organizing questions, instructional objectives, and suggested topics of study by grade level. Themes focus on self and others in the community, state, and nation. Schools meeting established requirements may use "Man: A Course of Study" or "People and Technology" in Grade 6. Section two describes existing social studies programs and outlines learning objectives by grade level. Themes in grades K-6 focus on family and school, immediate and world communities, American history and geography, and past cultures. In grade 7 students study world geography and the southern hemisphere and in grade 8, world geography and the northern hemisphere. A brief bibliography of instructional guides and materials is included. (KC)

Educational objectives and brief course descriptions are provided for dance, drama/theatre, and interrelated ARTS (Arts Resource Teams in Schools), Montgomery County Public School System, Rockville, Maryland. In grades K-12 dance and movement are part of the physical education department. Instruction emphasizes the potential of body movement for expressing ideas and feelings. In addition, a summer program for the gifted is provided. Drama in grades K-8 is taught by trained classroom teachers. In the early grades a child develops awareness of drama as an art form and in the upper elementary grades the student uses dramatic elements in a more controlled way. In grades 6-8 drama education emphasizes development of mimetic and vocal expression skills. Courses in grades 9-12 include introductory dramatics, theatre, advanced acting, stage design, play direction, and dramatic form. The goal of interrelated ARTS is to provide K-8 teachers with training and support in the arts. Staff members conduct inservice courses, provide demonstration lessons and workshops, work with teachers on special projects, and operate a county-wide arts resource center. (KC)

Brief descriptions of course offerings in the social studies for grades 9-12, Montgomery County Public Schools, Rockville, Maryland, are presented. Courses are listed according to required or elective. Required courses are United States History I and II; National, State, and Local Government, and Contemporary Issues. In addition, over 45 courses are offered as electives. These courses include The Black Experience in America, Advanced Placement in United States and European History, Problems of the Twentieth Century, Economics, Psychology, Sociology, Modern Urban World, Cultural Anthropology, Law, Human Behavior, Comparative Religions, and an executive high school internship. The document points out that several of the courses have been added to the social studies program as response to a call for study of major social problems and issues and for more direct student participation in and observation of these problems. (Author/KC)