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It is suggested that the schools cannot avoid questions of morality and values. This manual will help administrators reflect on these questions in the context of their own schools. The manual reviews several of the most popular forms of moral education--inculcation, values analysis, and values clarification; presents a rationale and process for a program of moral reasoning; suggests some ways to deal with the administrative requirements involved in implementing a moral reasoning approach to moral education; and notes some places to find more information and resources. The moral reasoning materials and processes described in this manual were created and tested as part of the Responsible Citizenship Project. Over the past two years the project has helped social studies teachers of 11 school districts in the suburban Pittsburgh area work with their students to deal with social and moral issues. (Author/IRT)

Included in this module are five activities dealing with energy conservation in the urban environment. The activities include: (1) conducting an energy inventory; (2) the physical nature of temperature, space, and insulation and their effects on energy use; (3) blackouts; (4) the sellers and consumers of energy; (5) energy conservation decision-making. Also included are an overview, teacher background information, an activity preview, and a pretest. (RE)

Intended for teachers of severely and profoundly retarded children, the text presents guidelines for designing individualized programs for these children and specific teaching techniques which the authors have found successful with children having a mental age of from 0 to 36 months. An introduction defines severely and profoundly retarded and lists characteristics of the population. Covered in the section on the systems approach are definitions of program areas, initial preparation for programming and scheduling (including descriptions of equipment needed), components of the educational program, and home follow-up. The specific teaching techniques are presented in several sections covering such areas as body image, gross motor skills, fine motor skills, visual skill development, auditory training, activities of daily living, communication skills, and personal-social skills. Each specific task is covered on a separate page and includes general objective, task, materials, procedures, rationale, and adaptations. A special "card system" for tracking individualized program objectives and tasks is explained. (IM)

Designed for grades K-4, this manual contains suggested teaching strategies for infusing consumer education into the academic areas of art, language arts, mathematics, science/health, and social studies. Each of the twenty to thirty learning activities provided for each of the academic areas is based on competencies related to one of four concepts: basic economics of the market place; legal rights, redress, and consumer law; major purchases of products and services; and special problems such as advertising and product safety. Included with the learning activities are resources needed, followup activities, and student performance indicators. All together, twenty-four consumer competencies, each with several sub-competencies, are covered (e.g., "Demonstrate the use of the monetary system," and "Analyze advertising and its influence on the consumer"). A resource list is appended. (JH)

Designed to aid classroom teachers in providing dynamic nutrition instruction to children in elementary schools, this SNACK Pack project (School Nutrition Activity Curriculum for Kids) provides a coordinated instructional plan to facilitate the integration of nutrition and related health and consumer education concepts as part of the elementary curriculum. It is structured so that teachers have the responsibility of selecting learning objectives and activities which best meet the needs, interests, and abilities of the students to be served. The manual is divided into three sections according to grade levels (grades K to 2, grades 3 to 4, and grades 5 to 6). Each is colored for easy reference. Ten to twelve activity-centered units comprise each level and include basic concepts, objectives, learning activities, resources, and suggestions for subject area integration. For ease of implementation, teacher reference activity sheets, student evaluation devices and activity sheets are included. A reference section is also provided for the teacher to review basic nutrition concepts before initiating instruction. (Author/MP)

Tracing Individual Ethnic Sources (Project TIES) offers students a chance to explore the area of ethnicity by first examining their own family and cultural heritage and then comparing their history to that of others in the hope of reinforcing the universality of culture, promoting the acceptance of ethnic diversity, and restraining cultural chauvinism. This guide contains an activity and skill-oriented curriculum designed to provide students in grades 10-12 with the tools for carrying out their investigations. The first group of activities ("My Ethnic Heritage") highlights the student's own ethnic and family background. The second group ("Where Do I Fit?") compares the students experiences to classroom, local, and national patterns. Finally, the curriculum attempts to bridge the gap between the ethnocentrism of studying one's own past and the abstractness of learning about the wider society by focusing on cultural interactions in the third group of activities ("Intergroup Relations"). (Author/MK)

This guide was designed to help school support personnel provide direct help to children dealing with death, and indirect help to their teachers. It presents discussion from five seminar sessions on death and dying and their effect on children and on the helping professionals who offer counseling. The preface describes a high school student's reactions to her maternal grandmother's death. The postscript describes the feelings of the student's mother, viewing the same death from a different role. Topics covered in the guide are self awareness, stages of acceptance, grief reactions to death, children's special needs, education development preparation, and managing stress by building school supports. The appendix consists of materials used by the seminars to provide a background for their discussions. (NRB)

This manual for elementary school teachers discusses the stages of social reasoning and suggests methods for establishing a classroom and school-wide community to aid students in social reasoning and self-governance. The document contains five sections. Section one focuses on the stages of social reasoning according to William Damon: premoral reasoning (ages 3-5), punishment-reward reasoning (ages 5-8), moral relativity (ages 8-12), and mutual expectations (ages 11-17). Part II introduces the dilemma story approach as an initial means for students to explore ethical questions. Following an example of a dilemma story, the teaching process is outlined. It includes confronting the dilemma, identifying the best action, reasoning, and reflection. Students work out their solutions in groups. Section three, Creating a Classroom Community, discusses ethical questions in the daily operation of the classroom. The section also identifies three phases for establishing a classroom community. Phase one involves a three-week training program; in phase two, students organize into small club groups. Phase three involves twice-a-week meetings and continues throughout the year. Section IV identifies the roles of the teacher as designer, implementer, and promoter in the classroom community. The final section extends classroom community concepts to the school level and focuses on the role of the principal. (KC)

The curriculum packet lists objectives and activities used in a career education program in which talented students in grades 4-9 interacted with practicing professionals in six arts areas (art, creative writing, dance, drama, media, and music). Information is presented according to session sequence, and includes descriptions of such aspects as introductory activities, materials, discussion topic, media, and time schedules. Among the suggested activities listed are designing a personal portfolio, pencil drawing (art); advertising, theater/entertainment writing (creative writing); creativity discussions, dance therapy (dance); mime, painting to music (drama); photo-silkscreens (media); and music performance (music). (CL)

This manual suggests teaching strategies for integrating consumer education into art, language arts, mathematics, science/health, and social studies in grades K-4. The guide lists consumer education competencies, interdisciplinary structures for consumer education, and provides a chart which relates competencies to page numbers in the guide. Competencies are related to the concepts of the marketplace; legal rights, redress, and consumer law; major purchases of products and services; and special problems such as advertising and product safety. Sections for individual subject areas include the concept, competency, and sub-competency to be covered for each activity, suggested classroom activities, resources, follow-up activities, and performance indicators. In art, students draw a labor saving device, make collages of luxuries they desire and then compute the price, and design packages for new products. Some activities in language arts include interviewing people about their purchasing goals, writing letters of complaint, and consulting a telephone directory to locate agencies which benefit consumers. Mathematics students examine differences between bartering and using money, play monopoly, and prepare a shopping budget. Activities in science and health include presentations by public health officials, discussions of drugs, cigarettes, and alcohol, and examination of advertisements for unnecessary products. Social studies classes examine differences between goods and services, fill out a checklist of basic needs, and comparison shop through newspaper advertisements. Lists of relevant books, film, teaching kits, games, and resources of free material and information are included. (KC)

Included in this module are four activities dealing with ecology and applications of ecological principles in the urban environment. Activities included are: (1) the study of ecology; (2) study of consequences of activities within an ecosystem; (3) environmental impacts--benefits and detriments; and (4) choices for the future. Also included are an overview, teacher background information, an activity preview, and a pretest. A module evaluation form and a script for a slide series on Allegheny County, Pennsylvania are also included. (RE)

Included in this module are five activities dealing with characteristics of a community resulting from its past and setting the stage for its future. Activities included are: (1) geographic specification of the area; (2) search for monuments; (3) investigation of geneology; (4) examination of traditions and change; and (5) community futures and decision-making. Also included are an overview, teacher background information, an activity preview, a pretest, and a module evaluation form. (RE)

Included in this model are five activities dealing with air quality and sources of air pollution in the urban environment. Activities included are: (1) the nature of the atmosphere; (2) discussion of major pollutants; (3) measuring air quality; (4) inversions; and (5) pollution control. Also included are an overview, teacher background information, an activity preview, a pretest, and a module evaluation form. (RE)

Included in this module are four activities dealing with issues of solid waste disposal relative to urban concerns. Included activities are: (1) sources and composition of solid waste; (2) a "garbage game"; (3) disposal options for solid waste; and (4) an example county plan for solid waste disposal. Also included are an overview, teacher background information, an activity preview, a pretest, and a module evaluation form. (RE)

Included in this module are five activities dealing with planning the urban environment. Activities included are: (1) analysis of new town development in the United States; (2) analysis of new town development in foreign countries; (3) discussion of technological advances expected in the next 25 years and their impact on the urban environment of the future; (4) design of a model future urban environment; and (5) evaluation of the student-designed model urban environment. Also included are an overview, teacher background information, an activity preview, a pretest, and a module evaluation form. (RE)

Included in this module are five activities dealing with modes of transportation in the urban environment. The activities include: (1) a discussion of transportation considerations in urban areas; (2) discussion of bikeways and their desirability in the urban environment; (3) the bikeway and the environment; (4) designing a bikeway; and (5) decision-making concerning a bikeway. Also included are an overview, teacher background information, an activity preview, and a pretest. A module evaluation form is provided. (RE)

This is the master descriptive document and teacher's guide for a series of urban environmental education models. The series is intended for grades 6-9 but may be modified for older or younger children. Each module addresses a specific aspect of urban environmental quality of life. The modules are interdisciplinary but draw primarily on natural and social sciences. This guide contains a summary of the curriculum features, an overview of each module, an explanation of the curriculum module guidelines for writing activities, field test evaluation instruments, and additional resources to supplement the modules. (RE)

Included in this module are five activities dealing with sources and consequences of power production. The activities include: (1) review of the nature of energy; (2) options for power production; (3) energy resources and their sources; (4) energy and the future; and (5) a simulated energy conference in 1984. Also included are an overview, teacher background information, an activity preview, a pretest, and a module evaluation form. (RE)

This manual contains activities and resources for infusing consumer education into English, business, mathematics, social studies, science, and home economics courses in grades nine through 12. The activities are intended to help students become more knowledgeable and efficient in managing their personal and collective economic affairs. The activities are based on four concepts: (1) basic economics of the marketplace, (2) legal rights, redress, and consumer laws, (3) major purchases of products and services, and (4) special problems such as advertising and product safety. The manual begins by listing consumer education competencies within each of these concept areas. The bulk of the manual is divided into six sections according to subject matter content. Within each section competencies, activities, resources, and performance indicators are listed for the various concepts. The activities are many and varied. Students read and discuss books, conduct panel discussions on shoplifting, view filmstrips, conduct research, give class reports, interpret data from graphs and apply findings to a practical solution for a problem, prepare maps, and set up resource files of information on savings, insurance, investments, and financial planning. The manual concludes with bibliographies of print and non-print student materials and free materials for educators. (RM)

This manual identifies activities and resources for infusing consumer education into English, social studies, science, mathematics, and home economics courses in grades five through eight. The activities are intended to help students recognize their rights and responsibilities as consumers in our society and make intelligent decisions in light of their personal and economic value systems. The suggested activities are based on four concepts: (1) basic economics of the marketplace, (2) legal rights, redress, and consumer law, (3) major purchases of products and services, and (4) special problems such as advertising and product safety. The manual begins by listing consumer education competencies within each of these concept areas. The bulk of the manual is divided into five sections according to subject area. Within each section competencies, classroom activities, resources, and performance indicators are listed for the various concepts. The activities are many and varied. Students view filmstrips, read and discuss books, write plays, role play scenes involving different buyer-seller situations, demonstrate the use of table saws and other tools, use charts and graphs to show monthly expenditures, and design and conduct a survey about shoplifting. The manual concludes with bibliographies of print and non-print student materials and free materials for educators. (RM)

This document is a guidebook for counselors making presentations on how the school community can prepare students for the economic changes of the future. The first section provides a national view of the key forces shaping classrooms and board rooms, stressing the importance of demography and the science of distribution in general. This presentation focuses on: inteerpreting census data to discover large forces to which everyone must adapt; examining obvious facts such as that most of the new jobs will be in the service sector; and the reality of the decline of the middle class in a service-based economy. The second section focuses on particular issues facing western Pennsylvania, including its industrial decline, reasons for optimism, and characteristics of its labor force. This section concludes that job market awareness will have to change to reflect businesses' changing needs. The third section focuses on the shifting role of the school and college counselor in view of the information presented in the previous two sections. Recommendations made include: a broader definition of what constitutes a "good school"; attentiveness to rising dropout and pushout rates and a recommitment to vocational and other non-college preparatory curricula. (ABL)

This manual was developed for use by personnel responsible for staff development in adapting curricula and improving instruction. It enables the trainer to help content area teachers accommodate a variety of students with different learning styles and capabilities. The model presented provides a process for assessing needs of students, adapting textbooks and materials, establishing classroom management procedures, and modifying tests and grading practices. The manual contains four training modules that address the areas of assessment, instruction, management, and evaluation. Each module includes a content analysis for the trainer, trainer directions and notes, activity ideas, and transparencies. The assessment module provides a process for identifying the learning styles of students in relation to the teaching styles of instructors. The instruction module provides strategies for adapting textbooks, materials, and curricula. The management module addresses classroom organization and behavior management problems. Finally, the evaluation module contains ideas for adapting tests and modifying grading procedures. A summary module allows participants to apply the adaptive model. (CL)

The manual is designed to help special education administrators, teachers, and other interested people to develop an intergenerational school volunteer program. Background information on the program serving Alleghany County (Pennsylvania) is provided along with a review of benefits for students, teachers, volunteers, and the schools. Concerns of teachers and volunteers are addressed, based on information collected in a volunteer program involving older persons. Program implementation is covered, including a suggested sequence of 12 steps that will enhance the probability of program success. Strategies touch upon media and community awareness activities. The training process is outlined for five meetings with each meeting including an advanced organizer, an annotated agenda, and related handouts and transparencies. Meetings focus on such topics as working effectively with volunteers, basic information about exceptionalities, and the match between teachers and volunteers. Evaluation information includes sample questionnaires. A list of resources and a 13-item bibliography conclude the document. (CL)