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Social Studies :in.

Eural Area's: 11 Selected TopicsEibli-cgraphy of ERIC tocusents. 4

:INSTITUTION - New Bexico State Univ., University Park. ERICClearihghouse on., Rural Education acid Small

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. Schools.§POS,AGENFY. Rational Inst. of Education (DEIN) , Eashington,

-I D.C.- . IPIM:DATE-I #: Jul 77 ,

CONTRACT 400-78-0023 e / .

NOTE- 36p.; Best copli available

tNEDRSPRICE 'MF-$0.83 HC-$2.06 Plus Fosta%i. . - -

DESCRIPTORS Abs4ractS;.Alaska Natives; Oefican Indians;*Anndtated Bibliographies; g'ase Studies; CurriculumGuides *Educational Eesearch( *Elementary SecondaryEducation; ,Foreign Ccortnies Periodicals; BesearchProjects; Resource Guides; *Bescurce Material's;*Rural Educati6n; Rural Urban Diffeminces; Sm4,11Schools; *Social Studies; leaching %ithnigue 5

ABSTRACTstis÷cOmpilation of publications dealjng *1.th-social

studies in rural areas is one of a series cf selea,ted topictbibliographies of Hit documents. 7114 4G citatticns, published between1963 and 1976, are drawn from REesourcei in -Education', (BIE), a.monthly publx6atior containing abptracts oflAesearch,research-related reports, and resburce xaterials in education, andfrom "CuNent Index to Journals-in idtcaticr " (CIJE), a monthlyindex of more than 7t0.-journals, quarterlies, annuals, and.Yeartooks.All- HIE citations include dofument resumes; 2JE citations ccntainbrief notations on content when the article is hot adequately_described' by title, descriptars,' or identifiers. Citationstare listedim,Duserical ordex according to their ERIC accession nuakersu Thebihliogiaphy is intendet-as a comprehensive guide cn social studiesin rural areas (citations deal with and international programs,caiistudies, and curriculum) for sacol adiinistratcrs, teachers,

0 researchers, informational specialists, professional organizations,'and students, among Others,: There is-,a key tcitations explainingali abbreviationsused,'an explap4ion of ERIC descriptive terms, and.A-complete list of ERIC clearinghouses, addresses, and scope areas.IBS) .

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CaSocial Studies in Rural Areas;*.'

La. -A Selected Topics Bibliography.of.ER1C Documents

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,Purpose and Scope ofERIC'

The Edudation4 Resources Information Center (ERIC) is a

federally fiinded national information, system dedicated tothe improvement of education through the dissemination ofeducational resources and research-related materials. ERIC,

aids school administrators, teachers,, researchers,- info'rmationspecialists, professional organizations, stuaepts, dncLothersIn locating.and-using.ethicational. resources.

To achieve this purp8se, the ERIC system processes documentsrfor announcement in Resources in Education (RIE),- a monthjypublication containing abs*tracts of research,research-related-

.

reports, and resource materials education. In addition,'ERIC compiles the Current Index to Aurnals^n Education (CIJE),a monthly. index which draws from over seven hundred journals,quarterlies, annuals, and yearbooks. ,

There are numerous complete microfiche collections of ERICmaterials throughout the nation which may be used by thepublic. A list containing the iodations of these:standingorders- may be obtained from ERIC Processing and ReferenceFacility, 4813 RUgby Avenue, Suite 303, Bethesda,Marwland

'20014'.

-.Each of the ERIC network of clearinghouse/ has a particular areaor scope of education,. It is the responsibility of thisClearinghouse, ,the Clearinghouse on Rural Education and SmallSchools (CRESS), to gathermaterlIals related' to rural education,small schools'; the American Indian, the Mexican American, the

'migrant and outdoor education and to inputrthese materials intothe national ERIC system. For information cdncerningptherindividual Clearinghouses an'd their respective scopes, onsulttrie list 'a/ the back of this pUblication.

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,Purpose and Scope of,ERle

'.... The Edudatione4 Resources In-formation Center (ERIC) is a

federally fUnded national information, system dedicated tothe improvement of education through the dissemination ofeducational resources and reseqrch-relatid materials. ERIC,

ands school administrators, teachers,, res.earchers,- informationorganizations, students, gnd.others

In locating.and-using.educational. resources.

To achieve this purpose, the ERIC system processes "documents,.

for announcement in Resources in Education (1140',- a month)),publication containing abstracts of research,'research-related-

&reports, an resource materials education. In addition,'ERIC compiles the Current Index to Journals "fn Education (CIJE) ,

a monthly, index which draws from over seven hundred journals,quarterlies, annuals, and yearbooks. ,

. . ..

.., There are numerous complete microfiche collections of ERIC-

$ ,-materials throughout the nation ,which pay be used by thepublic. A list containing the Iodations of these standingorders -may be obtained from ERIC Processing and ReferenceFacility, 4813 ithgby Avenue, Suite 303, Bethesda, Maryland'20014% .

ti

-.Each o f the ERIC network of clearinghouse/ has a particular areaor scope of education,. It is the responsibirity of thisClearinghouse,htlfe Cleacinghousedon Rural Education and SmallSchools (CRESS), to gather.materlals related' to rural education,small schools'; the American Indian, the Mexican American, the'migrant and outdoor education .and to inputrthese materials intothe national ERIC system. For information cdncerningptherindividual Clearinghouses and their, respective scopes, bonsultale list 'a/ the back of this publication.

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CONTENTS

About tyre Bibli.ography, ...... ....

Sources and Scope '

.

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ERIC Descriptive Terms v

. Organizat\oh of the.Bibliography ,vooli. ,

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Citation . 0.

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A.-

Key and Sample Ab'stract .- viii

RIE and CIJE Abstracts I

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About the Bibliography.

Scope and Sources

This bibliography' provides a comprehensive guide tO.TesOurce-1--.. 1.-

- "material, research'findings, and developments raleted to,'

Social St.udies in Aural Areas. This is j Seleceed Topics

Biblio/raphy whioh is Issued to cotter a particular subject;

it is not to be confused with the bibliogr.aphi.es'issued

annuall y.covering the six scope 'areas of ERIC/CRESS. The

Oibliography is drawn from issues of Resources in Education

and Current Index,to Journals in Education.

.

-Teims

Two types.of descriptive terms are used for RIE andCljE:

desceiptors and identifiers. Descriptors are .technically

meaningful -words or Xrases contained in the Thesaurus

of ERIC Deserietors, They are used to characterize, to

index, and' to retrieve documents.

Proper names of persons geographical locations, trade names,

and sq .on may also be ).mportant in.describing a document.

These t1ms, called identifiers, are included with the

c itations for descriptive purposes, but they ac.e.--W-Ot to be

found in the Thesaurus.

Organizaiiorrof the Bibliography

Each citation in the-bibliogf-aphy is headed by an ERIC accession

number.- Efitries frlom RIE are assigned an ED number; ,hose

frOM: COI are- assigned EJ number. ,Both RIE and CIJE40.:

citations. appear in numerical order according- to the accession

.nuMber. Please.note that the-citations proceed from ifiemstst

reserti to the oldest in that order and, consequently, the

citation numbers wilLgo down rather than up.'

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Resources injducation Citations -,

,. :t RIE abstracts contain subjectauthor, and institution indexes,

along with document resumes which include the ERIC accession-

.

...

number, author(s), title, source(}, dateof publication, ERIC '',4------"1

Document Reproduct ion Strvice (EDRSY prhis-Or -dn alternate___

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availability and he abstract. If the r e a de i-rt a

of particular. interest,he'irlay obtain a microfiche or hard

dopy yeproductiOn of the document from ERIC Document .Reprdductton

Ser;iice.

, Current Index t Journals in Education Citations .

CIJE abstracts 'are prepared differently vi-103 Rtet abstracts.

They_have brief notativon4 rather than the'lengthiep-RIE abstracts.

and Obese notations ace only prpvided when it is thought the

04

article cannot be adequately described-Ty a combinac,iop of motor

andminor-desdriptors,Ielentifiers and information in°the

9

Each journal citation includes the publication date, article

title, personal authods), journal tiAre (sometimes abbreviated),

and information on the-volume, number, and pages. CIJE entries*

are not available from ERIC Document Reproduction Se-rv,ice'v

therefore, the reader is encouraged -to take advantage of his

local llbrary in locating the jdurnaille wishes to use.

d Q-,-

. .

pocument Contributionsor

Person's desiring to contribute materials suol*as. f!1prsT cited in

this bibliography may do go by sending one eol:1'y lk.w:of available)

to: *1.'

ERIC/CRESS AcqtItsitics,ngyNew Mexico State tImivets-ity

Rdx3APLas Cruces,.New Mi.:04.-881003

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Key to 6tatiogs m,

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= Accession number -identification number4sequen.tially assigned

to documents and/or journal Articles as they are* processed,-? y

CHAN = Clearinghouse Accessiq.flNumber.

T1 -; -TitleU = Authors"

,

OS = 00-Aanizational SourceSO = Sourcetat- from-a journal). R

PD = Publication Date t

NO Number of Pages ,and Notes ..

IS:. Issue otf RIE-or CWE in whiCh citation appe'ers

PR = EDRS pei.ke_ ,

AV = Alternate Availability .

%-SPO = Sponsoring Agency/ -.'

CG = NIE or USOE Contract/gramt number under which research was done:

BN = Bureau Number'(report number given by 'originator)

DT = Doctoont TypeIT = Index Terms descriptors which characterize content '-

ST = Supplementary Terms identifiers not found- -in Thesaurus o-f.--

ERIC Descriptors= Abstract / '

4

= kbstractor's ini 'als always placed at end of vb tractA()

ANCHANTI

SAMPLE ABSTRACT1

'ED116997- S0008826

LEARN! G OF THE INDIAN PEOPLE, INDIAN ETHNIC HERITAGE

STUDI S CURRICULUM DEVELOPMENT PROJECf., 1974-75

AU ,PALM, HARLESOS - SOUTH DAKOTA STATE' DI V,._eF ELEMENTARY AND SECONDARY

EDUCATION. PIERRE.PDNO - 62P.; FOR RELATED DOCUMENTS, SESO 008 824-825 AND 829

'IS % RIE76MAYPR EDRS PRICE MF-$0.76 3RC-$5,2 PLUS POSTAGE-SPO - '"OFFICE OF IDUCATION (rW), WASHINGTON, D.C.

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IT ADULT EDUCATION; *AMERICAN INDIANS; CLASS ACTIVITIES

IT - *DISADVANTAGED SCHOAS; *ETHNIC STUDIES; GUIDES'

IT INTERDISCIPLINARY APPROACH; INTERVIEWS; LESSON PLANS.

IT - PARENT SCHOOL RELATIONSHIP; RESERVATIONS (INDIAN) . .,-

,IT RURAL 1DUCATION; SOCIAL STUDIES; WRITI1't ERERCISES

AB - SEVEN LESSONS COMPRISE THIS UNIT ON.THE EAUCATIO OF THE.INDIAN PEOPLE, COVERING PAST AND PRESENT RESERVATION SCHOQLS

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FOR CHILDREN,CHILDREN'S EDUCATION.

EDUCATION, AND THE 10VdLYEMENT OF

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IT RURAL AREAS: SECON'OARY EDUCATION: SENIORS; SOCIAL STUDIES

IT 'UNITS OF STUDY (SUBJECT FIELDS)ST *PENNSYLVANIA (LANCASTER COUNTY)57 PEMA VALLEY SCHOOL DISIRICT.RA.AB RESULTING FROM A SURVEY OF TWO PAST GRADViTINO CLASSES (1957 AZ

1972) AND TEACHER INVOLVEMENT. THIS.CURRICULUM GUIDE FOR SENIORSIN THE PEOKJEA VALLEY SCHOOL DISTRICT (A RURACLYCONSERVATIME AREACOWPRISED MAINLY OF AN AZ ISH'AND MENNONITE POPULATIOp IN

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STUDIES. AND HOmE ECO.DMICS DEPARTUENTt TO DEVELOP A COURSE INADULT LIVING. CO PRISING ONE THIRD OF THE TOTAL TIME ALLOTEO FOR .

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8 INY.OLVED A PERIOD OF:' INVESTIGATION t INDIVID)0ALIZED DATAGATHERING,PROJECTS); GROuP DISCUSSION AND ACTIVITIES tHYP6THESESEXPLORATIrsi): AND INDIVIDUALIZED HYPOTr4ESIS EVALUATION.EVALUATION CRITERIA ESTABLISHED BY STUDENT - TEACHES CONSENSUS WEREUSED TO EVALUATE EACH STUDENT IN TERvS-0F: CONFL=ICTING DATA:LOGICAL SOLUTIONS; SAUSPACTION O= STuDENT CURIOSITY. STUDENTSTIMULATION. USE OF STUDENT ABILITY. AND STUDENT ATTITUDE.OBJECTIVE UNIT TESTS WERE. OE6IGNED.TO E.IOIT THE SOLUTION TO APROBLEM SO THAT StU8ENTS WQLLD TAE A POSIT LON k4KING ALL ANSWERSRELATE TO THAT POSITION. EXAYINING, GRADING CRITERIA. EVALUATIVEAND OPEN STUDENT OUESTiONNAIRES. AND 'PERSONAL OBSERVAtIONS. THETEACHER EVALUATED THE PROuEO IN TERNS OF STUDENT. TEACHER.SCHOOL'. AhD COW4NITY IMPROVEMENT RESULTS INDICATED STUDENTS: IENGAGED Is CRITICAL THINKING: WERE INTERESTED AND WORKED,EFFECTIVELY IN pnaLext 'SOLVING. ''''BETTER'UNDERSTOOD THE AREAS

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ITALIAN AMERICANS. ASIANOMERICiNS. AND NATIVE AMERICANS FROM ri1880 TO 1920. FOUR THEMES CHARACTERISTIC OF THE PERIOD ARE .

TUDIED: MliGRATION ANIMINORITY GROUPS., INDUSTRIALIZATION,RBANIZATiON.-AND IMPERIALISM AND THE RISE OF THE UNITED STATES0 WILD POWER. -IN DEVELO ING'UCH THEME. THE ,UNIT SUGGESTS ANOUTLINE OF THE SUBJECT. ISCWSSION QUESTIONS, tv/71AND APPROPRIATE AUDIOVI UAL MATERIALS. STUDENT PERFOCOMPARATIVE ANALYSES OF FAMOIA NOVELS OF THE PERIODOSTEREOTYPES IN THE MEDIA, VISLT LOCAL CITY OR STANp IDENTIFY CLASS ANCESTRY'CN A WORLD MAP AS NEWIMMIGRANTS. A SELEMO_ANNOTATED BIBLIOGRAPHY FOR IEACH RS LISTS74 BOOKS AND JOURNALS. ANOTHER ANNOTATED BIBLIOGRAPI-IY FOR"STUDENTS CONWiiNS OVER 200 REFERENCES IN CATEGORIES OF ETHNICGROUPS AND ETHNIC HISTORY, GENERALIHrSTORY, AND SOCIAL AND ,BEHAVIORAL SCIENCE REFERENCE, A GLOSSARY DEFINES CONCEPTS ORTERMS RELATING TO SOCIAL SCIENCES OR PARTICULAR ETHNI(,-GROUPS.,IAV) 1

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ACRES IN IAg AREA. MANY 0* THE SPECIES HERE, SUCH AS THE SWAMPr. 'RABBIT. ARE RARE ELSEWHERE IN THE STATE. THE REFUGE'S

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. TOPICS COVERED 'ARE; OBSERVATION' AND PERCEPTION. HABITATINVESTIGATION (ENERGY-CYCLE). SIC MEASURJNG, RURAL LIFE AND THE

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RURAL AND SOCIAL-STUDIES'PAGE 10

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PD - JUL 72110 - 101P.IS '- RIE73J4IPR - EDRS PRICFNMF-S.65 HC-56.58IT - COMmUNITY CHARACTERISTICS: COMMUNITY OEVEU001ENTIT - COMMUNITY STUDY; 'CURRICULUM DEVELOPMENT''; CURRICULUM PLANNING *It

IT - FIELD TRIPS; INQUIRY TRAINING;_RUR1L AREAS: RURAL DEVELOPMENTIT - 'RURAL URBANIDIFFERENCES: SECOROARY GRAtsES: SOCIAL STUDIESIT - BTUDEM7T PARTICIPATION: URBANIZATIONST - CANADA: 'PROJECT CANADA WESTAB - IN ORDER TO 4COUAINT STUDENTS WITH. OTHER ENVIRONMENTS AND TO'

DEVELOP AN AliARENESt OF THEIR OWN COMMUNITY. THE STUDY OF A SMALLCOMMUNITY IN CANADA WAS UNDE:TAKEN THIS PROJECT DMLOPMENTTEAM. THE ALPHA STUDENTS STUDIED CHILLIWACK THE FIRST YEAR (ED'066.352) AND THIS SECOND REPORTCOVERS THEIR STUDY OF POWELkRIVER. THE AIM OF THE DEVELOP&RSIS TO DESIGNA STRUCTUREDOUTLINE FOR THE FOUR WEEK VISIT. COVERING TRANSPORTATION.HOUSING. THE EXAMINATION OF THE LIFE, STYLES. THE INDUSTRIES. 7/q.PEOPLE. AND THE TOTAL ENVIRONMENT. EXTENSIVE USE IS MADE OrCAMERAS.-TAPE RECORDERS. AND VIDEO EOIPMENT. A TEACHERS MANUALIS BEING PRZ.PARED TO'FACIOTATE PPEPARATION OP SUCH A STUDY.LNCLUDING INSTRUCTION IN THE USE CF THE EOUIPmENT BY STUDENTS. ASIS A MULTIMEDIA KIT. INTENDLD FOR USE 3Y SCHOOLS UNABLE TO SENDSTUDENTS FOR SITE VIS4iS. STUDENT EVALUATION OF THE, TRIPS. BOTHOP THE PLANNING Allp ORGANIZATION, AgD,OF THE ACTUAL COMMUNITYSTUDY.IS A MAJOR FACTOR. CURRENTLY REVEALING EFFECTIVENESS OF '

THE PROJECT AND THE EXTENT OF OBSERVATION AND AWARENESSDEVELOPING ON THE PART OF THE STUDENT. THIS REPORT CpNCLUDES THESCHEDULES WORKED OUT AND GIVES RECbMWENDATIONS FOR CHANGES FORTHE NEXT YEAR'S STUDY OF A1OTHER COMvuN.:TY. (uMB)

AR - ED070728CHAN- 50005081TI A STUDY OF URBAN RURAL TRANSITICN:CROCESSES AND MATERIALS.

PROJECT CANADA WEST.OS . WESTERN CURRICULUM PROJECT ON CANADASTUDIES. EDMONTON (ALBERTA).PO - JUN 72 1

NO - 65P.IS RIE73APRPR 7 EDRS PRICE MF-$0:65 HC$3.29IT - ADJUSTMENT (TO ENVIRONMENT): COMMUNITY CIARACTERISTICSIT - COMPARATIVE ,IVNALYSIS: CURRICULUM DEVELOPMENT: HUMAN GEOGRAPHYIT - INSTRUOTIONAL MATERIALS: MIG.RATION:. PROJECTSIT 'RURAL URBAN DIFFERENCES: SECONDARY GRADES: SOCIALIZATIONIT 'SOCIAL STUDIES: 'SOCIOCULTURAL PATTERNS: TEACHING TECHNIQUES.:T 'URBAN CULTUREST 'PROJECT CANADA WESTAB THIS PROJECT.EXAMINES THE HERE AND NOW OF URBANIZATION ANDHE

21

1

PAGE 13

RURAL AND SOCIAL STUDIES

ISTORIEAL GROWTH OF URBANIZATION IN CANADA. IN BOTH CASES THE

\\BASIC RESEARCH'PROiLEm IS: WHAT CCES A PE*SQN NEED TO KNOW ABOUT

-A COMMUNUY IN ORDER TO LIVE SUCCESSFULLY AS A CITIZEN 0§6THAT

CO=NITY? A SECOND POINT OF FOCUS IS. WHAT TYPES OF

SOCIALIZATIN ARE NEEDED WHEN,A PERSON FINDS CHANGES IN HIS

CURRENT COMMUNITY OR WHEN HE MOvES.TO A NEW COMMUNITY? IN ORDER

TO UN0EI3SILND THESE QUESTIOS, THE PROJECT ENCOURAGES THE HIGH

SCHOOL STUDENT TO L001( 41 ELABORATING -SOCIOCULTURAL SYSTEMS WHOSE

VARIANCE MAY BE.IN THE CHARACTER OF THEIR ORGANIZATION AND TO

EXAMINE' THE COMPLEX NEJWORK OF. SIGNS AND SYMBOLS EXISTING WITHIN

AND WITHOUT THESE-VARICUS SOIL ORGANIZATIONS. THE REPORTINCLUDES PROCESS REPORTS 04-FHE VARIOUS GROUPS THAT COMPOSE THE

TEA!.-' OF RESEARCHERS FORTHS.PROJECT. THE REST OF THE REPORT DEALS

WITH MATERIALS AND TEACHING STRATEGIES DEVELOPED TO HELP STUDENTS

FORM A BASIS FOR COMPARATIVE ANALYSIS OF RURAL-URBAN COMM UM TIES.

(FDI)

AN - ED0663S2CHAN- S000194BTI'- PROUECT-CAnDA WEST. SMALL TOWN CANADA: A STUD, OF LIFE STYLES IN

TRANSITION_OS - WESTERN CURRICULUM PROJECT CN CANADA STUDIES. EDMONTON (ALBERTA).

. PONz....71 1.

NO - 922. '

IIS - RIE72DEC. /

';'R - EDRS PRICE MFS0.65 HC-53 29 ' ,

' jT -0VMUNITY. COMmuNITY CHARACTERISTICS: COMMuNITY DEVELOP)

IT - '' CURRICULUM DEVELOPmE%T:CURRICULUM PLANNING: INQUIRY TRAINING

17 - RURAL AREAS: RURAL DEs.ELOPMENT: *RURAL URBAN DIFFERWES

'T - SECONDARY GRADES. SOCIAL STUDIES; STUDENT PARTICIPATION

IT - "URBAN:ZATION. URBAN STUDIES

ST - CANAD* -PRO.;.ECT CANADA WEST ..-

AB - THE TEAM ASSIGNED TO DEVELOP A UNIT OF STUDY ON URBANIZATION

4 CHOSE TO WmINE A SMALL TOWN IN CANADA.AS A MEANS OF CREATING .

BETTER UNDERSTANDING OF URBaNGROWTH. PROBLEMS. AND SOLUTIONS.

THE GENERAL PURPOSE WAS TO DEVELOP IN STUDENTS AN INCREASED

AWARENESS OF THEIR OWN COMMUNITY BY GIVING THEM AN OPPORTUNITY TO

OBSERVE. EXPERIENCE AND PARTICIPATE IN THE.AFFAIRS OF A SMALL

CDM%uNITY. IT WAS SUB1ITTED THAT INVOLVWENT THROUGH DIRECT

OBSERVATION AND EXPERIENCE ENABLE STUDENTS NOT ONLY TO DISCOVER

COON PROBLEMS WHICH NOW EXIST IN MOST URBAN COMMUNITIES. BUT

ALSO TO, CHANNEL THEIR ENERGIES INTO SEEKING SOLUTIONS TO THOSE

PROBLEMS. GRADE 11 STUDENTS VISITED CHILLIWACK (NEAR VANCOUVER.

/ B.C.) TO STUDY ITS CHARACTERISTICS:POPULATION. ECONOMIC FACTORS.

AND THE GENERAL WAY- OF LIFE AND ATTITUDES or THE RESIDENTS. FOURS

WEEKS WERE REQUIRED FOR PLANNING. ORGANIZATION. FIEcD,STUDY. AND

CLASSROOM'iVA.LUATION. MATERIAL'S INCLUDED SCOW THE DEVELOPMENT OF

THE PROaECTAXPECTED MATERIALS TO BE DEVELOPED ARE LISTED:

SPECIFIC. PRA TICAL SUGGESTIONS ON HOW TO APPROACH A SIMILAR

STUDY OF THEIR SMALL COMMUNITIES: VIDEOTAPES OF'T E PLANNING.

ORGANIZATIONAL, AND ACTUAL ACTIVITIES: SAMPLE MU MEDIA KITS

ILLUSTRATING-TNE TYPE OF PRODUCT POSSIBLE FROM S CH A AROJE

MAIN THRUST WAS TO DEVELW,MkANINGFUL AIDS TOWARD INQUIRY

'4,

-

PA 14

RURAL AND SOCIAL STUDIES

'TRAINING, RELATED DOCUMENTS ARE: ED 055 011-020. 44.:MS)

AN - ED053073RCOO5t95

- TEACHINCrIS FOR411(IDS, 1972 EDITioN. A DOCUMENTARY OF TITLE III.

ESEA PROJECTS IN MAINE.OS - MAINE STATE DEPT. OF EDUCATIOte AUGUSTA.

PD -,72NO r'-25P.'S RIE72SEP.PR - EDRS P(:ICE MF-$.0.65 MC-53.29SPO OFFICE OP EDUCATION (oHEw). WASHfNGTON. D.C. PROJECTS TO ADVANCE

CREATIVITY IN EDUCATION.IT CULTURAL ENRICI-NENTI- -EDUCATIONAL IMPROVEMENT

IT - EDUCATIONALLY DISADVANTAGED: 'ENRICHMENT PROGRAMS.- 'FEDERAL PROGRAMS: GUIDANCE: HANDICAPPED. MUSIC

- IT - NATURAL RESOURCES: OUTDOOR EDUCATION: PROFESSIONAL TRAINING

IT - 'PROGRAM DESCRIPTIONS: RESOURCE CENTERS. 'RURAL SC,*(00L(

IT - SOCIAL STUDIESST . MAINE: PACE:. PROJECTS TO ADVANCE CREATIVITY IN EDUCATION

AS - IN THIS DOCUMENTARY OF TITLE III PROJECTS FUNDED UNDER THE-ELEMENTARY AND SECONDARY EDUCA'ION ACT. A .2-AGE DES&IrPTIVENARRATIVE OF EACH OF.10 FUNDED PROJECTS IN MAINE IS GIVEN. EACH'

PROJECT 15 CLASSIFIED BY SUBjEOT MATTER AND IS LISTED UNDER i OF.

THE FOLLOWING HEADINGS' (1) PPOFESSIONAL IMPROVEMENT. (2) HELP

FOR THE EDUCATIONALLY DISADVANTAGED. fp) GIVING AMERICAN HISTORY

MEANING. ,1) -MAINTAINING. AND IVPROVING MAINE'S ENVIRONMENT, (5)INDIVIDUAL LEARNING AND THE NAT:ON',A FIRST FOUR -JAY REEK. (SI

LEARNING THE SOUNDS OF MUSIC. AND (7) MEDIA CENTER. A SOURCE FOROBTAINING ADDITIONAL INFORMATION IS INCLUDED EACH PROJECT.

DESCRIPTION. A RELATED DOOLMENT IS ED 043 404. (LS)

AM : ED062034CHAD- RC0060tvTI - FORT BENTON SOCIAL STUDIES CURRICULUM OUTLINE.

OS - FORT BENTON PUBLIC SCHOOLS. MONT.PD 70NO - 114P.IS -'RIE72AUGPR - EDRS PRICE MF-$0.65 HC$6.58500 - OFFICE OF rUCATIOI. (CREW): WASHINGTON. 0.C;

IT. CITIZENSHIP: COMMUNITY STUDY: CURRENT EVENTS:''CURRICULUM GUIDES

IT - 'EDUCATIONAL OBJECTIVES: ELIMENARY GRADES: FAMILY ROLE

IT - GEOGRAPHIC REGIONS. 'w(STRUCTIONA.i. MATERIALS: KIMOERWTEN

IT - MAP SKILLS: SECONDARY GRADES: 'SMALL SCHOOLS; SOCIAL ADJUSTMENT

IT "SOCIAL STUDIESAB - A COMMITTEE 01' ADMINISTRATORS AND FACULYY OF THE FORT BENTON

SCHOOL SYSTEM, ASSISTED BY CONSULTANTS FROM MONTANA STATEUNIVERSITY. DEVELOPED A SOCIAL STUDIES CURRICULUM ON THE THEME

'THE EXPANDING SOCIAL ORDER.' OBJECTIVES OF THE CURRICUU)M.ARE TO

HELP THE STUDONT TO ACQUIRE A OEPENDABLE BODY OF KNOWLEDGE IN

23

PAGE 15RURAL AND SOCIAL STUDIES

. ADDITION TO DEVELOPING COOPERATIVE ATTITUOES TOWARD SOCIETY.VALUES CONSISTENT WIT'H A DEMOCRATIC CREED. AND INQUIRY SKILLSWLTH WHICH HE CAN SEARCH :OR TRuT-1, THE K-12 CURRICULUM OUTLINE%INTERRELATES THE DISCIPLINES OF HISTORY, GEOGRAPHY, POLITICALSCIENCE, ANTHROPOLOGY. SOCIOLOGY, ECON.7:ICS. AND PSYOHOLOGY.THETHEME IS EXPANDED FRO! INDIVIDUAL 40,;LSTMENT TO GROUP SITIAIONSIN.KINDERGARTEN THROUGH STUDIESAD: FAMILY AND COMMUNITY IN THEPRIMARY GRtDES: STUDIES OF REGIONS. THE UNITED STATES. ANDINTER-AMERICAN COUNTRIES IN GRADES 4-6;. STUDIES OF THE PACIFICAND ATLANTIC COWUNITIES. THE STATE OF MONTANA. AND CIVICS INGRADES 7 AND Br AND S;UDI-E-S OF THE STuDENT/INOIVIDUAL. WORLD

'CIVILIZATION.CIVILIZATION. THE UNITEO STATES.AS A nORLD POWER. CONSTITUTIONALCONSIDERATIONS. AND CuRRZNT WORLD AFFAIRS IN GRADES 9-12.OBJECTIVES AND RESOURCE MATERIALS ARE SPECIFIED FOR EACH GRADELEVEL. (qH)

AN EDO5813a.CHAN- $0002300TI THE NEWSPAPER :N 'THE ELEMENTARY :SCHOOL; A RESEARCH REPORT TO ANPA

FOUNDATION.6 AU - BERRYMAN. CHARLES

OS - AMERICAN NEWSPAPER' PUBLISHERS ASSOCIATION FOUNDATION. NEW YORK.N.Y.

PD SEP 71,NO, - 33PIS - R1E72APRPR EoRp PRICE U:-SC.6S HC-S3:29IT ACWIEVEMENT GAINS. ACHIEVEMENT TESTS. 'CURRICULUM RESEARCHIT - EDUCATIONALLY DISADVANTAGED. ELEMENTARY GRAPESDT ECCMENTARY Se§00L STUDENTS. INTERMEDIATE GRADES; 'MASS MEDIAIT -"NEWSPAPERS. READING ACHIEVEMENT; -READING SKILLS; READING TESTSIT - RURAL SCHOOLS, 'SOCIAL STLDIESST - ANPA FOUNDATION NESPAPER TESTAB - THE PURPOSE OF THE STJDY REPORTED WAS TO DETERMINE THE EFFECTS OF

THE USE OF DAILe NEWSPAPERS BY ELEVENTARY SCHOOL 5T0DENTS ONTHEIR GENERAL AND NEWSPAPER READING SKILLS. FIVE SOCIAL STUDIESTEACHERS 7AUGAT 50 50 MINuTE LESSONS OVER A PERIOD OF.10 WEEKS TOHOMOGENEOUSLY GROUPED PUPILS :N, GRADES 4-7. USING THREE LOCALDAILIES AS THE INSTRUCTIONAL MATERIALS. THE LESSONS WERE DESIGNEDACCORDING TO THE INSTRUCTIONAL OBJECTIVES OF THE AMERICANNEWSPAPER PUBLISHERS ASSOCIATION FOUNDATION NEWSPAPER TESTIANPAFhT). BOTH THE LESSONS AND THE TEST ARE RATED AT THE JUNIORHIGH SCHOOL LEVEL. THE TWO PARTICIPATING SCHOOLS WERE IN.'RURAL

. HANCOCK COUNTY. GODIA. 90X OF THE PUPILS WERE BLACK AND SCOREDBELOW NATIONAL NORmS IR AEADINGABEFORE THE EXPERIMENT. STUDENTS

-_WERE PRE-AND POST-TESTED WITH A NATIONALLY NORMED READINGACHIEVEMENT TEST AND WITH THt ANPAFNT, THE LATTER WAS ALSO USED10 WEEKS AFTER THE IN4TRUCTION STUDENTS SCORED SIGNIFICANT GAINSON ALL OF THE'POST-TESTS. INDICATING THAT GAITS DURING THEPROJECT WERE ItiLBASIC SKILLS RATHER THAN IN QUICKLY FORGOTTENTRIIIAL INFORMATION. (AUTHOR/DJB) '

P4 .

PAGE 16

RURAL AND SOCIAL STUDIES

- AN - EDOSO8S3CHAN- RCOO5282-11 - THE NONGRADED-TRIMESTER-MINICOURSE CONCEPT: REPORT TO DATE.OS - DILLIkHAM CITY SCHOOL DISTRICT. ALASKA.PL - 3 MAY /1NO - 51P.IS.-- RIE71SEPPR 1, EDRS -PRICE UF-S0.65 HT. $3.29IT T, ENGLISH: 'FLEXIBLE SCHEDUI.ING: 'NONGRADED CLASSES: RURAL SCHOOLS ,

IT - SECONDARY GRADES: 'SMALL SCHOOLS.; SOCIAL STUDIESIT - STUDENT PARTICIPATION: TEACHER PAVICIPATIM 4.

IT .TRIMESTER'StHEDULESAS -.DILLINGHAM HIGH SCHOOL (GRADES T-12) IN RURAL ALASKA ESTABLISHEO

A SCHEDULE AND CURRICULUM WHICH PROVIDED STUDENTS AND TEACHERSWITH AN ACTIVE VOICE IN DETERMINING THEIR EDUCATIONALEXPERIENCES. THE RESULT WAS A GROUP OF OVER 200 ONE-HALF-CREDITsMINICOURSES' OFFERED IN A VARIETY OF TIME ARRANGEMENTS. ALL,COPSES WERE NONGRADED THROUGH THE 9TH GRADE LEVEL. *JUNIOR HIGHLEVEL STUDENTS WERE GIVEN THE OPPORTUNITY. TO SCHEDULE INTOREGULAR HIGH SCHOOL LEVEL COURSES. THE SCHOOL YEAR WAS DIVIDiDINTO 60-DAY TRIMESTERS AND 63-MINUTE TImE ROCKS CONSISTING OFMREE 21-MINUTE MODULES. REACTION TO THE NEW SCHEDULE ANDRRICULUM APPEARED'GENERALLY FAVORABLE FROM STUDENTS. TEACHERS.40 OUTSIDE EVALUATORS. SAUP.LE SCHEDULES. COURSE OFFERINGS. AND

COURSE DESCRIPTIONS ARE APPENDED, ALONG WITH AN EVALUATIONREPORT. OBSERVATIONS BY THE SUPERINTENDENT. AND STUDENT ANDTEACHER QUESTIONNAIRES. (JH)

AN ED049971rHAN-;s000loniTI - STUDY WATERIALS FOR ECONOMIC EDUCATION IN THE SCHOOLS. REPORTS OF

MATERIALS EVALUATION COMNITTEES MI THE JOINT COUNCI4. OK ECONOUICEDUCATION.

-*

OS JOINT COUNCIL ON ECONOVIC,EDUCATION. NEW YORK. N.Y.PD -NAY 69NO - 73P. i

,

RIE71AUGPR r EDRS PRICE 14F-S0.65 HC NOT AVAILABLE FRQv EDRS.AV JOINT COUNCIL ON ECONOIC EDUCATION, 12'2 AVENUE OF THE AMERICAS.

NEW YORK, NEW YORK 10036 151.50)IT -"ANNOTATED 8181.110GRAPHIES: 'AUDIOVISUAL DS: BANKINGIT - CLASSROOM MATERIALS: CONSUL /£R ECONOMICS. CREDIT (FINANCE)

IT ECONOMIC CHANGE, 'ECONOMIC EDUCATION: ECONOMIC PROGRESSIT - 'ECONOMICS: GOVERNMENT ROLE. RESOURCE GUIDES:, RURAL ECONOMICSIT .- SECONDARY GRADES: 'SOCIAL STUDIESIT *SUPPLEMENTARY READING MATERIALSST *INTERNATIONAL TRADE 4

AB - JHE MATERIALS EVALUATION COmMITTEE OF THE JOINT COUNCIL REVIEWEDBOTH-PRINT AND NON -PRINT SUPPLEMENTARY STUDENT MATERIALS FORECONOMICS IN ORDER TO MAKE THIS SELECTED LIST OF THOSE MATERIALSTHOUGHT TO BE SUITABLE ACCORDING TO. 1) WHETHER THE MATERIALS AREGENUINELY CONCERNED WITH EcoNauxt WAT7ERS:-2) WHETHER THEY ARE

*

(."

RURAL Atip SOCIAL STUDIES*PAGE 17

ANALYTICAL IN NATURE; AND. 3) WHETHER THEY ARE.APPROMIATE FORSECONDARY SCHOOL STUDENT USE. THEY ARE GROUPED INTO SIX4ATEGORIES OR SUB-FIELDS OF ECONCIICS 1) GENERAL NATURE OF .

ECONOMICS: 21 MARKETS. PRICES. AND-PESOURCE'ALLOCATION:3) INCOME.

DETERMINATION. STABILIZAT;ON. AND GROWTH: 4) ROLE OF GOVERNMENTAND ECONOMIC IMSTITUTIONS. 5) INTERNATIONAL ECONOMICS: TRADE. '

FINANCE. AND UNDERDEVELOPED NATIONS. AND. 6) COMPARATIVE ECONOMJCSYSTEMS. AND:ECONOMIC HISTORY. EACH CITATION IN TH& BIBLIOGRAPHYHAS'A BRIEF.ANNOTATION.PROVIDING A-DESCRIPTION AND THEAPPROPRIATE GRADE,LEVEL OF INTENDED USAGE. (CW8) .

111' J

AN ED048032N

CHAN- S0000575TI - SOCIAL SCIENCE ELECTIVE PACKAGES: AN INDEPENDENT STUDY PROGRAM

FOR GRADE 12.AU MOODY. DAVID B.PS MISSOURI UNIX.. coLiJmaiA. LOLL. OF EDUCATION.PD 17.11.7'

IS - R1E71LJUNPR - ERRS PRICE MR-SO.55 HC-$3.28AV - DP. DIXIE 4 K3'N. 212 EDUC.ATION BLDG.! UNIVERSITY OP" MISSOURI-.

COLUMBIA. MISSOLR:, 65201 (FOR'INFOPMATION OR PACKET ORDERS)IT - 'AuTOINSTRUCTISNAL AIDS: CONTINUOUS PROGRESS PLAN

IT - 'CURRICULUM DEvELOPMENT. 'ELECTIVE SUBJECTS{ GRADE 1°2 '4,

- 4INDEPINDENT STUDY; INDIVIDUAL STUDY. PROGRAMED MATERIALSIT - PROuECTS: SECONDARY GRADES; SI t.LL SCHCOLS;,'SOCIA-L STUDIESAS - DURING THE wIN-ER SEMESTER OF 1870 A SEMINAR WAS CONDUCTER FOR

':-DOCTORAL STUD...1%-S :N SOcIAL STUDIES.EDUCAZ/oN AS A PRACTICUM INCURRICULUM DEvELORVENT .01YEET SOVE OF THE'SPECIAL NEEDS OF-THESMALL HIGH' SCHOOL. SPECIFIGALLY THE PROUCTIWOF SOCIAL SCIENCEINDEPENDENT STuDYPACKAGES. THE PACKAGES PRODUCED WERE ONE-HA5FCARNEGIE UNIT EOUIvALENT SE'IOR'ELECTIVE PACKAGES TO BE PILOTTESTED IN THE LABORATORY SCHOOL AT MISSOURI UNIVERSITY'THEFOL,OWING YEAR THE PACKAGES WERE CONCEIVED OF AS MEETING THREENEEDS :h EDUCATION t) A NEED FOR GREATER COMMITMENT TO THE ,*

CONCEPT OF CONT:NLOUS PROGRESS. TO ENCOURAGE FURTHER STUDY IN THESOCIAL SCIENCES: 2) NEED FOR BREADTH IN THE SMALL SCHOOL SOCIAL`STUDIES CuRRICULUM THROUGH SELF - CONTAINED' PACKAGES FOR THE-STUDENT AND THE TEACHER: AND. 3) A NEED-.EOR THE FOSTERING OFRESPONSIBILITY IN STUDENTS FOR THEIR OWN LEARNING. AT THE PRESENTTIME SIX PACKAGES HAVE BEEN COmPLETED: 1) GENERAL PSYCHOLOGY; 2)INTRODUCTICM*TO PREHISTORY (

aANTHROPOLOGY)... 3) URDERSDANDING OUR *1'

ECONOMY: 4) THE AMERICAN'CIVIL WAR; 5) THE. NEGRO IN AMERICA: AND.6) AMERICAN POLITICAL PARTIES. THREE FORE, PACKAGES ARE SCHEDULED-;OR COMPLETICN- 1) AMERICAN FOREIGN POLICY SINCE 1945; 2) THE'HISTORY OF SCIENCE: AND. 3) ETHOPIA. THE ULTIMATE GOAL IS TO

*.OFFERS 1 TORS TWENTY TO TWENTY-FIVE SUCH PACKAGES. (S8E)

a 4

RURAL AND SOCIAL STUDIES

AN - ED047842-

,cHAN. RC005056TT, - NAVAJO AREA CURRICULUM DEVELOPMENT PROJECT (LANGUAGE ARTS--SOCIAL

STUDIES); SOCIAL STUDIES. GRADES: BEGINNERS-4.AU COGDILL. MARSHA:-/AND OTHERSOS - BUREAU oe INDIAN AFFAIRS (DEPT'. OF INTERIOR). WINDOW ROCK, ARIZ.

PO 1 AUG /0NO - 128P.IS R1E71JUHPR - EDRS PRICE MF-S0,65 HC-56.58IT - ADJUSTMENT (70 ENVIRONMENT): 'AMERICAN INDIANS

(IT - COMMUNITY RELATIONS: CURRICULUM GUIDES; EDUCATIONAL OBJECTIVES-IT -- FAMILY LIFE: FAMILY SCHOOL RELATIOWHIA: 'HUMAN REOTI ZNSIT-.. 'LEARNING ACTIVITIES: PRIMARY GRADES; RURAL URBAN DIFF NCES

IT - 'SOCIAL sTprrip: SOCIAL STUDIES UNITS 41ST - *NAvadoS11.% .

AB : SIXTEEN SOCIAL STUDIES TEACH:NG UNITS FOR NAVAJO BEGINNING,.STUDENTS THROUGH GRADE 4 ARE PRESENTED Ik THIS CURRICULUM GUIDE.PURPOSE OF THE.GUIDE IS TO PROMOTE THE NAVAJO CHILD'SUNDERSTANDING OF HO HE INTERACTS WITH MEMBERS OF HIS NUCLEAR ANDEXTENDEFAMILIES, 1TH PEERS AND TEACHERS WITHIN THE SCHOOL. '

WITH MEMBERS OF COME NITIA0 LOCATED IR.THE NAVAJO NATION. AND

- WITH PERSONS IWTHE ARGn. PLURALISTIC AMERICAN SOCIETY. FOREACH PROGRESSIVE GRADE LEVEL.-UNITS EXTEND THE CONTEXT OF HUMANRELATIONSHI-S. THE THEME FOR THE'BEGINNER LEvp.i.Ls THE SCHOOL.

THE FAMILY IN SEVERAL CULTURES IS STUDIED IN GRADE 1. HUMAN

INTERACTION IN TH VICINITY OF THE SCHOOL AND IN URBAN AND 111711.At

SETTINGS IS E FO S OF GRADE 2. CO'. UNITY LIFE IS STUDIED INGRADE 3. AND NSHIPS BETWEEN MAN AND THE LAND ARE EXPLORED

IN GRADE'4. THRD UT THE UNITS. THE CHILD STUDIES THE FAMILIARCULTURE FIRST. OTHER CULTURES AND.SETTINGS ARE USED-TO DEVELOP,TINE. SOCIAL SCIENCE GENERAtIZATIONS AROUND WHICH THE UNITS ARE

'DEVELOPED. OBJECTIVES FOR EACH UNIT CONSIST OF 3 CATEGORIES:

'UNDERSTANDINGS OR KNOWLEDGE. ATTITUDES. AND SKILLS. THE CONTENTHAS BEEN CONVERTED INTO A SERIES OF PROBLEMS WITH MANY '

ACCOMPANYING -DAILY ACTIVITIES WHICH CAN BE SELECTED AND MODIFIED

BY THE TEACHER IN LIGHT OF PUPIL CHARACTERISTICS. OBJECTIVES FOREACH UNIT WERE DEVELOPED FROM THE BUREAU OF INDIAN AFFAIRS). ,

PUBLICATION 6CURRICULW NEEDS OF NAVAJO PUPILS.* RELATEDDOCUMENTS ARE RC 005 057 AND RC 005 058. d

PAGE 18

AN £0043420CHAN- RC004691

' TI RURAL EDUCATION STUDIES:"AU - WRIGHT..BETTY ATWELLop - NATIONAL COMMITTEE FOR CHILDREN AND YOUTH, WASHINGTON.

PO : 67NO 95P.IS - RIE71FEBPR*- DOCUMENT NOT AVAILABLE FiOM EDRS.

-10 STECK=VAUGHVOINY. P. O. BOX 2028. A sTf4. TEXAS 78767IY COMMONITY:'CONSEAVATION EDUCATION; CULT ALLY DIS4DVANTAGEW--

RURAL, AND SOCIAL STUDIESPAGE 19'

IT - CURRICULUM: EARLY CHILDHOOD EDUCATION: ELEMENTARY GRADESIT 'LANGUAGE ARTS: 'RESOURCE UNITS-. *RURAL EDUCATIONIT 'SOCIAL STUDIES: TEACHING GUIDES: TEACHING,TECHNIOUESAB THE RURAL EDUCATION STUDIES ALBUMS (OVERSIZED PHOTOGRAPHS PRINTED

ON HEAVY.COATED2tARDBOARD) ARE PUBL4HED IN A SET OF 6. EACH OFWHICH HAS A SEPARATE TEACHER'S GUIDE TO COMPLEMENT THE ,CONTENTS.A COMPREHENSIVE TEACHER'S GUIDE PROVIDES BACKGROUND STUDIES FOR-EFFECTIVE USE OF THE SERIES. AS WELL AS PROVIDING SPECIFICcINFOAMATION AND KEY-CONCEPTS CHARTS FOR EACH OF THE 8 ALBUMS:'GROWING IS....' °A FAMILY IS....' 'A NEIGHBOR 'A RURAL o

COMMUNITY IS...." 'WORK IS.... "OPPORTUNITY IS. e.' FARM TOMARKET IS....° "CONSERVATION IS...* THESE NEW MULTIETHNICEDUCATIONAL AIDS TO LANGUAGE ARTS AND SOCIAL STUDIES ARE UNGRADEDAND MAY BE USED WITH CHILDREN IN PROJECT HEAD START, NURSERYSCHOOL. KINDERGARTEN. AND ELEMENTARY SCHOOL. (EL)

AN - ED0434D4CHAN- RC004650TI' TEACHING 15 FOR KIDS.OS MAINE STATE DEPT. OF EDUCATION. AUGUSTA.PD - 15 JUN 70NO - 411IP.

IS - RIE71FEBPR -'EDRS PRICE MFS0.65 HC-53.29,SPO - DIVISION OF PLANS AND SUPPLEMENTARY CENTERS. BESE.IT - COMPUTER. ASSISTED INSTRUCTION: CULTURAL ENRICHMENTIT - *EDUCATIoNAL.IMPROVEMENT: EDUCATIONALLY DISADVANTAGEDIT - ENRICHMENT PROGRAMS: *FEDERAL PROGRAMS: GUIDANCE: HANDICAPPEDIT - ANGUAGE ENRICHMENT: MUSIC: NATURAL RESOURCES: OUTDOOR EDUCATION!T - PRDFESSION4L TRAINING: *PROGRAM DESCRIPTIONS: RESOURCE CENTERSIT - RURAL SCHOOLS: SOCIAL STUDIESST - MAINE: 'PACEAS - IN THIS DOCUMENTARY OF TITLE III PROJECTS FUNDED UNDER THE

ELEMENTARY AND SECONDARY EDUCATION ACT A SHORT 1- OR 2-PAGEDESCRIPTIVE NARRATIVE OF EACH OF THE 2111*CUNDED PROJECTS IN MAINEIS GIVEN. EACH PROJECT IS CLASSIFIED',BY SUBJECT MATTER ANDLISTED UNDER ONE OF THE'FOtLOWING HEADINGS: (1) EXPANDINGSOCIAL /CULTURAL HORIZONS. (2) HELP FDRTHE EDUCATIONALLYDISADVANTAGED. (3) IMPROVING THE EDUCATION ENVIRONMENT. (4)RESOURCE CENTERS. (5). COMPUTER SCIENCE. (6) GIVJNG ENGLISH 'I

MEANING. (7) PUPIL INVOLVEMENT IN SOCIAL STUDIES. (8)UNDERSTANDING OUR NATURAL. RESOURCES. (9) GUIDANCE AND COUNSELING.aND (101-PROFESSIONAL 4MPROVEMENT. A SOURCE FOR OBTAININGADDITIONAL INFORMATION-IS INCLUDED WITH EACH PROJECT DESCRIPTION.(LS)

VRURAL AND SOCIAL STUDIES

PAGE 20

AH EDD36391 --CHAN- RCQO 35

.TI TI FOR TEACHERS OF THE DISADVANTAGED.OS RTHEASTERN STATE COLL.. TAHI.EOUAH. OKLA.PM 9NO - 169P.

:IS RUTOJUNPR - WITS PRICE MF-$0.65.HC-$6.58SAO.- FFICE OF EDUCATION (DREW).I.WASHINGTON..D.C.

ERICAN INDIANS: BL% BOARDS: CLASS ACTIVITIESIT - 3DISADVANTAGED YOUTH; F E ARTS: HEALTH: HISTORYIT *INS/RUCTIONAL MATERIAL INTERMEDIATE GRADE'S'jr iIGH SCHOOL STUD ;41S; KINDERGARTEN: LANGUAGE ARTSIT - LEARNING ACTIVITIE LESSON PLANS:MATHEMATICS: MUSIC'IT - PRIMARY GRADES: RgAID 'G READINEW. 'RURAL GC1-16,445 , 4.IT' - SCIENCE ACTIVITiES; SO IAL STUDIES: SPELLING: WRITING.A8 - A VARIETY OF TEACHING MATERIALS. DEVELOPED AT AN_INSTITUTE FOR

TRAINING TEACHERS OF_DISADVANIAGED YOUTH-INI

RURIN(PREDOUNATELYNDIANy'tcmooLs. IS PROVIDED IN HANDBOOK,0 GNED FORTEACHERS OF DISADVANTAGED YOUTH. IDEAS,FORIBULLETIN BOARDS ARE 'DISCUSSED IN.THE FIRST 25 PAGES OF THE DOCUMENT. FOLLOWED BYLESSON PLANS (FOR KINDERGARTEN AND PRIMARY GRAD54, ANTERMEDIATE

GRADES. AND JUNIOR HIGH) IN THE FOLLOWING AREAS: tGUAGE ARTS..READING READINESS. SPELLING. WRIAING..ARTS ANDCRAFTS. soKIALSTUDIES. LOCAL HISTORY. MATHEMATWS. SCIENCE., HEALTH. MUSIC,

_GEOGRAPHY. AND MISCELLANEOUS AREAS. (SW) .

Jr.

AN - ED036389CHAN- RC004130TI Q. CURRICULUM GUIDELINES FOR THE SKILLS OF ENGLISH. 1969OS - ROUGH ROCK DEMONSTRATION SCHOOL. CHINLE. ARIZ.PD - 69150 . 4

IS RIETOJUNPR - EDRS PRICE MF-V0.65 HC-$6,58IT - AMERIC:.N INDV'4NS: BILINGUAL EDUCATION; BILINGUAL STUDEV'SIT- CONCEPT .FORMATION: -4GURRICULUM GUIDES: ENGLISH (SECOND LANGUAGE)`IT LANGUAGE INSTRUCTION: 'LESSON PLANS: MATHEMATICS:- NAVAHO: READINGIT SCIENCES: SMALL SCHOOLS: SOCIAL STUDIES: TEACHING METHODSIT 'UNIT PLANST NAVAJOSAB TO IMPROVE THE NAVAJO ARTS AND SKILLS. THE TEACHERS OF ROUGH ROCK

DEMONSTRATION SCHOOL DEVELOPED THIS COMPILATION OF CURRICULUM.GUIDELINES. THE CURRICULA FOR USE AT PRESCHOOL. ELEMENTARY. ANDSECONDARY LEVELS, AND INCLUDE (1) ENGLISH SKILLS. (2) MA HEMATICS.(3) SOCI L STUDIES. (q).NAVAJO LANGUAGE. AND (5) SCIENG . THEtURRICUL 'ARE DESIGNED XO II) MEET THE NEEDS OF THE STUDENT. t2)DEVELOP ITICAL THINKING. (3) STATE THE BASIC CONCEPTS TO BE .

LEARNED. AND (4) IMPLEMENT VARIOUS TEACHING METHODS WHICH'EMPHASIZE PROGRAM FLEX$BIL1TY. STUDENT INVOLVEMENT. AND USE OFVISUAL AIDS. COURSE OUTLINE AND UNIT LESSON PIANS.ARt'PROYIDED.

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ED034840CHAN U00096TO; %BOOKS RELATED TO COMPENSATORY EDUCATION.

AU - WATT: LOIS B. COMP.: AND OTHERSDS - EDUCATIONAL MATERIALS CENTER. DITO.

'.1PD = FEB 69',NO to 52P.

IS% - RIE70APR.PR- EDRS PRICE MF-S0.65 HC NOT AVAILABLE FROM EDRS.Ati - SUPERINTENDENT OF DOCUMENTS.,U.S. GOVERNMENT PRINTING OFFICE.

WASHINGTON, 0-.C. 20402 (GPO FS 5.237:37045. 5`.50)SPO OFFICi OF EDUCATION (OHEW). WASHINGTON. D.C. BUREAU OF RESEARCH.,IT' - AFRICAN'HISTDRY: 'ANNOTATED BIBLIOGRAPHIES: COMMUNICATION SKILLSIT 'COMPENSATORY,EDUCATION: *DISADVANTAGED YOUTH

,IT ',- EARLY CHrLCiOOO EDUCATION: 'EDUCATIONAL RESOURCES: FICTION.I'I'- FOLKLORE 140KS: GUIDANCE SERVICES: HANDICAPPED: 'MINORITY GROUPSIT - MUSIC: RURAL EDUCATION:-SCIWCES: SERIALS: -SOCIAL STUDIES

- -IT - TEXTBOOKS: URBAN CULTURE: VOCATIONAL EDUCATION .

. AS THIS SELEcTIVE ANNOTATED BIBILIOGRAPHY RELATING TO THE NEEDS OfDISADVANTAGED CHILDREN LISTS SOME RECENT TEXTBOOKS. TRADE BOOKSFOR CHILDREN AND YOUNG PEOPLE. AND PROFESSIONAL RESOURCES FOR

. TEACHERS.IN OROGRAMS OF COMPENSATORY EDUCATION. THE LISTINGCOMPRISES.THREEPECTIONS, SECTION I, ELEMENTARY ASO SECONDARYSCHOOL TEXIBOOKS. 8AS BEEN CATEGORIZkD ACCORDING TO GUIDELINESAGREED WITH THE AMERICAN EDUCATIONAL'PUBLISHERS INSTITUTE.ADVERTING TO: DEPTH COVERAGE OF AFRICAN NATIONS.THEIR HISTORYAND CULTURE. 9R POESENT Slit,ATION. USE WITH THE PHYSICALLY OR

' ,VENTALLY HANDICAPPED: AROORAMED INSTRuCTION, OR INDIVIDUALIZEDLEARNING: INTERESTS OF AMERICAN MINORITY GROUPS: INNOVATION-IN.METHODOLOGY OR STUDY TYPE: USE WITH SLOW LEARNERS: AND EMPHASISON URBAN LIFE. SECTION II. JUVENP,E LITERATURE. IS ALSO ARRANGEDSUBSTAtiTIALLY ACCORDING TO GUIDELINES SIMILAR TO THE ABOVE.SECTION III. PROFESSIONAL RESOURCES. IS LISTED AS: (1)MONOGRAPHS. ON THE DISADVANTAGED, HANDICAPS, MENTAL AND

-PHYSICALMINORITIES AND INTERGROUP RELATIONS. RURAL EDUCATION,.

A -: AND URBAN CONCERNS. AND (2) SERIALS AND SOURCES. DIVIDED INTOBIBLIOGRAPHIE5.ND PERIODICALS. (RJ)

--

AN - ED013799 .

CUAN- RC003812TI A CURRICULUM AND METHODS HANDBOOK FOR THE SEASONALLY EMPLOYED

N . AGRICULTURAL WORKERS' 'PROGRAM.'iU *- ROYSTON. LLOYDOS - TUSKEGEE INST.. 'ALA.PO - 68 /7'.NO - r39P.IS "- RIE70MAR . *

* PR. - EDRS PRICE MF-50.65 H,$6.58 . ...

' -,-SPO - OFFICE OF ECONOMIC OPPORTUNITY. 4ASHINGTON. D.C."T - 'AGRICULTURAL LABORERS. CURRICULUM PLANNING

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IT 7 RURAL POPULATION: SEASONAL EMPLOYMENT. SKILLS: SOCIAL STUDIES

'TT 'TEACHER GUIDANCE:TEACHING METHODS: TEACHING TECilIOUESST' -.SEASOkAtLY Emnpui AGRICULTURAL1'18 - A PROGRAM FOR COPING WITH THE NEEDS OF FUNCTIONALLY ILLITERATE

'PERSON$TVATFOCUSES ON THE RURAL POPULATION OF SEASONAL FARMWORKERS IS DESORISED IN THIS HANDBOOK. THE PROGRAM STARTS WITHEMPHASIS ON SATISFYING LIFE'S BASIC NEECS ANd ANNIHILATING THE c

" FEAR OF WANT WHILE EXPOSING PARTICIRWS TO NEW TECHNLOUES TOPREPARE THEM FOR THE CABOR MARKET. GU:DELINES AND SUGGESTIONS AREPRESENTED FOR TEACHERS OF SEMI-ILLITERATE -AGRICULTURAL WORKERS.SUGGESTIONS ARE INCLUDED FOR CURRICULUM AND DAILY PLANNING.INSTRUCTIONAL PROGRAM OBJECTIVES AND SKILLS. AND METHODS AND

.--- TECHNIQUES. COMMUNICATIVE SKILLS. CO'PUTATIVE SKILLS. SOCIALSTUDIES, AND INTERRELATED INSTRUCTIONAL AREAS ARE CONSITAREDUNgt_THE INSTRUCTIONAL PROGRAM DISCUSSION. ,THE METHODS ANDTE IQUES SECTION PRESENTS 3 PHASES OF CLASSROOM PROCEDURE: (1)ORIENTATION. (2) DETERMINING LEVELS OF TRAINEES. AND (3) METHODSAND TECHNIQUES..MATERIALS.AND DEVICES CURRENTLY UTILIZED IN THEPROGRAM ARE"PRESENTED IN THE CONCLUDING SECTIONS. RELATEDQOCUMENTS ARE ED 018 752 AND RC 003 814. (SW)

,

AN - ED032173CRAM- RC003626TI TEACHING ESKIMO CULTURE TO ESKIMO STUDENTS: A SPECIAL PROGRAM FOR

SECONDARY SCHOOLS IN' BRISTOL SAY.AU HOLIHAUS, GARY AApp, - MAY 68NO -

IS = RIE7OUAN'R - EDRS PRICE MFS0.65 HC.NOT AVAILABLE FROM EDRS.

It AP 8ICULTURALISM: CULTURE CONFLICT: 'CURRICULUM DEVELOPMENTIr.- 'ESKIMOS: HISTORY INSTRUCTION: INSTRUCT:ONAL MATERIALS

IT - LANGUAGE INSTRUCTION: RESOURCE MATERIALS: RURAL AREAS

IT - SECONOARY EDUCATION. 'SOCIAL 5-VD:ES

.ST ALASKA: ALEUTS: BRISTOL BAYAB - ESKIMO YOUTH IN BRISTOL BAY. ALASKA. CAUGHT BETWEEN THE CLASH

NATIVE ARO'WHITE CULTURES. HAVE DIFFICULTY IDENTIFYING WITHEITHER CpLTURE. THE CURRICULUM :N INDIAN SCHOOLS IN THE AREA.

GEARED PRIMARILY TO WHITE MIDDLE-CLASS STANDARDS. IS NOT RELEVANTTO THE STUDENT. TEXTBOOKS AND STANDARDIZED TESTS. BASED ON*EXPERIENCES COMON TO A WHITE CULTURE, HOLD LITTLE MEANING FORESKIMO STUDENTS. TEACHERS UNFAMrLIAR,wITH ESKIMO TRADITIONS ANDCULTURE ARE UNABLE TO UNDERSTAND OR COmmicAIE WITH THE NATIVEPEOPLE. SINCE THE EXISTING CURRICULUM IN BRISTOL BAY SCHOOLSIGNORES THE STUDENTS' CULTURAL BACKGROUND. THE AUTHOR CONSIDERSTHE CREATION OF A-UNIFIED MULTISEMESTER SOCIAL STUDIESCURRICULUM ABOUT THE NATIVE HERITAGE AS A METHOD OF DEALING WITHSTUDENTS' PROBLEMS. THIS PAPER. AS A FIRST STEP IN CREATING SUCH

A CURRICULUM. CAN SERVE ASA SOURCE MATERIAL FOR INFORMATIONABOUT THE BRISTOL BAY AREA. AND IS DIRECTED TOWARD THE6EVEWPMENVOF A ONE SEMESTER SECONDARY LEVEL COURSE IN NATIVEHISTORY AND CULTURE. A MAJOR PORTION OF THE PAPER eONSISTS OF

MATERIAL ABOUT THE HISTORY. GEOGRAPHY ANTHRgy.OGY. ARCHAEOLOGY.

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LANGUAGE (ESKIMO AND ALEUT) AND FOLKLORE OF THE ARE4e4-THE

CONCLUDING CHAPTERS CONTAIN A SUGGESTED COURSE.00TLINE. SAMPLE

LESSON PLANS. AND A LIST OF NATIVE RESOURCE PERSONS. NOT

AVArLABLEIIN HARD CdPY DUE TO MARGINAL LEGIBILITY OF ORIGINAL

DOCUMENT. (TL)0

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AN EJ022543CHAN- A2.506940TI - A.TRI-COUNTY SOCIAL STUDIES PROJECTAu - WEAVER. V. PHILLIPSz0 - EDUC LEADERSHIP: 27: .046-9PD - AJAN '70IS "- CIJE70

.

IT.Y- 'COOPERATIVE PLANNING: 'COUNTY SCHOOL SYSTEMS

IT - 'EDUCATIONAL PROGRAMS: 'RURAL SCHOOLS: 'SOCIAL STUDIES

AN - E0028858CHAN- RCOGINO7TI - STATUS PROJECTIONS AND ETHNICITY: A COMPARISO OF MEXICAN

AMERICAN. NEGRO. AND-ANGLO YOUTH.AU - KUVLESKY WILLIAM P.: AND OTHERS'PO - APR 69

.

NO - 54P.. PAPER PRESENTED AT THE ANNUAL MEETI S OF THE SOUTHWESTERN

SOCIOLOGICAL ASSOCIATION (NEW ORLEANS. LOUISIANA. APRIL.'1969).

IS - RI.F.69SEP,

'PR - EDRS PRICE (AF -S0.65 HC-S3.29p0 --TEXAS A AND N UNIV.. COLLEGE STATION. AGRICULTURAL EXPERIMENT

S`' IT - ACHIEVEMENT NEED, 'ANGLO AMERICANS: ASPIRATION

IT - CULTURAL BACKGROUND. ETHNIC GROUPS: ETHNIC RELATIONS

IT - 'ETHNIC STATUS: GOAL ORIENTATION: "MEXICAN-AMERICANS: 'NEGROES'

IT - 0p.pHOLOGICAL CHARACTERISTICS: fRURAL AREAS: RURALYOUTH

IT SOCIAL STUDIES. SOCIOCULTURA' PATTERNS;*STATSTiCAL STUDIES

IT - STATUSAB - IN AN EFFORT TO DETERMINE TO WHAT EXTENT ETHNI C GROUPS ARE

'ASSOCIATED WITH DIFFERENCES IN ADOLESCENTS' PROJECTED FRAMES OF

STATUS REFERENCE. DATA WERE COLLEC:4ED FROM NEGRO. MEXICAN

AMERICAN, AND ANGLO YOUTH RESIDING IN RURAL AREAS OF TEXAS.1 OCCUPATIONAL AND EDUCATIONAL STATUS PROJECTIONS WERE COMPARED TO

DETERMINE LEVELS OF ASPIRATION AND EXPECTATION: ANTICIPATORY GOO.

DEFLECTION THE DIVERGENCE BETWEEN OESIRED AND EXPECTED STATUS-

OBJECTS). INTENSITY OFIASPIROION, AND CERTAINTY OF EXPECTATION.

IT WA'S FOUND THAT THE 3 ETHNIC GROUPS llUDIED WERE SIMILAR EXCEPT

IN REFERENCE TO §TATUS EXPECTATIONS AND INTENSITY OF ASPIRATION.

NEGRO YOUTH MAINTAINED NIGHER , G'A'ELS OF EXPECTATION. AN), MEXICAN

AMERICAN YOUTH MAINTAINED STRONGER INTENSITY OF ASPIRATION.

fl

MEXICAN AMERICAN YOUTH WERE LE ST CERTAIN OF plITAiNING THEIR

SXPOCTATIONS: NEGRO YOUTH HEM, IGI4ER EDUCATIO^ArGOALS: WHILE

ANGLO YOUTH MANIFAJIO THE 1E.A6; ANTICIPATORY WFLECTION. (DA)

032

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ANc- Edu19881 ;

AXt06235. I .

TI - THE HUMANITIES, THE SOCIAL STUDIES.. AND THE PROCESS OF VALUING

- ENDRES. RAYMOND J.- SOC EDUC: 34: 5: 544-8. 55

PO - 70 MAY_ IS - CIJE70

- ART APPRECIATION: *HUMANITIES: 'INSTRUCTIONAL MATERIALS

'IT - *RURAL AREAS: *SOCIAL STOSIES: 'VALUES-AB - THE UNDERLYING CURRENT Og RuRAL VALUES AERICAN LIFE IS

' DISCUSSED. (CK)

AN - BOOT9183CHAN- RC001440TI THE COMPREHENSIVE/rDUCATIONA- PROGRAM FOg WEST VIRGINIA SCHOOLS.

AUftr-SMITM. REX M. -v 11'

05---- WEST VIRGINIA STATE DEPT. OF EDUCATION. CHARLESTON.

0 PO-- AY84 - ,

TP.

.15 - CUMREPTbPR - EORS PRICE Mr-50.65 MC-53.29IT - ADULT EDUCATION. ART: BUSINESS EDUCATION: *CO2130 ENSIVE PROGRAMS

IT - CURRICULUM LEVELOPWENT: *CURRICULUM GUIDES: CURB ULUM PLANNING

IT DRIVER EOUCATION' ENVIRONMENTAL CRITERIA: 'EVALUATION CRITERIA

IT -GUIDANcE"SERVItES: HEt1.TH: HOME ECONOMICS: LANGUAGES -

IT - 'LIBRARY SERVICES: WUS:..: PHYSICAL EDUCATION: *RURAL AREAS

- 'SCHOOL REDISTRUTING.tSCIENCES: SOCIAL STUDIESIT - SPECIAL EDUCATIV TECHNICAL EDUCATION: VOCATIONAL EDUCATION

_ST cURRICULAR ACTIVITIES- THE COVPREHENSIVE EDUCATIONAL.PROGRAU IS DEFINED AS ONE WHICH'MEETS TH E( NEEDS OF ALL STUDENTS AT ALL LEVELS BY PROVIDING'COMPREHENSIVE 'AND ECECTIVE PROGRAMS FOR THOSE STUDENTS REQUIRING '

SALABLE SKILLS UPON GRADUATION,fROIrHIGH SCHOOL. AS WELL AS ABROAD ELECTIVE PROGRAM FOR THOSE'WHO WISH TO CONTINUE THEIREDUCATION. INCLUDED ARE'SuMmARIES OF THE CURRICULAR BASES FOR

SUCH A CO2PREHENSIVE EDUCATIONAL "PROGRIN AND SCHEMATICREPRESENTATIONS OF CONTENT AND GRADE LEVEL RESPONSIBILITY FOR

EACH MAJOR CURRICULAR AREA. ALSO' PRESENTED ARE CRITERIA AND FORMSFOR EVALUATING (1) A COMPREMENSIvE EDUCATIONAL PROGRAM AND (2)

THE OPTIMUM CONDITIONS CONDUCTIVE TO ESTABLISHING SUCH A PROGRAM.

(DK)

AN - ED0I5817CHAN *RC002168TI AN EVALUATION APPROACH DESIGNED TO SENTIFY THE LEVELS OF

' THINKING EXISTENT IN- NELECT'CL7ASSROOUS AS EXHIBITED BY TEACHERAND STUDENT VEREAL BEHAVIOR. FINAL REPORT.

%U.- DOAN. E, DALE .

Q5 NEW MEXICO STATE UNIV.r UNIVERSITY PARK. COLL. OF TEACHER

EDUCATION:f,

33

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PO MARGE .

13P.IS - CUMREPTdP11 EDRS PRICE MF-SO.Z5 HC-S3.29IT COMPREHENSILN. ENGLISH: GRACE 8IT6 GROUPING (INSTRUCTIONAL PURPOSES); 'KNOWLEDGE LEVELIT LOGICAL THINK:NG: MATHEMATICS; 'PRODUCTIVE THINKING: RURAL AREASIT RURAL EDUCATION: RURAL SCHOOLS:--SOCIAL STUDIES: SYNTHESISIT - 'VERBAL COMNICA,TIONST I- AL=GORDO: NEW MEXICO -4

AB A. THE' PURPOSE OF THIS' STUDY WAS TO DETERMINE 1HE LEVELS OF TH- INKIt'

fHAT(CHARACTERIZED TRACK I M3 TRACK IV CLASSES IN ENGLISH.4ATHEVT/CS. AND SOCIAL STUDIES AT THE EIGHTH GRADE LEVEL. THE,DATA WERE GATHERED AT CENTRAL JpNIOR HIGH SCHOOL. ALAMOGORDO. NEW,MEXICO. BY OBSERVERS RECORDING THE VERBAL INTERCHANGES ANDTEACHER -PUPIL TAtK OR PUPILPUPIL TALK. WHICH TOGrt.PLACE'ATTHREE-MINUTE INTERVALS IN THE EIGHTA-GRADE CLASSES DESIGNATED AS

.TRE SAMPLE. FIVE OBSERVERS V/S1TEU EACH CLASS ON. DIFFERENT DAYAND RECORDED A TOTAL 01 TWENTY-EIGHT OBSERVATIONS. THE,STATIISTICAL COM?ARISONS YIELDED'NO SIGNIFICANT DIFFERENCESBEMEE MEANS Af THE .05-LEVEL. CONCLUSIONS FROM THE STUDY.INDICAii--(1) DIFFERENTIATION OF INSTRUCTION BETWEEN TRACK I ANDIV IN AIL SUBJECT AREAS INVESTIGATE0 DOES NOT APPEAR TO BE INTERMS OF-LEVEL OF THINKING, ,(2) TEACHING IN THE SUBJECT AREASI,NYESTIGATED APPEARS TO BE AI!/ED PRIMARILY AT THE COMMUNICATIONOF KNOWLEDGE RATHER THAN AT ACTIVE EXPLORATION THROUGH VARIED

-LEVELS OF THINK:NG. (3) ApPARINTLY TEACHER VERBALIZATION PLAYS ACRUCIAL ROLE IN DETERMINING THE LEVEL AT WHICH CLASSROOMINTERACTION OCCURS. AND (4)- THINKING AT ONE LEVEL SHOULD BEDEVELOPED ADEOUATELY :AFORE HIGHER LEVELS ARE ATTEMPTED. (ES)

.

RURAL AND SOCIAL STUDIESPAGE 25

AN -..."115614216 .CHAN- EM000500 .

TI - THE EFFECT OF TV SCHOOL BROADCAST ON CHILDREN IN ISOLATEDVILLAGES. , -

AU TSUJI. ISAOOS - NW< RADIO AND TV CULTURE RESEARCH INST.. TOKYO (JAPAN).PD - 64NO -,21P.IS - CUREPTePR - EDRS PRICE MFS0.65 HCS3.29IT - 'ACADEMIC ACHIEVEMENT. CONVENTIONAL INSTRUCTIONIT -.CULTURAL ISOLATION: 'ELEMENTARY SCHOOL SCIENCE: EXPERIMENTSIT - 'GRADE 8: 'INSTRUCTIONAL TELEVISION; INTELLIGENCE TESTSIT - PRIWARY EDUCATION: RUR.WEDUCATION: 'SOCIAL STUDIESST --JAPAN;JAPAN BROADCASTING CORPORATION

* AB - FROM 1962 ;0 1463. THE JAPAN BROADCASTING CORP. CONDUCTED A STUDYTO MEASURE THE EFFECTc, OF INSTRUCTIONAL TELEVISiON ON PRIMARYSCHOOL CHILDREN IN ISOLATED AREAS OF JAPAN. WHO HADSCOR:D BELOWTHE NATIONAL AVERAGE ON NATIONWIDE ACHIEVEMENT TESTS. 4 t-;..RYSCHOOLS WEt CHOSEN FOR THE EXPERIMENT. THE STUDENTS WEREPRETESTED FOR INTELLIGENCE. ACHIEVEMENT. AND INTEREST INLEARNING. TESTS USED AT THE START AND FINISH OF THE STUDY WERE

34 fa

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RURAL AND SOCIAL STUDIES

THE TANAKA-B-TYPE INTELLIGENCE TEST AND-A:HE,STANDARD ACHIEVEMENTTEST. THE STUDENTS WERE SORTED FOR.uNIFORM INTELLIGENCE, ANDACHIEVEMENT LEVELS. RESULTING IN 130 CHILDREN IN THE TV GROUP AND

.84 IN THE CONTROL GROUP. 2 SCHOOLS WERE THEN FURNISHED WITH 2 TV

SETS EACH. THE OTHER 2 SCHOOLS WERE THE CONTROL GROUP. FIFTHGRADERS FRDM THE TV GROUP REGULARLY VIEWED A SCIENCE AND A SOCIALSTUDIES PROGRAM. THE SAME TEXTS AND TEACHING METHODS WERE USED IN

ALL 4 SCHOOLS. IN EACH GROUP. SUBGROUPS OF HIGHER AND LOWER-InTELLIGEscE WERE SET UP. IT WAS SFUMN MAT. ON INTELLIGENCE ANDSCIENCE ACHIEVEMENT T.STS. EOTH SUBGROUPS OF` THE 'TV GROUP SCORED'

HIGHER THAN THE CONTROL GROUP AFTER ONE YEAR OF-'INSTRUCTIONAL TV.

THE LOWER INTELLIGENCE-Zit SUBGROUP DID PARTICULARLy WELL ON THESOCIAL STUDIES TEST. BUT BOTH SUBGROUPS DID BETTER THAN THECONTROL GROUPS. IT IS NOTED THAT TELEVISED tNSTRUCTION WASPARTICULARLY EFFECTIVE IN SUBJECTS FOREIGN TO CHILDREN IN REMOTEAREAS. MEMORY AND ALERTNESS IMPROVED. (MS)

A

AN E0012660' CHAN- RC001159"TI; - A COMPREHENSIVE PROGRAM EDUCATION FOR RURAL CHILDREN AND YOUTH.

AU = DAWSON. HOWARD A.OS - NATIONAL COMMITTEE FOR CHILDREN AND YOUTH. ,WASHINGTON. D.C.

PD - SEP63NO 17P.

IS . CUMREPTcPR -TORS PRICE MF-S0.65 HC-53.29IT - 'ADMINISTI 1TION. ADULT EDUCATION: ARITHMETIC: CHILDREN 47IT - COLLEGE PREPA4AT/ON; -COMPREHENSIVE PROGRAMS: ELEMENTARY SCHOOLS

IT --FLEXIBLE PROGRESSLONGENERAL EDUCATION. INSTRUCTIONAL PROGRAMS

IT - LIBRARY 6ERVICES: 'PROGRAM GUIDES: READING

IT RECREATIONAL ACTIVITIES: RURAI. EDUCATION: RURAL YOUTFc

IT - 'SCHOOL COMMUNITY PROGRAMS: SCHOOL DISTRICTS: SOCIAL S!UD!ES

IT. - STUDENTS: SUMMER PROGRAMS: VOCAT/OliAL :EDUCATION: WRITING

ST - DISTRICT OF COLUVBIAAB - LARGER SCHOOL DISTRICTS USUA.A.Y.HAVE BETTER INSTRUCTIONAL

PROGRAV..;,TO HAVE -A COMPREHENSIVE PROGRAM. TIOWEV R. IT ISNECESSARY TO HAVE PROGRAM GUIDES THAT mEET THE EDS OF THE,

STUDENTS. THE ELEMENTARY SCFOOL SHOULD EMPHASZ READING.WRITING. ARITHMETIC. AND SOCIAL STUDIES. A FLE BCE PROGRESSION

OF GENERAL EDUCATION. COLLEGE PREPARATIDN. AND VOCATIONALEDUCATION SHOULD CONSTITUTE THE HIGH SCHOOL PROGRAM. ASCHOOL-COMUNITY PROGRAM WOULD INCLUDE ADULT EDUCATION. LIBRARYSERVICES. R-CREATIdNAL ACTIVITIES. AND SUMMER PROGRAMS. THE

ADMINISTRATION SHOULD ALSO PROVIDE SERVICESI/HICH WOULD HELP THETEACHERS. STUDENTS. AND ADMINISTRATION. THIS-PAPER WAS PREPARED

FOR PRESENTATION AT I : NATIONAL CONFERENCE ON PROBLEMS OF RURAL /

YOUTH IN A CHANGING ENVIRONMENT (SEPTEMBER 1963)._04/

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AN - E4004354CHAN- AA501675tI URbAk/RURAL. EXCHANGE: ONE WAY TO BETTER UNDERSTANDINGAU ANDREWS. WARREN C.SO - INSTR.; 78; 9: 5fPb 69 MAYIS- - CIL1E69 /

IT - -cuLT4AL EXCHANGE: ELEMENTARY GRADES:''EXOHANGE PROGRAMSIT - 'FIELD TR,IS: RURAL AREAS: RURAL URBAN DIFFERENCESIT SOCIAL STUDIES: URBAN CULTURE

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