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Appendices to the 1972-1974 report for the Intercultural Social Studies Project for Secondary Schools are presented. They are part of a report describing the major activities and accomplishments of the project which maintained a culture studies network of teachers in which materials designed by project staff were field tested. The appendices contain representative examples of project fieldtest materials, project newsletters, lists of fieldtest participants, representative examples of participant and evaluator responses, a project participant form, and lists of project policy committee and advisory committee members, project evaluators, and of the project staff. SO 007 983 is the final report and also contains Appendix A, a pedagogical framework for global cultural studies. (Author/KSM)

Social studies curricula should be based on a provincial-universal principle of maintaining a continuous interaction between the local community and the world community. It is suggested here that those who are already doing this can contribute by offering suggestions to others trying to implement the world principle in their classrooms. Those who are not prepared to use this basis should be shown the opportunity it provides to integrate world views into provincial studies. Those who believe that it is too simple, should note that there is power in its simplicity. The provincial-universal principle can be tested by implementing the comparative-analytical approach in the social studies programs which will require defining the terms, describing the relationships, specifying examples, and reporting successes and failures in efforts to implement the model. To illustrate the point of dealing with the local and the world principle, the author offers a comparative - analytical approach toward migration of the Mormon and Boer pioneers. In conclusion, a world curriculum for U.S. students allows for analysis and reflection, synthesis and re-synthesis, and further, can produce citizens of the world and citizens of the U.S. who are insightful and knowledgeable about cultures and mankind. (SJM)

This paper is a comment on the need for review and reanalysis of the accumulated research in social studies as a guide to future efforts to design useful and desirable social studies curricula. Several alternative models for social studies educators are noted. These serve as guides to possible directions for research. The problems of communication of research findings is explored and the author suggests strategies for improving the quality of social studies research and for unifying research efforts. Appendices are included which describe a course entitled "Research in the Teaching of Social Studies" taught by Dr. Oswald at Syracuse University. (SHM)

During the 1972-1973 school year the Intercultural Social Studies Project for Secondary Schools created and maintained a culture studies network involving 103 teachers and their students. More than 50 "Fieldstaff Perspectives" were designed in booklet, photograph, map, and simulation-games formats for field testing within the project network. Materials were prepared to meet a variety of reading ability levels (7-12), conceptual comprehension levels, and interest levels. Staff leadership resulted in the production and testing of materials, workshops for culture studies teachers, articles in professional journals, and newsletters, and the beginnings of a model or pedagogical framework for studying cultures. This was the first of a projected two-year developmental project (1972-1974) initiated jointly by the American Universities Field Staff and the Institute of International Studies of the United States Office of Education. (Author)

An overview of the development of research in social studies education, representing investigations made during this century up to 1970, is presented in this reference handbook. The guide, designed to aid researchers in the field, is arranged in three main sections. In the first section, Research in Social Studies and Social Science Education, available resources are introduced, including procedures for obtaining facsimile documents from major repositories. Secondly, an analysis of the field of social studies research is provided. The major portion, section three, is devoted to a series of twelve articles appearing between 1941 and 1970 in publications of the American Educational Research Association and of the National Council for the Social Studies. Each of the articles, written by an authority in the field of social studies/social science education, is reprinted in its original form, including a bibliography. Two appendices are presented on The Social Studies Educator and on Experimental Classroom Studies of Teacher Training, Teaching Behavior, and Student Achievement. Subject and author indices conclude the reference work. (Author/SJM)

First article in a series, including SO 500 586 and SO 500 621, defines the typical elements of social studies and how they came together in the Twentieth Century as required courses from kindergarten to grade 12. (DB)

Third article in a series, including SO 500 585 and SO 500 586, presenting three alternative futures. Also discussed is the possibility of orienting social studies toward future planning. (DB)

Second article in a series, including SO 500 585 and SO 500 621, describes the changes in social studies curricula in the United States during the 1960's as a result of the many federally funded curriculum projects. Specific description is provided of several projects of international interest. (DB)

A curriculum analysis instrument, Assessment of Humaneness, is presented for evaluating social studies programs by students and teachers. Also discussed is the author's position that the only appropriate social studies curriculum is one which stimulates the development of humaneness, of human capabilities. (DB)

Implementation of a new project is outlined and the rationale leading to its development is described. (JB)

The South Pacific island of Bali is used as a case study of overpopulation and food shortage. A brief description of the resources, the typical lifestyle of the Balinese farmer, and possible teaching techniques are given. (DE)

Article lists well known futurists and suggests to teachers that they should no longer try to shape children to fit a static world, but should try to prepare them for a wide range of possible futures. (GB)

A look at the new concern in education with futurism. (AK)