This study sought to determine the current status of the nuclear armament/disarmament issue as a topic for the moral decision-making model in secondary social studies curriculums and to establish guidelines for its inclusion in future lessons. A review of the relevant literature provided the basis for a questionnaire mailed to four hundred, randomly selected social studies department chairpersons. Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of the respondents indicated they taught lessons regarding nuclear disarmament and employed at least a portion of the commonly accepted steps of the decision-making model. The related literature and questionnaire results suggested certain recommendations for the development of effective units of instruction in this area.

Millions of United States citizens are functionally illiterate. Included are persons who cannot read or write or perform simple arithmetic at all. The reasons for failure of voluntary literacy are reviewed, and consideration given to mandatory literacy as a solution to the problem. The effect of functional illiteracy on the military is examined, as well as the relationship of illiteracy to poverty and crime. A survey of educators reveals an awareness among them of this illiteracy problem, and also reveals that some of these educators favor mandatory literacy. The issue of civil rights in relation to mandatory literacy is discussed, along with the dangers and drawbacks of functional illiteracy. Suggestions are made for initiating a campaign to eradicate functional illiteracy from American society.

This curriculum was developed to assist elementary school teachers in the intermediate grades in the use of storytelling activities in the classroom. It is divided into four sections. The first two sections are addressed to the needs of the elementary students; they include activities that enhance the learning of reading, and activities that will enable the student to become a storyteller. The last two sections are directed to the elementary school teacher; they include various methods and ways for the teacher to become a successful storyteller. These activities and resources will enable the classroom teacher to incorporate storytelling into the learning environment of the classroom.

The purpose of this project was to design a curriculum utilizing newspapers as a primary learning resource to establish newspaper reading habits among junior high students. Research suggested a strong correlation between consistent reading of the daily newspaper and political knowledge, voting, and other acts reflecting good citizenship. Use of the newspaper in the classroom helped to establish newspaper reading habits among adolescents. This resulted in students being more aware of the adult world they would enter and more confident. They understood how their society functioned. With increased mastery of newspapers, came increased self-esteem, since newspapers were seen as an adult medium of communication. To capitalize on these findings, this project incorporated the newspaper into the classroom, to be used daily. The adopted textbook is not utilized as extensively as in previous courses. Instruction on newspapers, using the major local daily and two prominent publications (New York Times, Wall Street Journal), has been included. Methodology to be utilized will take into consideration the various learning styles of the students; development of critical thinking skills is emphasized to strengthen the development of citizenship.

This curriculum project reviews the methods, materials, and supplemental reading activities that have been shown in the literature to be effective in developing or promoting positive attitudes toward reading and how these can be used as an integral part of the daily reading program. The major findings and some various methods and materials used to measure attitudes toward reading are also discussed. This curriculum project is specifically designed for fourth grade teachers to use in correlation with the Ginn 720 Series, Level 10. The project includes directions for developing a curriculum of activities to promote or develop positive attitudes toward reading in correlation with Ginn, Level 10. The criteria for selection of the activities and stories are included. This project includes a list of the reviewed activities categorized under one of the following headings: oral activities, written activities, arts and crafts, and dramatics. Finally, the stories in Ginn, Level 10 and the suggested activities to promote or develop positive attitudes toward reading are listed for teachers to use as an integral part of their reading program.

Kindergarten through third grade classroom teachers need professional training on how to assist pupils coming from one-parent homes due to separation or divorce. The methods that are employed by kindergarten, first, second, and third grade classroom teachers were surveyed using a questionnaire specifically designed for the study. The results of the questionnaire were presented in tables, using the raw scores. The study concludes that teachers are willing to assist pupils in this trying situation, but they feel inadequate to do so. Kindergarten through third grade teachers feel there is a need for professional training to help them be more effective in working with pupils experiencing personal problems.

The purpose of this study was to determine the effect of using study guides in content areas of the elementary curriculum on the general level of comprehension of third grade pupils in those content areas. It appeared from the search of the literature that study guides had been little used for lower elementary students. More frequent use has been with upper elementary and high school students. A study using third grade subjects seemed to be of value for at least two reasons: one, to fill the gap and two, to discover the benefits that might accrue, or to lend credence to the prevailing idea that study guides are more suitable for upper level students. Social Studies in the third grade curriculum presents the most concentrated effort in content reading, and for this prime reason it was chosen as the area for this study. Also, the text being utilized has a story line which aided in making a more cohesive framework for the study guides. This study attempted to answer the question: What is the effect of using a series of study guides based on a third grad Social Studies text on the general level of comprehension of one experimental class of third grade students over a nine-week period as compared with third grade students in two similarly grouped control classes?

Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.

By comparing listening comprehension to reading comprehension for above-average and below-average readers, one can come to some conclusions about where the problem resides for poor readers-whether it be lack of phonic skills or lack of general verbal competence. Because teachers need to know better where to invest their resources, investigations such as mine need to be done.

The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations. The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy. The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.