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Materials in this multicultural study of creative expression are suitable for use in a variety of secondary school disciplines, including social studies, humanities, language arts, and science. Following an introduction to teachers and curriculum developers on rationale, objectives, and format, the handbook is divided into five parts of student materials. Part 1 contains 5 readings, each examining man's need to create from a different cultural perspective. In accompanying activities, students have the opportunity to express themselves creatively. Part 2 compares different societies' world views. Readings on Pygmies, Eskimos, Moslems, Americans, and British are used to present cultural feelings about the earth and nature, and show how these views change over time. Part 3 explores the "style" or overall design of various cultures through the following three categories of readings: background study, cultural similarities and differences, and an in-depth look at the styles of specific decades in American culture. Part 4, Living with Change, examines how people in different cultures respond to change and ways of expressing feelings about change. Part 5 presents readings and activities on sacred clowns, jazz and disco, and wall art, to help students examine the ways a society develops a sense of community. (LP)

The lessons in this handbook may be incorporated into individual courses in social studies, humanities, language arts, and science, or used as a basis for multidisciplinary or team teaching. The book is aimed at the middle grade level. With only minor changes, it can easily be adapted for grade 5 U.S. history or even for the 11th grade course. An introduction describes objectives and rationale of the material as well as the San Francisco scope and sequence design on which the handbook is based. A total of 23 lessons and 4 sets of additional activities are contained in the following 7 units: Conflict and Change; Settlers and Native Americans; History, Change, and Your Community; The Drama of Government; The Black Struggle: To Emancipation; The Industrial Revolution; and the Age of Modern Technology. Focusing on the concepts of change, communication, conflict and interconnectedness, the lessons cover topics such as family conflict in the American Revolution, the Constitution, vigilance committees, riots, conflict in slave stories, girls on an assembly line, multinational corporations, and family histories. Each lesson follows a similar format: a teacher's section outlines the purpose, class time required, procedure and, where applicable, materials, evaluation, and alternative suggestions; and a student section provides a reading selection, study and discussion questions, and several group activities. (LP)

A guide for infusing global perspectives on communication into the elementary social studies curriculum is designed to be used selectively by teachers. The four major objectives are to help students: (1) understand how the world's system can influence the individual's life; (2) recognize different viewpoints; (3) develop an ability to make judgments about world influence on one's personal life; and (4) recognize that personal actions can influence world interrelatedness. Section I presents ideas for developing ten communication activities. The activities involve message-sending skills, body language, animal language, sign observation, vocabulary building, and family and stranger communication skills. For each topic, areas of study are specified, objectives are listed, and teaching techniques are suggested. Section II presents lessons which demonstrate how global perspectives fit in with the existing curriculum. The four lessons stress verbal and nonverbal communication, body language, and exploration of human commonalities and differences. Four activities, such as mime, charades, using makeup, creating bulletin boards, communication games, art work, and field trips, are suggested for each lesson, along with a description of areas of study, objectives, suggested time, and required materials. A subject index is included. Teacher and reviewer comments are solicited. (Author/DB)

A guide for infusing global perspectives on communication into the social studies curriculum of grades 4-6 is designed to be used selectively by teachers. The four major objectives are to help students: (1) understand how the world's system can influence the individual's life; (2) recognize different viewpoints; (3) develop an ability to make judgments about world influence on one's personal life; and (4) recognize that personal actions can influence world interrelatedness. Section I presents ideas for developing nine communication activities. The activities involve language skills, dialect investigation, cross-cultural communication, technological change, consumer education, and an understanding of conflicting viewpoints. For each topic, areas of study are specified, objectives are listed, and teaching techniques are suggested. Section II presents six self-contained lessons which demonstrate how global perspectives fit in with the existing curriculum. The lessons involve language exploration, verbal and nonverbal communication, body movement, historical perspectives on communication, and people's feelings about animals. Multiple activities--such as dictionary games, simulations, story telling, TV viewing, and class discussion--are suggested for each lesson, along with a description of areas of study, objectives, suggested time, and required materials. A subject index is included. Teacher and reviewer comments are solicited. (Author/DB)

Topics and ideas for infusing global perspectives on interrelatedness into the secondary social studies curriculum are intended to be used selectively by teachers. The major objectives of the guide are to help students become aware of global interdependence and implications and problems which accompany interdependence. Section I presents ideas for curriculum development for grades 7-9. Presentation of specific objectives and a background discussion are followed by a topic and idea outline of American history, state histories, developing nations, the study of culture, the biosphere, and political systems. For each topic, questions and explanations are listed, teaching techniques are suggested, and conclusions are offered. Section II presents suggestions for curriculum development for grades 10-12. Specific objectives and a background discussion are followed by a topic and idea outline of urbanization, economics, culture studies, environmental concerns, and nationalism. Activities, key ideas, questions, hypotheses, and concepts for each topic are presented. Teacher and reviewer comments are solicited. (Author/DB)

Topics and ideas for implementing global perspectives on interrelatedness into the elementary social studies curriculum are intended for selective use by teachers. Objectives are to help students become aware of global interdependence and the implications and problems which accompany global interdependence. Section I presents ideas for curriculum development on global interrelatedness for grades K-3. Presentation of specific objectives and a background discussion are followed by a topic and idea outline of concepts including family life, people and communities, cities and city life, and people and the environment. For each topic, questions and explanations are listed, teaching techniques are suggested, and conclusions are offered. Section II presents suggestions for curriculum development on the topic of interdependence for grades 4-6. Specific objectives and a background discussion are followed by a topic and idea outline, as in section I. The six topics are: technology, economy, comparing cultures or world regions, American history, modern society, and environmental studies. Activities, key questions, and concepts for each topic are presented. Teacher and reviewer comments are solicited. (Author/DB)

Ideas for creating lessons to introduce global perspectives on interdependence into the elementary social studies curriculum are presented. The booklet is intended as a companion to a series of guides for teaching selected universal concepts to K-12 students. Section I introduces five lessons for use in grades K-3. Lessons stress the interdependence of the parts of the human body, groups such as the family, basic needs of people, and plants and animals. For each topic, performance objectives are specified and the teaching procedure is outlined. Activities include question games, class discussion, role playing, mural drawing, story telling, and cooking. Section II suggests lessons for grades 4-6. Lessons stress the concepts of systems and mutual dependence on a global scale. Performance objectives are specified for each topic and the teaching procedure is outlined. Activities include simulations, drawing analysis, class discussion, group role play, science activities, science fiction fantasies, and group research. Concepts and key ideas are stressed in each lesson through suggested questions. Teacher reactions and lesson suggestions are solicited. (Author/DB)

Two booklets comprise the grades 10-12 component of a series of guides for incorporating environmental education into the existing curriculum. The guide and handbook emphasize a multidisciplinary approach, use the concept of interdependence as an organizing theme, and offer suggestions for using the local community as a resource. The guide outlines nine objectives, including awareness of relationships between seemingly local concerns and global networks, knowing that quality of life of individuals and communities is directly influenced by increasing worldwide interdependence, and recognizing that population and other environmental issues involve deep conflicts of interest. Multidisciplinary approaches for reaching these goals involve students in analyzing effects of the 1972-75 grain shortage in the USSR on U.S. food prices, labor unions and dock workers, and inflation in Japan and England. In another approach, students develop a television documentary perspective of rich and poor persons on environmental concerns. The handbook contains teaching strategies and student materials for nine lessons. These include studying population growth in countries with varied resources and examining oceans in terms of overfishing, pollution, and control questions. A concluding essay summarizes concerns of natural resources, human needs, and quality of life. (AV)

Two booklets, a guide and a handbook, comprise the grades 7-9 component of a series of guides for incorporating environmental education into the existing curriculum. The materials emphasize a multidisciplinary approach, use the concept of interdependence as an organizing theme, and offer suggestions for using the local community as a resource. Eight objectives, based on knowledge of systems, include understanding how population changes influence all other environmental issues, developing constructive attitudes toward one's surroundings, and comparing ways in which diverse human groups interact with their environment. The guide presents ideas and bibliographic suggestions for multidisciplinary study. For example, science classes could research major sources of pollutants, such as carbon monoxide, and report their effects on natural systems. English and art classes could study folk art of various cultures and note the ways that people use art to express their feelings about the world in terms of food sources, homes, gods, and landforms. The handbook contains four activity units in which students study effects of a nationwide airline strike and analyze the role of noise as a by-product of some systems and a necessary component of others. A simulation challenges students to identify and devise systems necessary for subsistence on a five-acre plot of land. (AV)

Two booklets comprise the grades 4-6 component of a series of guides for incorporating environmental education into the existing curriculum. Both the guide and handbook emphasize a multidisciplinary approach, use the concept of interdependence as an organizing theme, and offer suggestions for using the local community as a resource to study the individual's relationship to the total environment. Among eight objectives are understanding the meaning of systems and interdependence, recognizing that people use and shape their environments, and appreciating relationships between one's immediate surroundings and the natural systems of the planet. In the guide, activities and related readings are suggested for achieving the objectives in specific subject areas: social studies, art, science, mathematics, U.S. and state history, reading, and writing. For example, students use a globe to calculate how much of the planet is land and how much land is habitable. The handbook contains 11 lessons, many based on readings which emphasize comparison of human and environmental systems, the role of microbes, and environment-dependent communities such as a river town. Some activities involve the exploration of students' familiar surroundings; others focus on global issues. Each lesson contains goals, objectives, activities, and follow-up activities. (AV)

Two booklets, a guide and handbook, comprise the K-3 component of a series of guides for incorporating environmental education into the existing curriculum. The materials emphasize a multidisciplinary approach, use the concept of interdependence as an organizing theme, and offer suggestions for using the local community as a resource. The guide outlines eight objectives, including understanding of the relationship of parts of a system to the whole and using skills from many subject areas to explore the student's environment. Activities and bibliographic resources are provided for helping children learn about families and cities as systems, interdependence of people and plants, and use of tools to help people interact with the land. The handbook contains 12 lessons which are either concept-building exercises or activities in which students use the concept to explore various content areas. For each lesson, the goal, objective, materials, procedure, follow-up activities, and alternative learning activities are presented. Students examine the workings of a retractable ball-point pen, try to perform normal class activities with thumbs taped down, identify all the systems each student belongs to at any particular moment, and explore problems of overcrowded systems. (AV)

ldeas are outlined for teaching about the universal concept of conflict in grades 7-12. This guide has been prepared to help secondary teachers incorporate learning about conflict into social studies/social science curricula. There are two sections: one for junior high and one for senior high. Six objectives for learning about conflict in grades 7-9 are presented. These include helping students to understand ways in which social problems contribute to conflict, see how local problems and solutions are related to global concerns, examine a variety of ways to express conflict, and use conflict as an organizing theme for understanding complex events. Ideas are given for teachers to involve students in the issues contained in existing curriculum materials related to U.S. history, culture, and literature. Objectives for grades 10-12 include helping students to state alternative methods for resolving conflict in given situations, identify barriers to understanding between cultures, and recognize relationships between social change and conflict. Six areas which are typically covered in high school curricula are examined for relevance to concept teaching about conflict. These include career education, literature, civics, and world studies. Suggested teaching strategies stress student comparison of personal experiences with those of historical figures and community groups. (Author/AV)

Ideas are outlined for teaching about the universal concept of conflict in grades kindergarten through six. This guide has been prepared to help elementary teachers incorporate concept learning about conflict into any social studies/social science class, no matter what texts or programs are being followed. Major objectives are to help students develop an understanding of conflict as a natural force; ability to see similarities in dynamics of conflict at all social levels--personal, community, and global; and acceptance of the idea that conflict can be either harmful or beneficial. The guide is divided into two sections: suggestions for curriculum development concerning conflict in grades K-3 and grades 4-6. Objectives at the primary level stress identification of conflict and relationships between conflict and change. Students in grades K-3 discuss hypothetical situations based on class readings, compare animal families to human families, and analyze plant and animal needs in a small garden setting. Students in grades 4-6 study other cultures, American history, and the environment to analyze the role of conflict in ethnic stereotyping and in urban industrial growth which affects natural resources and wildlife. (AV)

Ten lessons provide techniques for teaching about conflict in grades kindergarten through six. These lessons, developed to accompany the teaching guidelines outlined in SO 009 795, illustrate how the guidelines might be used in any elementary social studies classroom. Five sample lessons are described for each of two levels: grades K-3 and grades 4-6. The primary grade activities involve puppet play, taking a walk through local areas to identify signs which give rules and thereby prevent conflict, planning a park where both children and senior citizens can enjoy themselves, observing plant growth in a terrarium, and studying the social structure of an ant colony. Questions for discussion emphasize the need for cooperation and compromise. Three of the lessons for grades 4-6 involve role playing. Students read about the Tucson barrio and act out roles of Mexican residents protesting freeway development. In another simulation, groups of students role play contractors and builders who want to put roads through controversial sites. A simulation of western land use involves students in expressing conflicting interests of Indians, miners, farmers, and cattle ranchers. Pupils study pictures taken from texts or newspapers to identify methods and expressions of conflict on local and global levels. (AV)

Ten lessons provide techniques for teaching about conflict in grades 7 through 12. These lessons, developed to accompany the teaching guidelines outlined in SO 009 796, illustrate how the guidelines might be used in secondary level courses such as social studies, history, and literature. Five sample lessons are described for each of two grade levels: grades 7-9 and grades 10-12. Almost all lessons involve role play. Many are based on readings from primary sources, such as Lincoln's Emancipation Proclamation. For example, junior high students gain an understanding of conflict in American history by analyzing Lincoln's freeing of the slaves and his concern for the unity of the nation. Contemporary issues of conflict include dam construction in the Grand Canyon. Activities for senior high students also cover a range of historical and modern issues, as well as one based in a foreign culture. Pros and cons of abolition and women's suffrage illustrate conflict in the 1800s, and expensive upkeep of sacred cows in India represents conflict between religious belief and economic resources. Two sections show teachers how to create their own lessons by expanding treatment of conflict in any textbook and by using newspaper accounts. (AV)