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This curricular framework for the subject area section, Industrial Arts for Grades K-8, is one of eight Montgomery County (Maryland) Public Schools (MCPS) Programs of Studies. The Goals of Education adopted by the MCPS Board of Education are provided. A Point of View subsection includes reasons for studying the subject, general outcomes sought, ways in which the area of study is pursued, and relationship to other subject areas. The General Information subsection discusses how the subject fulfills the MCPS Goals of Education, how it is organized for instruction, subject area tests required by county or state, federal and state involvement, and information about fulfillment of graduation requirements. Description of Program, the largest subsection, describes the program and supporting courses and identifies instructional objectives for each. For grades 6-8, it is divided into a List of Courses giving a brief view of subject offerings and Description of Courses giving course title, level, length, code, credit value, and prerequisites. A list of pertinent MCPS instructional guides is appended. (YLB)

This curricular framework for the subject area section, Industrial Education for Grades 9-12, is one of eight Montgomery County (Maryland) Public Schools (MCPS) Programs of Studies. A foreword discusses Curriculum and Instruction, Use of the Program of Studies, Curriculum Change and Modification of the Program of Studies, State and Federal Government in Relation to the Curriculum, Time Allocations and Graduation Requirements, Interagency Programs, and Availability of Instructional Materials. The Goals of Education adopted by the MCPS Board of Education are provided. A Point of View subsection includes reasons for studying the subject, general outcomes sought, ways in which the area of study is pursued, and relationship to other subject areas. The General Information subsection discusses how the subject fulfills the MCPS Goals of Education, how it is organized for instruction, subject area tests required by county or state, federal and state involvement, and information about fulfillment of graduation requirements. Description of Program, the largest subsection, describes the program and supporting courses and identifies instructional objectives for each. For grades 9-12, it is divided into a List of Courses giving a brief view of subject offerings and Description of Courses giving course title, level, length, code, credit value, and prerequisites. A list of pertinent MCPS instructional guides is appended. (YLB)

The purpose of this publication is to define the program of kindergarten through grade 12 reading instruction in Montgomery County, Maryland, schools. It lists the reading objectives and minimum performance levels and identifies, by grade level, those which are to receive the highest teaching/learning priority. It also contains instructions for developing, implementing, and evaluating the program; techniques for identifying below-level readers; recordkeeping requirements; and a list of successful reading programs, a glossary of terms, and the competency-based prerequisites for graduation. (FL)

Eleven units comprise this Consumer Mathematics course for secondary school students: Consumer Decision Making; Personal Transportation; Insurance; Credit; Banking; Investments; Income Taxes; Food, Clothing, Furniture, Appliances; Housing; Budgeting; and Travel. The introduction to the teaching guide for Consumer Mathematics includes a rationale for the course, a description of the organization of the course of study, a general statement of objectives, a recommended time schedule, a list of suggestions for implementation, and an annotated list of the three approved texts. Each of the eleven units contains the following: a statement of the purpose of the unit; instructional objectives; performance objectives; cross-references to approved texts; sample assessment measures and answers; suggestions to the teacher; a vocabulary list; a bibliography of books, periodicals, films, and kits; and appendices which include various tables and charts used with the assessment measures. (DT)

The booklet is a guide for music teachers and administrators who wish to incorporate electronic music into the junior or senior high curriculum. It defines program objectives and suggests goals, teaching strategies, materials, and equipment. Reasons for teaching electronic music include its popularity with the younger generation, its capability to be a musical outlet for students with no formal music training, and its relationship to other disciplines such as physics, acoustics, and math. Among the objectives of this course outline are mastery of basic terms and manipulation skills for the tape recorder and the synthesizer. The majority of the guide includes four units, each containing specific instructional objectives, performance objectives, and class activities. Content covers properties of sound, the tape recorder, the synthesizer, and history and literature of electronic music. Activities include splicing, playing tape backwards, multi-dubbing, identifying waveforms, discriminating aurally between mid-range signals modulated by sub-audio, and composing music. Instructional strategies and activity sequence are suggested. Appendices offer a glossary of electronic music terms; annotated lists of 15 books, 21 articles, 50 records, five films, and six audiovisual kits; and a checklist of recommended equipment. (Author/AV)

Intended for students preparing for the General Educational Development (GED) test, this workbook enables them to complete lessons in writing and spelling skills and to take the simulated writing skills tests. The first section contains worksheets on basic writing skills, such as sentence structure, capitalization, and punctuation and the use of pronouns, verbs, nouns, and modifiers. The second section contains worksheets on spelling, including common rules--such as doubling the final consonant--and a list on spelling demons. The third section deals with advanced writing skills, covering such things as parallel construction, confusing modification, and wordiness. The fourth section, on writing practice, contains writing skills guidelines, suggestions about how to do well on the essay portion of the GED writing skills test, a planning sheet, and a writing revision checklist. Each section ends with a test on the material covered. The book concludes with a bibliography and an answer key for the worksheets. (EL)

A guide for teachers of English to speakers of other languages (ESOL) in an adult education program covers a range of instructional, administrative, curricular, and methodological information. The sections include: a program overview; teaching procedures in adult classes; administrative procedures for ESOL teachers; curriculum design (basic, beginning, intermediate, advanced, enrichment); instructional and teacher resource materials; general methodology; general techniques and teaching strategies for the four skills (listening, speaking, reading, writing); phonology; testing and evaluation; counseling outreach; the Montgomery County Police Program; the ESOL volunteer program; and the adult education resource center. Teacher information sheets are provided on the following: testing, screening, and placement; strategies for retention; points to remember when teaching ESOL; combination classes; and instructions for teachers of fee classes. Appended materials include a "survival reading" vocabulary list, an ESOL certificate, a list of sources of free materials, and a bibliography. (MSE)

Guidelines for choosing a college are directed to high school students, and specifically students in Montgomery County, Maryland public schools. After briefly describing what is offered by two-year and four-year colleges, information is provided on what college admissions committees look for in making admissions decisions, such as class rank. The following criteria for choosing a college are identified: admission requirements, class size, costs, program offerings, quotas, college size, special needs, location, sponsorship, academic atmosphere, grading policies, handling student problems, prestige, social structure, and type of student body. Seven types of admissions programs are explained, such as early decision and midyear admission. Also considered are sources of information for students and nine myths. Six tests college-bound students may need to take are briefly described, and tips are offered on how students can market themselves to colleges. Appendices include: a list of steps students should pursue in college planning for grades 9, 10, 11, and 12; a glossary; information on student financial aid and college expenses; a selected list of colleges classified as "most competitive,""highly competitive," and "very competitive"; a list of predominantly black colleges by state; and a list of colleges that participated in the spring 1985, Montgomery County College Fair. (SW)

This manual provides guidelines for dance teachers in secondary schools. A brief statement is made on the purpose and philosophy of dance education, and activities and instructional suggestions are presented for various dance forms: (1) group dance--folk/ethnic, square dance, and social dance; (2) aerobic dance; (3) jazz dance; (4) modern dance; and (5) dance as a fine art. Instructional and evaluation forms are included. Information is given on treatment for the more common dance-related strains and injuries. The appendices include a glossary of dance terms, a list of equipment resources, an annotated bibliography, and a chart showing dance curriculum match with Maryland State framework expectations. (JD)

The publication, referred to as a unit on "Modern Dilemmas," was completed in 1969 and is part of a Modern World History pilot project integrating areas of art, literature, philosophy, and science into the social studies curriculum. The unit seeks to explore all of the facets of science as part of man's search for meaning, but because of time limitations, important scientific ideas in psychology, politics, sociology, or economics are not explicitly analyzed. The unit does seek to show where scientific principles are applicable to the social and behavioral sciences and, indeed, how scientific advances have caused social change. Each lesson is written in detail, exploring the various aspects of one major idea. A large number of films are suggested. The ideas offered include: (1) basic scientific principles, such as systems analysis and the meaning and implications of use of computers; (2) new scientific approaches to old problems, such as the role of science in alleviating poverty and overpopulation; (3) the positive implications of the computer revolution and the electronics revolution; and (4) the negative implications of modern science. Suggested activities, comments, and suggested readings are given to illuminate those characteristics of science which differentiate it from other disciplines. (Author/EB)