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This latest in a series of studies (of conditions which support creative problemsolving activity of gifted children) attempted to assess the immediate impact of an inservice training program to promote inductive and nondirective teaching behaviors. Subjects were 160 teachers (124 who participated in the training program and 36 constituting a control group; half from disadvantaged and half from advantaged schools) obtained from Chicago grade schools through three processes of random selection and assignment. Trained raters using Flanders' interaction analysis were employed to assess each teacher's behavior, pre and post, as 15 to 20-minute lessons were conducted. In all three dimensions analyzed--teacher talk, indirect teacher talk, and content--experimental teachers showed significantly greater change toward inductive teaching styles than control teachers, whether they began the project with relatively high or low patterns. The same dimensions of teacher behavior were assessed when the teachers conducted a lesson which involved a problemsolving task of a non-academic kind using materials designed to encourage display of whatever inductive potential they might possess. All teachers showed significantly greater inductive tendencies in their behavioral response to the specially constructed lessons than they showed in reponse to the earlier regular academic ones. (Implications are discussed and hypotheses for further study suggested.) (JS)

The value of using inductive and deductive methods in instructing a mathematical principle and foreign language alphabet are tested with sample groups of sixth and eighth grade students in two separate educational experiments. In both cases, the instructional methods used were--(1) instruction in principle before application to examples, (2) examples followed by principle clarification and supplemented by further examples, and (3) examples only. Although students taught by the first method tended to learn the principles best, the participants in the third groups were superior in the areas of retention and transfer. The performance level of the second groups lay between those of the other two. For a related document see ED 022 392. (AF)

Section I of this final report presents basic research findings on teaching and learning about intergroup relations at the elementary level, and includes a number of propositions and critiques about intergroup relations education and a series of recommendations. Section II is an actual "Intergroup Relations Curriculum" for elementary grades; it consists of a discussion of the conceptual framework of the curriculum, teaching tools emphasizing inductive teaching and discovery by students, 20 learning activities, and two extensive units for use at the intermediate level. Section III contains information on teacher education program held at Tufts University, evaluation instruments, dissemination procedures, and projections for the curriculum. (Author/ef)

This paper analyzes and evaluates the methodological approach developed by B. G. Glaser and A. L. Strauss in THE DISCOVERY OF GROUNDED THEORY (Chicago: Aldine, 1967). Smith and Pohland's major intent is to raise Glaser and Strauss' most significant concepts and issues, analyze them in the context of seven of their own studies, and in conclusion lead to a formal methodological strategy for their current project, a study of the utilization of Computer Assisted Instruction in Eastern Kentucky. Introductory sections describe the process of generating "grounded theory" (which unlike the preeminent logico-deductive process is "an initial, systematic discovery of the theory from the data of social research") and explain Smith and Pohland's greater emphasis on developing a thorough descriptive account or narrative in their conception and use of nonparticipant observer methodology. The major sections of the paper are (1) "Theoretical Sampling in the Development of Grounded Theory" which includes discussion of "theoretical saturation,""slices of data,""comparative analysis of groups,""theoretical sensitivity and insight"; and (2) "The Discovery-Verificational Continuum Reanalyzed" which defines the "constant comparative method of qualitative analysis," analyzes each step in light of five field work examples, and isolates major differences in approach. A concluding section discusses application of grounded theory. (JS)

This is one of several sequential units developed by the Latin American Curriculum Project. The primary objective was to promote pupil understanding of the social and cultural patterns (ways of living) of Latin America. Appreciation of the diversity in the area is developed by comparing four different families, and contrasting these with life in the United States, to develop insight into their own surroundings. The unit is divided into four parts: the Amazon Jungle, rural Guatemala, Panama City and countryside, and the city in Chile. Each part is organized around a reading selection with illustrations, suggested approaches, and explanations. Related reports are: ED 036 679, SO 000 020, SO 000 021, SO 000 022, SO 000 023. (SBE)

This two week unit has attempted to alleviate two deficiencies normally found in instructional materials: superficial treatment or neglect of developments since World War II; and, the overemphasis on conflict. Topics have been selected for in-depth discussion, and emphasize the Organization of American States, the Alliance for Progress, and the settlement of the El Chamizal Dispute. The goal achieved is better balance between conflict and cooperation in the discussions of United Stated foreign policy specifically, and inter-American relations in general. Content objectives are indicated for each topic. The "Suggested Activities" have attempted to provide opportunities for students to develop critical thinking skills leading to the formulation of generalizations or hypotheses. Teacher-guided discussion of open-ended questions is used. Supplementary activities are suggested for further exploration of the topics. Units are designed to be used independently, and flexibly depending on the classroom situation. A variety of materials are recommended since most of the topics are of a controversial nature. Readings, sources of materials, and transparency masters are provided in the appendix. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 021, SO 000 023. (SBE)

This teaching package or unit is part of a sequence of materials developed by the Latin American Curriculum Project. Concepts, key ideas and facts introduced in earlier grades on socio-cultural patterns are reinforced by this multidisciplinary approach. The major topic emphasis is the history of the periods since the beginning of the Independence movements. A brief review of physical geography, and a survey of Latin American regions are included. Contemporary problems and cultural contributions are stressed in the last section. The suggested activities stress inquiry and reflective thinking through class discussion questions; pupils are expected to reach valid generalizations. Student abilities to handle independent reading, and to use the library are considered vital. The appendices contain these instructional materials: masters for transparencies, reading selections, country charts to be reproduced for class discussion. Additional texts are suggested including one for the slow learner. Adaptations can be integrated into world history, world geography, or world culture courses. Related reports are: ED 036 679, SO 000 019, SO 000 021, SO 000 022, SO 000 023. (SBE)

As one of the sequential units developed by the Latin American Curriculum Project, it expands further the material in the units covered at the lower grade levels. It is a two week unit which emphasized a comparison of the Anglo- and Latin American colonial systems. Broader perspectives and more meaningful understanding of both civilizations are considered the major objectives. Comparative study is considered important here because it increases awareness of United States History, weakens stereotypes and ethnocentrism, and, offers excellent opportunities for the integration and extension of world geography and world history knowledge and skills. An attempt has been made to include content usually neglected in American history texts. A variety of sources and viewpoints are provided, and students are encouraged to critically analyze information and develop their own hypotheses. The activities that are suggested, attempt to stimulate meaningful class discussion. Specific references for each topic are indicated in the materials section. General bibliographies, maps, and readings are provided in the appendices. Maps and charts are meant to be used as transparency masters. This unit was designed to allow adaptation to more than one grade and ability level. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 022, SO 000 023. (SBE)

This volume contains a comprehensive collection of chapters which have been organized around the critical decision-making areas of curriculum development or reform. The critical areas discussed are: the conceptual structure or framework; curriculum organization (i.e. sequential approach, interdisciplinary approach); behavioral objectives; program content; instructional strategies (i.e. inquiry, discovery, simulation); and, learning materials selection and development. The major emphasis of this book was the overall process of social studies curriculum planning, design, implementation and evaluation, including methodology, techniques, and models. Illustrative materials and curriculum plans from various research and development projects, and, extensive references for each topic area have been included. (SBE)

A tentative educational program proposed by the 1967 workshop regarding social studies education and curriculum is presented. They have evaluated the existent philosophy, curriculum, materials and methods, in terms of new developments in order to develop a more effective program. The primary objective is education for citizenship. The component parts are described and specific behavioral objectives are designed to permeate the entire curriculum sequence. The five major components of citizenship education discussed are: decision-making skills; democratic value development; individual development and self concept; problem-solving (individual and societal controversial issues); and interpersonal competence in the governing process. The methodology emphasized is the inductive problem-solving (inquiry) approach through active in-depth participation of students in problem identification and solution within their changing communities social and physical environments. This method is combined with an in-depth multidisciplinary social science study of basic human activities. Course content and logical sequence emphasize transition to provide a common element at each grade level. A tentative sequence of topics and units is summarized for K-6 and grades 7-12 using multi-media and texts. An extensive bibliography of books on social studies is included. (SBE)

When the English teacher understands his "place" as being an "office" that he holds in relation to his students and the lives they live with their language, he will abandon the abstract and often irrelevant "domains" of English and avoid repeating in the classroom what culture has already done for the students. As he intervenes in their education, the English teacher should avoid attempting to protect language purity or to hammer out an academic understanding of the disciplines of language, literature, and composition. Instead, he ought to give students an understanding and control of those linguistic structures they cannot absorb elsewhere. Because students cannot master logic and writing simply by existing, the English teacher's office is to teach the written language. He should understand and appropriate the recent discoveries in the differences between oral and written language and in the systems and psychology of logic. He should encourage his students to be judged by their peers, and he should provide written lessons in inductive logic for elementary children and in deductive logic for adolescents. (JB)

This article on language instruction elaborates on assumptions, procedures, and techniques used in the implementation of various teaching methodologies. Equally critical of the grammar-translation method and the direct method, the author points out the strengths of the audiolingual approach. The lack of controlled, scientific investigation of the nature of language learning is deplored in an attack on the methodologies which appear merely to be passing fads. (RL)

The guide was designed so that the program series could be effectively used as an instructional device for self or individualized study. The series was produced as a public service and planned for adult viewing as enrichment to the basic information about the United States Government. The objectives of the guide for each program are: 1) to identify the generalizations that will be made in the program; 2) to list the models or key concepts from which generalizations can be made; 3) to make statements which enhance or reinforce the generalizations; and, 4) to introduce questions to guide the viewer's attention to the major points in the program as well as to assist the student in the development of concepts which are related to the content of the program. References for further study are included, but the student is encouraged to select additional information sources such as: newspapers, journals, the Congressional Record, and radio and television news reports. (SBE)

This framework is intended to provide guidelines to local schools in planning total programs, and to serve as a basis for future state adoptions of new textbook materials. The purpose of the interdisciplinary program is to provide learning experiences that will lead to the development of self and effective human relationships in a democratic society. The program is planned as a total sequence so that learning is developmental and cumulative. Elements of the program include: curriculum design, instructional resources and physical facilities, and professional growth and development of teachers. The broad theme for the elementary grades is "Man and His World" which is designed to develop cross cultural understandings. As an integral part of the objectives, children learn and apply processes of critical analysis and concept formation, and values that lead to interpersonal skill development and effective citizenship. The secondary program summary includes brief descriptions for: 11 courses in American Studies; 6 courses in World Studies; and advanced Social Science Problems course in the techniques of investigation and inquiry; and, 5 introductory courses in: anthropology, economics, philosophy, psychology, and sociology. Appendices include: State Board of Education policy, and legal provisions. (SBE)

This guide for elementary grade teachers is designed to present a perspective for the social studies which will enable teachers, and hence their students, "to discern coherence, continuity and preciseness in the study of human affairs." It reflects on interdisciplinary approach, based on the relatedness of the social sciences and strongly emphasizing the processes of concept development and generalization. Inductive methods are stressed in descriptions of learning situations showing relatedness between teacher purpose; pupil purpose; learning activities; accumulation of related sets of facts; concepts; subgeneralizations; major generalizations. In the last two chapters consideration is given to learner characteristics and reasonable cognitive and behavioral objectives for the primary and intermediate grade child. A multidimensional study of home and community stressing generalizations about human interdependence is recommended for the primary level. For the intermediate grades, it is suggested that an in-depth, laboratory study of a particular culture can, when organized on the above principles, encourage children to better understand their own environment and to gain insights into the relatedness of school curriculum to problems of personal and social significance. (JLB)

The objective of the project reported here was to devise and put into operation a social studies program for junior high school students in the seventh and eighth grades. The objectives for this program were to develop the informed individual with: 1) a good self-concept with a sense of individual worth; 2) a sense of moral judgment; 3) a valid understanding of the nature of race and of the many misconceptions about race now prevalent; 4) respect ethnic groups and their achievements; 5) understanding of the nature of conflict as a constant in human living and of socially acceptable ways of resolving it; and, 6) understanding of the many roles an individual assumes as a member of society and the influence these roles have upon him. A team researched the problem, and tried out the learning activities and materials devised or selected in the classroom. The end product was two teacher resource guides that include both cognitive and affective objectives, and rely upon inductive or inquiry methods, the use of critical thinking, role-playing, independent and small group research, and multi-media instruction. The guide for the seventh grade has been published (SO 000 858). An objective evaluation instrument was constructed, administered at the end of the 1970 school year, analyzed, revised, and will be published for use with the guide. (SBE)

This syllabus, revised in 1967, presents a thematic approach to history instruction with emphasis on concept development and relevant understandings. Five major topics focus on these areas: (1) American People (Immigration and Reaction to Immigrants, American Culture Patterns, Population, Civil Rights; (2) Government and Politics (Constitutional Theory and Practice, Political Leadership and Decision-Making, Federal State Relationship, Citizen Relationship to Government, New York State Government); (3) American Economic Life (The Economy, Mercantile Capitalism, Industrial Capitalism, Government Involvement, Government Finance); (4) American Civilization in Historical Perspective (Education, Creativity, Mass Media, Ideological Battles, Social Control); (5) United States in World Affairs (The Nation State, The Emerging Nation, The Expanding Nation, Power and Commitment, Global Commitment and Leadership). Main topics are introduced by a summary of content and an overview of concepts, understandings, and generalizations to be examined. Lead questions appear with each subtopic. In the section "How to Use This Syllabus," teachers are advised to utilize audiovisual materials, to emphasize planned learning experiences for concept development, and to supplement content with the CITIZENSHIP EDUCATION PLANNING GUIDE. Texts or other resource bibliographies are not listed. (SO 000 675 through SO 000 682 are related documents). (Author/JSB)

This course is designed to focus on the individual and the kinds of conflicts with which he is confronted. The individual will develop an understanding of his physical self and of the nature and qualities of appropriate human behavior in a social context. He will understand that each individual, because of his unique biological, psychological, and sociological configuration, conceives ideas differently because he perceives his environment differently. An inductive method of studying man throughout time and around the world is employed. The skill objectives include: 1) skill in locating, appraising, and interpreting data concerning social problems; 2) ability to organize data obtained through research, listening, and observing; 3) ability to express himself orally, in writing, and graphically; 4) ability to participate effectively in groups; and, 5) ability to use critical and reflective thinking in problem solving. The attitudinal objectives are: 1) respect for the worth and dignity of every individual; 2) social and civic responsibility; and, 3) respect for law and legal process. Guides for each of four units contain: an outline of content and purpose, cognitive and affective objectives, suggested learning activities, a bibliography of multimedia materials, and a student bibliography. SO 000 859 describes the project that developed this guide. (SBE)

The overall social studies recommended program is described in SO 000 675 and SO 000 676; the nature of this guide is described in SO 000 677. The geographic, historical, social, economic, and political factors in Eastern Europe, including the Soviet Union, are studied in these units. (SBE)

This course for grade 8 contains 122 lessons designed to teach United States History, including analysis of democracy and society as well as awareness of the citizen role. The guide provides a basic focus of instruction and also presents a range of teaching techniques, materials, and activities which teachers can utilize according to student needs and interests. A statement of general objectives for the course identifies the understandings, attitudes, appreciations, habits, and skills to be accomplished. Content is divided into 10 units of study which parallel chronological periods in the nation's development. Each unit is introduced by a statement of content followed by definition of unit objectives and relevant questions. Individual lesson plans are organized into three areas: References, Content Stresses, and Student Activities. Included at the end of the unit is an evaluation instrument, such as a written achievement test, map skills test, or criteria for oral reports and individual projects. Audio-visual aids for each unit are also listed. A bibliography of course materials includes LAND OF THE FREE: A HISTORY OF THE UNITED STATES by Caughey and Franklin and THE AMERICAN NEGRO by Clemons, Hollitz and Gardner. (JSB)

This yearbook consists of two distinct parts. In part one, Concepts and Techniques in Geography, eight academic geographers review the thrust of recent research in the branches of the discipline with little or no reference made to the implications of these developments to elementary and secondary education. Two essays deal with man/land relationships: Cultural Ecology, and Environmental Perception. One is on regional economic development. Three focus on spatial analysis: Spatial Interaction, Changing Urban Spatial Patterns, and Location Theory. Two deal with teachniques of abstraction and symbolism: Systems, Model Building, and Quantitative Methods; and Trends in Cartography. Part two consists of nine essays on teaching and learning, all but the first of which related to geography subject matter, geography instruction or geography teachers: 1) Cognitive and Affective Learning; 2) Children's Spatial Visualization; 3) Developing and Using Behavioral Objectives; 4) Building and Using Inquiry Models in Teaching; 5) Educational Simulations in School Geography; 6) Evaluating Geographic Learning; 7) Emerging Social Studies Curricula: Implications; 8) An Analysis of Teaching Strategies; and, 9) The Preparation of Geography Teachers. Many of the essays are well documented with references although the entries are generally not annotated. (NH)

The overall social studies recommended program is described in SO 000 675 and SO 000 676; the nature of this guide is described in SO 000 677. Conceptually, these units deal with the various racial and ethnic groups and the famous people who have contributed to the greatness of the United States: (1) discoverers and explorers; (2) colonial and revolutionary leaders; (3) leaders in establishing a nation; (4) leaders in the fight for human rights; (5) leaders in industry and science; and (6) leaders in the arts. The multimedia materials are not included; instead, attention is called to the Social Studies Bibliography, Grade 4 (Famous Americans for Young Americans) which was issued in 1968. (SBE)

The overall social studies recommended program is described in SO 000 675; the nature of this guide, and the emphasis and organization of the units are described in SO 000 679. The three units in this part of the third grade course are: Tropical Rainforest, Mountain Communities, and Grassland Communities involving the typical climatic conditions, location, and economic and social organization of these communities in the United States and neighboring countries. (SBE)

The overall social studies recommended program is described in SO 000 675. However, this guide contains suggestions for teachers to help them in implementing this program. The local environment studies concentrate on the building of effective citizenship as a member of a home, school, and community groups with respect to: social organization, economic organization, political organization, geography, and patriotism. Some of the major concepts included are: family life, schools yesterday and today, community characteristics, community services, farming, division of labor, rules and laws, democracy and elections of the president, neighborhood and world geography, the flag, and national holidays and festivals. This content is set foreth along with a suggested methodology, an extensive list of learning activities from which teachers may choose those best suited to their classrooms, and a multimedia bibliography of teaching materials. (SBE)

This publication has been prepared by the Curriculum Development Center (The University of the State of New York) in response to many requests from teachers for help in implementing the new social studies. Suggestions are given for the teaching materials which are available for use in such teaching. The nature of the relationship between man and his physical environment will be explored. The delicate balance between man's effect on his land and the land's effect on human culture reveals itself as the children explore life in several geographic communities. Locating and organizing information, interpreting pictures, charts, and maps; observing, applying problem-solving techniques and critical thinking to his own life; and working with others, are the skills in which the third grader will need instruction and the means by which he will discover man's interaction with the land. The units are on Taiga Communities, Geography, and Desert Communities. Each unit includes a problem statement, understandings to be developed, information needed, learning activities, evaluation, and teaching materials (multimedia). (Author/SLD)

The overall social studies recommended program is described in SO 000 675; the nature of this guide, and the emphasis and organization of the units are described in SO 000 677. Some of the major concepts included here are: (1) defining or limiting the community to be studied; (2) social and ethnic groups in the community; (3) community organizations and service clubs; (4) industry, profit motive, and local business and industries; (5) transportation and communication; (6) type of local government in the county, city, village, township, etc.; (7) local service needs, and the costs of these services; (8) road, school, neighborhood, community, world, maps; and (9) the history of the flag and Pledge of Allegiance. (SBE)

The social studies program seeks to highlight and interpret basic ideas and understandings drawn from anthropology, economics, geography, history, political science, and sociology as to the organization of communities. It places paramount importance on the building of attitudes which support the American way of life, and the development of patriotism based upon a knowledge and appreciation of our heritage. It concentrates on the building of effective citizenship as a member of home, school, and community groups. It seeks to build a maximum level of competence in specialized reading skills, the effective use of reference materials, using maps and the globe, and understanding and using graphic representation of information and ideas. Attainment involves developing the cognitive process and skills, and the affective domain. This guide includes a series of questions for class discussion which are intended to encourage an inductive or problem-solving approach. Kindergarten and grade 1 are devoted to local environment studies; grade 2 and grade 3 concentrate on local communities, then other geographic regions of the United States and neighboring countries: desert, northern forest, tropical rainforest, mountain, and praries farming communities. SO 000 672 lists other units in the program. (SBE)

The overall social studies recommended program is described in SO 000 675. Here, the grade 4 program deals with the various racial and ethnic groups and the famous people who have contributed to the greatness of our country. The treatment is developed in a chronological historical sequence from the explorers and discoverers to the industrialists, scientists, and the artists. With the grade 5 program a two-year program dealing with world regions begins. It is suggested that the United States be dealt with first, covering major climatic and vegetational regions, and stressing the topography, latitude, bodies of water, and prevailing winds. Emphasis is also placed on citizenship, and the American way of life covering economic and sociological patterns. Canada and Latin America are dealt with in much the same way, with the addition of a short survey of the history of each of these regions avoiding a country by country approach. Three regions are suggested for sequential study during the grade 5 program: 1) the Middle East and North Africa; 2) Western Europe; and, 3) Eastern Europe including the Soviet Union. The concepts taught and the skills to be developed are the same. However, special attention is given to american freedoms, civil rights, the role of the United States in the United Nations, world problems, and foreign relations. (SBE)

One of the main emphases in newer elementary social studies programs has been the derivation of content stressing concepts, generalizations, and ideas from the scholarly disciplines of anthropology, sociology, economics, political science, history, and geography. These are fields which deal with man's social life, behavior, and institutions; if a child can get a better understanding of these fields, then he should be able to grasp the social problems of man--one of the primary reasons for teaching social studies. This guide is organized into chapters based on each of the disciplines. Each chapter contains an introduction, a series of basic concepts, groups of primary and intermediate activites, and student and teacher resources. (SLD)

This unit, consisting of a teaching guide and student reading materials, focuses on the Mexican American as an object of social discrimination in this country. Utilizing books, poems, filmstrips, and tapes, as well as the reading materials provided, the Mexican-American history and culture are examined. Detailed learning experiences are suggested to aid student understanding of the generalizations for the unit. The main generalization is, "Discriminatory practices directed against Mexican-American citizens of the United States have limited opportunities for members of this group and deprived our society of their full contributions." This idea is supported by several subgeneralizations. See SO 000 584 for a listing of related documents. (JLB)

Two main ideas form the focus of this interdisciplinary unit: (1) Sub-Sahara Africa is a diverse geographic region with a little known but rich historical tradition; and (2) Sub-Sahara Africa has thrown off colonial rule and is developing modern societies that play an important role in the world today. The teaching guide and reading materials which comprise this document are both divided between these two ideas. Each section of the teaching guide includes subgeneralizations, suggestions of diverse instructional materials, and detailed guides for learning experiences. (Geography, ancient and modern history, politics, and culture are among the many facets of Africa covered in this unit.) See SO 000 584 for a listing of related documents. (JLB)

A basic introduction to human relations for the kindergarten child is provided in this teacher's guide. The main generalization for the unit is "School is a place where children with different backgrounds meet and work together. Each child contributes his experiences to the group." Some of the supporting ideas in the unit are: 1) Children in school have similar needs: to learn, to have friends, to be accepted; 2) Children in school are different in interests and abilities; and, 3) Children bring to school the different experiences of their own family backgrounds. A large number of learning activities are outlined in detail. Instructional materials suggested are highly diverse, and include audiovisual materials, books, and a curriculum kit available from the Center. A bibliography lists instructional materials cited in the guide and includes availability information. A flannelboard story, puppet story, and songs comprise the appendix. See SO 000 584 for a listing of related documents. (JLB)

The Advancement School staff tried to discover why urban secondary school students are underachievers and how their enthusiasm for learning can be rekindled. As a result they have developed these suggested curriculum materials and techniques to encourage acceptance of self and to help students discover their style, aptitudes, and good potentialities. The purpose is to give students a variety of experiences, both in school and in their communities through the following sequence of units: 1) Animal Lab: examines the unique human characteristics through comparison with other animals; 2) Other Cultures: compares adolescence in three other cultures--Eskimo, African, and American Indian; 3) People: examines people in film and literature in an attempt to discover what they value, what their choices are, and why they act as they do; 4) Group Interaction: experiences designed to give students insight into how they function in different types of groups, and the behavior of groups; and, 5) Learning in the City: projects in the community to provide insight into responses to new and challenging situations. Each unit includes an introduction for the teacher, suggested activities and materials, and a bibliography of other resources. A section on Process Techniques describes some of the lab classroom assumptions. (SBE)

As in other units in this series, this teaching guide is structured on the basis of one major generalization, supporting generalizations, and suggestions of learning activities and materials leading to an understanding of these ideas. For Grade 3, the major generalization is, "Skin color is only one of many obvious physical differences among people; all people share other common human characteristics and attributes." Some of the supporting ideas are: 1) Differences in skin color are caused by different amounts of pigment in the skin; 2) Skin color differences developed long ago in response to environment; and, 3) There are important similarities among all people whatever their skin color. The conceptual sequence runs from concept formation; interpretation of data; application of generalizations; and interpretation of attitudes and feelings. Learning activities are highly varied and place heavy emphasis on active involvement of the students. Instructional materials include films, filmstrips, books, poems, and stories. An appendix includes some of the poems and stories recommended in the guide. See SO 000 584 for a listing of related documents. (JLB)

This unit centers about the idea that people of different backgrounds interchange ideas and interact freely when there is open contact among groups within a city. Using Chicago as an example, the subgeneralizations which support this idea deal with immigrant groups, their traditions, cultural identity, and acculturation. Like other units in this series, detailed suggestions for learning activities and cognitive tasks are given, along with references to appropriate multimedia instructional materials. Suggestions for Chicago fieldtrips to supplement this unit are included. Several student readings cited in the guide form a part of this document. See SO 000 584 for a listing of related documents. (JLB)

This guide for teacher K-12 is an outgrowth of an earlier guide for the teaching of social studies in Wisconsin schools. The new guide re-emphasizes the teaching of social knowledge and skills and devotes approximately one half of its length to the teaching of values, a subject neglected in the earlier guide. In the first two sections dealing with knowledge the concern is with current social science knowledge, the thinking skills necessary to arrive at knowledge, and the necessary teaching strategies. In the final section which covers values the intent is to provide the teacher with the rationale for including the study of values in his classroom and to provide him with some strategies for teaching about valuing. The overall tone of the guide and especially of section III is on integration of not only the various social sciences, but of knowledges and rational skills to arrive at values which will produce meaning in the individual life of the student. A bibliography is included. (CWB)

This study is the fourth in a series of studies that have attempted to examine the relationship between two separate aptitude factors--associative memory and reasoning--to various performance criteria in a hierarchical learning task utilizing computer-assisted instruction. Two clear effects seem to emerge from the data. During learning, the availability of past examples reduces the load on memory, thus facilitating performance for subjects low on memory ability. Also, subjects with high reasoning ability benefit substantially from more complex examples and seem to be able to utilize availability better than subjects of lower reasoning ability. Since these explanations of complexity effects and all observations on posttest performance are based primarily on post-hoc reasoning, further studies are recommended to confirm them. (Author/MF)

The first part of this paper briefly describes two studies concerned with cognitive processes in children. One study examined the ability of Kindergarten and First Grade children to apply a simple rule of logical inference in order to solve a two-object discrimination problem. Specifically, the rule was of the form "if A, then not B." A second study employed the more difficult conditional discrimination problem and provided evidence concerning the ability of pupils in Grades 6, 10, and 14 to apply the more complex rule "if A and B, then A; if B and C, then B; if C and A, then C." The second part of this paper describes preliminary efforts to develop a general model for describing cognitive processes. The proposed model was compared to other similar theoretical models. Finally, the practical usefulness of this theoretical model for educational research was demonstrated by describing a successful elementary school mathematics project which stressed the analysis of mathematical statements into statements of underlying cognitive operations of processes. (Author)

This paper describes one pioneer effort to develop materials for teachers who operate on the premise that the student can learn from his environment. Three environments are considered: 1) the inner environment of the child; 2) the immediate environment in which he finds himself; and, 3) the global environment which is of so much concern to mankind. Instead of asking a student to respond to a textbook abstraction of his environment, the student is allowed to choose the investigations which in turn will serve to structure the course content. Further, the student's self-image is enhanced by allowing the emotional self to be as apparent as the logical and rational self. It is hoped that the materials "Investigating the Earth" reflect the notion that in true self-directed inquiry situations students have access to the entire process of research. Finally, an early pilot effort with inner-city ninth graders is documented. The students were asked to "go out and photograph evidence of change"; they then had to decide on the operational definition of change, what the evidence for that change was, and photograph that evidence. (SBE)

This thesis attempts to analyze one particular aspect of the development activities of some fifty social studies projects, namely, the role of political science and its materials within the projects. The paper is divided into four chapters. The first seeks to give a brief analysis of the curriculum development projects in recent years in terms of: 1) the analysis of the structure of each social science discipline; 2) the characteristics and improvement goals of the projects based on studies by Bruner and others; 3) concepts, generalizations, and an inductive approach which are common to all projects; and, 4) the methods for achieving the goals of social education, i.e. effective citizenship --political socialization through effective content selection and organization, value education, cognitive and affective skill development, both behavioral and traditional approaches to content and materials, an interdisciplinary view, and an active school role in the socialization process. The second attempts to define the role of political science within this movement. The third analyzes content material and methods employed by the projects using political science. The final chapter offers some possible implications for college and university political science curriculum. (Author/SBE)

"How interesting did you find the material in the unit which you just completed?" This and other questions were asked in a student questionnaire during the field testing and evaluation of twelve short units, "Episodes in Social Inquiry Series", developed by the Sociological Resources for the Social Studies Project. By assigning values to these responses, it was possible to generate an index of student interest. Other data sources for this evaluation were a thirty-five item multiple-choice test on a unit completed, and a verbal ability test to measure student ability. Since tests had not been standardized, it was necessary to consider each episode separately. To control student ability, the classes were divided into four ability groupings. Each ability group studying each episode (48 cases) was ranked by the class mean on the multiple-choice test and by the index of student interest in that episode. Only about a third of the cases illustrated a marked positive correlation between interest and performance, because as ability level decreased the correlation between interest and performance also decreased. The effect of the teacher background and preparation variable is reported in ED 035 583. Another related document is SO 000 245. (SBE)

The guiding principles incorporated into this program are: 1) to develop a kindergarten through twelfth grade curriculum in a logical sequence to provide continuity and progression in the program; 2) to have the program enhance the instructional goals of the school system; 3) to link the subject areas that relate most closely to conservation, especially science and social studies, so that knowledge important in understanding and solving resource problems is properly developed; 4) to give the learner an opportunity to study natural resources of the community through field trips, emphasizing local resource problems; 5) to stress attitudes and not vocational skills with the student playing an active role in the learning process through personal experiences and thinking; and, 6) to provide a comprehensive inservice teacher training program for the entire school year. The details are given on program development and design, implementation, operation, and evaluation, specifically, curriculum themes and objectives, resource site selection, teacher and student orientation, schedules, field trips, materials and classroom presentations, and program coordination. (SBE)

The impact of the Sociological Resources for the Social Studies Project (SRSS) on colleges is discussed under three general categories: 1) the effect on instructional materials and inquiry methods used in college sociology classes and laboratories with respect to student research and value analysis; 2) the effect on college course prerequisites and their arrangement in the curriculum with freshmen able to enter advanced sociology courses and wishing to study sociology as a major; and, 3) the effect on the relations between sociology departments and schools of education in the training and certification of prospective high school teachers. SO 000 241, SO 000 245, SO 000 246, SO 000 247, and ED 035 583 are related documents. (SBE)

This guide provides a sampling of reference materials which are pertinent for two ninth grade units: Africa South of the Sahara: Land and People, and Africa South of the Sahara: Historic Trends. The effect of urbanization upon traditional tribalistic cultures is the focus. A case study is used to encourage an inductive approach to the learning process. It is based upon the first hand accounts of Jomo Kenyatta and Mugo Gatheru as they grew up within the traditions of their ethnic group --the Kikuyu of Kenya. Materials using the "mystery story" approach are included for an analysis of the iron age culture at Zimbabwe. The case study package purposely does not go into detail on such steps as the identification of theme and the determination of procedures to encourage individualization. The latter part of the guide is arranged as a reference section by subtopic or understanding including questions suggesting the direction of inquiry, and pertinent reading selections, diagrams, maps and drawings. Finally, an annotated bibliography lists materials that are currently in print or available through regional libraries. Other media available from commercial suppliers are suggested throughout the guide. (SBE)

An experimental version of the one semester high school sociology course, "Inquiry in Sociology," was taught by 222 teachers throughout the United States in the spring of 1969. The purpose of this field test was to learn something about its relative success in rural, small-town, suburban, and central city schools, and with students of various socio-economic backgrounds, abilities, and aspirations. The techniques used were: 1) visits by staff members who observed classes in session and interviewed both teachers and students, 2) multiple-choice tests, and 3) an essay test. Students expressed a generally high level of interest in the course, with the high points at the beginning and the end. Despite the fluctuations in interest, the objective tests indicated a uniformly high performance and a low correlation of less than .12 between interest and performance, and a consistently high correlation between ability and performance. Critical thinking skills in analyzing social problem situations from a sociological perspective were measured by the essay test. The students appeared to have a good grasp of substantive ideas and concepts, but a considerably less adequate grasp of sociological methods. Certain substantive weaknesses and the effect or teacher style are also mentioned. SO 000 241 is a related document. (SBE)

This is a brief review of the materials created by the Sociological Resources for Social Studies Project (SRSS) and published by Allyn and Bacon. Eleven of twenty-nine short units in "Episodes in Social Inquiry Series" are available or in press. This entire series should be completed by the end of 1971. All of the episodes emphasize the inquiry mode, and include inductive data analysis exercises. They are being used in a variety of social studies courses: Problems of Democracy, Social Problems, American History, Political Science, and Economics. "Inquiries in Sociology," an inquiry-oriented, one-semester course for eleventh and twelfth grades, will be published in the fall of 1971. A paperback series of readings on broad sociological topics which can be used as background for class work in a variety of social studies courses has been developed. Five of these books are now being published, and the sixth and seventh will be available in late 1971. In addition, a teacher training film for institutes and workshops, "Sociological Investigation in the Social Studies Class," is available for rental from the Audio-Visual Center, University of Michigan, Ann Arbor, Michigan. SO 000 245, SO 000 246, and SO 000 247 are related documents. (SBE)

A series of inquiry plans for the systematic development of learning and thinking skills are provided in this teaching guide. The materials for each grade level include: 1) a summary of the plans, justification of them, identification of the concepts and content that the students will explore, and an outline of the instruction strategy; 2) a statement of the objectives of each topic concerning skill development and the level of performance expected at the close of a planned activity; 3) a description of strategy including specific activities, a questions that should be used, and the inquiry model or plan to be applied to a series of events or situations throughout the year. Since the student is expected to identify the content he needs, in most cases the content is not described. In addition, the selection of instructional materials is left to the teacher based on what is available and the media the students need. Evaluation techniques can be translated from the descriptions of the performance objectives. This guide is not intended as a total program for social studies in any grade. The second part of the guide (SO 000 196) contains the materials for grades 7 through 11. (SBE)

Three unproven assumptions may account for the expository teaching used in new social studies which are designed for inductive teaching. 1) It is assumed that teachers and pupils ask questions of a high cognitive level, whereas research and informal observation support the opposite view. 2) Discovery learning requires a pure inductive strategy. 3) Innovations in school design and scheduling will facilitate new methods. A fourth assumption, that inservice teacher training in questioning strategies will alter teachers' questioning techniques, will be tested by a pilot study involving 30 teachers in two treatment groups and one control group. The first group will be instructed in specific questioning techniques; the second will consider articles that deal generally with the value of asking questions. The control group will receive no inservice training. The dependent variable will be scores on the Teacher-Pupil Question Inventory developed by Davis and Tinsley. Also to be studied are correlations between treatments and pupil achievement in social studies. SO 000 086 is a related document. (DJB)

The objectives of this experimental 12th grade economics course begin with an understanding that "economic analysis applies a set of basic concepts and their interrelationships to problems (involving) economic scarcity." Fifteen basic concepts are to be learned (e. g., want, markets, money, etc.) as well as the definition and vocabulary of economics. Students will also know how to do and evaluate economic research. The two units cover fifty class sessions. Lessons in Unit I, "What is Economics," deal with scarcity, production, exchange and money, economic exchange systems, circular flow, values, and the definition of economics. The definition and function of the price system, models in social science, the market under certain conditions, industrial market structure, and the auto, aluminum, and telephone industries comprise the lessons of Unit II, "U. S. Price System." Inductive methods are utilized. Instructor's materials for most of the lessons include a content outline, lists of behavioral objectives, summaries, and background materials. Answers to student worksheets are provided for both units, and three multiple-choice tests are provided for Unit I. 16mm, slide, and overhead projectors are required. Related documents: Student Materials (SO 000 030); Revised Student Materials (SO 000 110); Final Report (ED 028 093). (DJB)

This unit is one of a series of cross-cultural mini-dramas, and is offered as the prototype audio-visual unit of the Cross-Cultural Communication Packet (CCCP). The objective is to provide insight into the process of cross-cultural communication, and to develop observation skills, or to sensitize the student to concepts which will help him to recognize the symptoms of miscommunication (ethnocentrism, culture shock, empathy, dissonant cultural premises). Specific experiences in a concrete situation are linked to these basic abstract concepts by the mini-drama. It has North American characters with whom the listener can identify. This presentation and group discussion are a part of a process of self-confrontation. Next, a tape-recorded slide-lecture concentrates on explaining the events and logically connecting them with a theoretical model of socio-cultural patterns and interaction processes, both verbal and non-verbal. Here, the arts of asking questions and listening objectively are considered vital. A text is included that can be used as either a pre-test or post-test to evaluate instructional effectiveness. The source of these materials is the subject data gathered in the original research project, which is reviewed in SO 000 107, ED 023 337, ED 023 338, ED 023 339. (SBE)