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This annotated bibliography lists four-hundred and twenty-six social science journals and periodicals. It was designed for social studies/social science students, faculty, and scholars interested in keeping up in their field. All social science disciplines, which include anthropology, economics, geography, history, political science, and sociology, are represented, with the exception of psychology. In addition, journals concerned with area studies and other topics are included. Selection criteria were based upon including all social science journals written exclusively in English subscribed to by Millersville State College. Classified by subject, journals are grouped according to: 1) a general category (for journals general in scope); 2) area studies (for journals concerned with specific countries); 3) various topics (that include journals under cartography, Chicanos, civil liberties, demography, folklore, international affairs, law, social studies education and urban studies; and 4) specific social science categories. Title entries provide information on publisher, number of issues per year, and a one sentence descriptive annotation. (SJM)

The issues of manpower planning and economic development which relate to the Rural Development Act of 1972 were analyzed at this conference. The conference contributors were chosen because of their expertise in some aspect of manpower planning, economic development, or the Rural Development Act of 1972. The conference began with an overview of manpower planning and economic development, followed by 2 sessions on the new Rural Development Act and its manpower implications. Other major topics covered were the Economic Development Administration's experience with manpower planning and economic development in rural areas, the Cooperative Area Manpower Planning System, experimental rural manpower delivery systems, and future directions for rural America. (PS)

This masters thesis develops a profile of the junior college sociology instructor teaching in the Southern region. Most junior college sociology instructors in the South are white Protestants, under 40, and married men. 65% of the respondents attended high school in a small town or rural area; 62% received their entire college background in the South. Only 20% of the instructors were former junior college students. Most received master's degrees from major universities or state colleges; the majority have no doctorate. It appears that one third of the instructors have no more than eight sociology courses, and majored in other fields. The largest source of new junior college teachers is from the high school classroom. Salaries are affected by variables of location and sex. Less than 25% of the sociology instructors engage in research. (RS)

This investigation examines the student careers of 25 women who were enrolled as graduate students in sociology at the University of Michigan during 1967. Specifically, the study suggests that for those women with focused involvement and peripheral sex role orientation, the likely career pattern is continuation until Ph.D. completion and the most relevant variable set in decisions is academic experience. For those with divertible involvement and peripheral sex role orientation, the career pattern is likely to be early termination or termination upon MA or ABD achievement and the most relevant variable is achievement motivation. For those women students with divertible involvement and central sex role orientation, the career pattern is variable and the most relevant variable set in decisions is female role considerations. In sum, the study uncovers the ways in which sets of determining variables act over time upon various types of women to produce a series of decisions which, in the aggregate, define the careers of graduate student women. (Author/HS)

This annotated bibliography lists 111 entries of selected educational materials in Pakistan covering the period from January through March 1971. Thirty-one categories include: (1) administration, organization, and financing of education, (2) childhood education, (3) comparative education, (4) curriculum, (5) development of education, (6) educational objectives, (7) educational planning, (8) educational research, (9) elementary secondary education, (10) examination, (11) health education, (12) higher education, (13) history of education, (14) Islamic education, (15) language instruction; (16) libraries, (17) literacy, (18) literature for children, (19) medical examination, (20) philosophy of education, (21) psychology, (22) science education, (23) sociology, (24) students' problems, (25) teachers, (26) teacher education, (27) technical education, (28) textbooks, (29) general, (30) adult education, and (31) authors' index. (RL)

This annotated bibliography lists 108 entries of selected educational materials in Pakistan covering the period from July through September 1971. Twnety-nine categories include: (1) administration, organization, and financing of education, (2) adult education, (3) childhood education, (4) comparative education, (5) curriculum, (6) development of education, (7) educational objectives, (8) educational planning, (9) educational reform, (10) elementary and secondary education, (11) examinations, (12) extra curricular activities, (13) history of education, (14) Islamic education, (15) libraries, (16) medical education, (17) philosophy of education, (18) psychology, (19) science education, (20) sociology, (21) special education, (22) students' problems, (23) teachers, (24) technical education, (25) textbooks, (26) women's education, (27) general, (28) teaching methods and media, and (29) author index. (RL)

This annotated bibliography lists 111 entries of selected educational materials in Pakistan covering the period from April through June 1971. Thirty-two categories include: (1) administration, organization, and financing of education, (2) adult education, (3) agricultural education, (4) childhood education, (5) comparative education, (6) curriculum, (7) development of education, (8) educational objectives, (9) educational planning, (10) educational research, (11) elementary and secondary education, (12) examination, (13) health education, (14) higher education, (15) history of education, (16) Islamic education, (17) teaching of language, (18) libraries, (19) literacy, (20) medical education, (21) philosophy of education, (22) professional education, (23) psychology, (24) science education, (25) sociology, (26) students' problems, (27) teachers, (28) technical education, (29) textbooks, (30) general, (31) women's education, and (32) author index. (RL)

A new wave of reform is needed for Latin American universities suffering from structural rigidity, duplicity, inefficiency, and lack of community. The structural crisis in the university reflects the general social crisis in which society is pressured by opposing forces leading it toward either historical modernization or evolutionary acceleration. Historical modernization is the force that has been active, perpetuating social stratification and neocolonial dependency. Evolutionary acceleration is exemplified in North America, Japan, Germany, and socialist countries, where there is intentional movement toward the restructuring of society from its roots with the objective of organizing it to serve itself and not others. Acceleration leads people to leap from one historical era to another, creating a new socio-economic formation with the capability of controlling its own destiny. (VM)

This paper is concerned with conceptualizing from the human potential perspective the quality of life, poverty, the "good social system", service delivery, and social indicators. Theories of Maslow and other humanistic educators which stress the need for self actualization provide a framework to sociologists for improving human conditions by allowing individuals to maximize their potential through a restructured social system. To insure the quality of life, both physiological and psychological needs muat be met. Further, the extent to which social members develop their potential will depend on social structural variables. "Goodness" of social systems can be conceptualized in terms of the psychological health of system members, and of the extent to which human potential is realized. Social indicators such as service availability and quality, income levels, and community differentiation are measures of aggregate and structural system characteristics which are indicative of the extent to which system members are able to develop their potential. In conclusion, the paper offers a starting point for a new approach towards a goal directed sociological inquiry. (SJM)

Seventy social studies educational games and simulations, designed for K-12th grade, with many applicable to adults, are described and analyzed in the major section of this book. Each of the analyses is divided into eight categories and provides an overview of the game; a description of the physical qualities and cost of the materials; suggested time required to play the game; intended user characteristics; rationale and general objectives; basic concepts, generalizations, trends, themes, or simulated situations which are the basis for the content of the materials; procedural activities and responsibilities of students and teachers; and evaluative comments. Arrangement of the analysis is alphabetically by game title. Games are cross referenced by developer, grade level, publisher, subject area and miscellaneous. In addition to the analyses the book contains: 1) an extensive list of sources and resources on the development and use of educational games including an annotated bibliography of books on simulation design and use, listings of game bibliographies and directories, various developers in the field of social studies, and several newsletters and journals dealing with simulation/games; and 2) an Abbreviated Games and Simulation Guide which includes a list of over 250 games available in social studies education but not analyzed in the previous section of the book. (Author/SJM)

Among the explorations undertaken in the course of establishing the National Institute of Education (NIE) by the NIE Planning Unit was a set of eleven conferences of experts on educational problems, methods, and content. Three of these conferences focused on the contributions that anthropology, psychology, and sociology might make to the fulfillment of NIE goals. This report covers the conference of seven sociologists in mid-1971. Attention focused on the possible conflicts among the three basic goals posited for NIE--between equality, on the one hand, and quality and resource effectiveness, on the other. Quality and resource effectiveness require different kinds of education to meet the different needs and talents of individuals; but such differences cannot exist without accompanying connotations of higher and lower, good and bad, prestige and stigma. Populist sentiment, in the name of equality, seems to call for leveling all education up, or down, to a common, undifferentiated, system. The group felt that sociologists could be helpful in finding goals and strategies for achieving appropriate diversity while minimizing problems of status and stigma. Other problems addressed included questions about what makes an educational institution resilient, the relationships between size and other characteristics of educational institutions, and the characteristics of our educational system that make teachers feel weak and ineffective. Related documents are ED 047 167, SO 005 739, and SO 005 740. (IM)

The social studies resource unit, the first of four in this course, outlines content dealing with the concept of community, helping third grade children to identify basic properties of any community. Specific objectives are described in the areas of culture, social organization, social processes, location, and cultural uses of environmental concepts; generalizations; gathering, analyzing, evaluating and geographic skills; and attitudes. Fifty-three outlined learning activities incorporate teaching strategies and furnish instructional media for each activity. Appendices include student materials on topics of communities consisting of maps, study questions, information summaries, and stories. Other documents in this series include ED 051 027 through ED 051 034; and SO 005 392 through SO 005 396. (SJM)

The study of the history of a country must be accompanied by study of all the elements that contribute to its folklore: music, dances, legends, myths traditions, proverbs, and customs. This paper provides examples of elements within the folk tradition of Cuba that contribute to the study of history. The background of several songs, games, and dances is presented. Examples of religious stories and legends are discussed. (VM)

The Chicano culture is searching for appropriate expression in art forms and literature. The Chicano novel and essay, often written in English, seem directed toward the North American public. The short story is the most varied in viewpoint and most versatile in form. Poetry captures the Chicano sensitivity. It is almost impossible to note the variety of forms, different languages, and mixtures of language in poetry. Drama is experimental and seeks to be didactic, using sarcasm and irony. The art forms most capable of changing the stereotype are written in English. Those forms most capable of reaching Chicanos are written in popular language or in Spanish. (VM)

This major reference tool aims to identify for social studies teachers the best available reading materials selected from the overwhelming outpouring of writings of the 1960's and early 1970's. Organized by sections and topics of the sort that social studies educators are likely to explore, the book's thirty one chapter focus on (1) The Social Sciences, (2) Societal Problems and Issues, (3) Curriculum, Methods, and Media, and (4) Perspectives on Human Development. Under these four sections, chapters written by specialists in their area of the social sciences discuss major writings on the disciplines and on interrelated topics (poverty, drugs, mass communication, social values, instruction, institutions, society, culture, to name a few). The appendix includes an index of authors (arranged under broad subject headings) whose books are cited and a directory of publishers, with addresses. This review of the literature is intended for educators who want the best of recent scholarship and lucid, fresh presentations of ideas: teachers aiming to improve curriculum and instruction; curriculum workers and consultants tackling school problems; college and university educators improving programs and working with preservice and inservice teachers; librarians seeking resource guides; and those wanting simply to know more. (JMB)

This paper discusses the development of structuralism in psychology, linguistics, mathematics, philosophy, anthropology, and sociology by citing theories supported by thinkers in all these fields. The contrast between structure (schema, pattern, gestalt) and function (activity, interaction, transformation) is used as the point of departure for the discussion. The author seeks to emphasize the mutual dependency of these two concepts as seen in more recent theories. Piaget's theories concerning development are discussed at length. Concluding remarks review the trends and options of modern psychology. (VM)

This investigation is an empirical attempt to locate variables which best predict individual modernity and to explicate causal relationships. The dimensions chosen for analysis are defined by several relevant models in past research. The independent variables include two personal characteristics (age and sex); five structural variables (residence, SES, organizational participation, religion, and exposure to the mass media of communications); and four social psychological variables (identification with community, individualism, familism, and fatalism). The dependent variable is individual modernity. An area in eastern Kentucky, a traditional society in the process of modernization, is chosen as a source for data. A research model is designed, analyzed, and revised. The authors suggest that the variables shown in the revised model may provide a good empirical base for theoretical formation. (Author/SHM)

Community development is defined as an interdisciplinary social sciences profession with the major functions being the land-grant triumvirate of teaching, research, and extension. The type of curriculum and other training needed for producing community development professionals is outlined. Also, the type of interdisciplinary management system required for coordinating the research, teaching, and extension functions is explored. The creation of an interdisciplinary structure, in the form of a center or institute, to support interdisciplinary programs is suggested. The major objectives of the proposed interdisciplinary center or institute for community development include providing: (1) a unit for coordinating, planning, and programming community development extension, research, and teaching programs; (2) sufficient resources of personnel and programs to attract outside funding; (3) a unit for planning long-range policy, staffing patterns, etc.; (4) a unit which can provide a coherent and coordinated liaison with the other states and with the Regional Centers for Rural Development; (5) a unit for developing cooperative and coordinated programming with Federal, state, regional, and local agencies; and (6) a unit for planning and sponsoring training for graduate students, extension agents, and other agency personnel working in community development research and extension. (Author/PS)

The basic issues covered in this paper are (1) the determination of whether there is a clear rationale for a sociology of development and (2) a determination of the divergent strategies for the implementation of development programs which have advantages that transcend the preservation of certain philosophical orientations and political ideologies. The sociology of development is defined as a subfield of sociology which is devoted to a study of the theory, design, and implementation of action programs which are proposed for the purpose of deliberately and fundamentally altering social structures in the interest of achieving more efficient forms of social organization, as judged on the basis of values and goals considered worthy. The divergent strategies of rural development are described in terms of the self-help approach and the centralized planning approach. It is noted that development sociology offers an opportunity for sociology in general to become free of its provincialism and that a coherent sociology of development represents a new era of applied sociology. A 49-item bibliography is included. (PS)

Agriculture is a main source of employment and is a significant contributor to the gross national product in most of the Latin American countries. In order to meet domestic and export needs, production and productivity must be increased; land tenure systems must be changed to cope with employment and income distribution problems; institutions must be modernized in order to support production, productivity, and commercialization; and technology must be introduced rapidly for better competition in both national and international markets. The rural sociologist can contribute in many different areas to Latin America's economic development. Three areas of activity in which the rural sociologist can contribute to Latin America's economic development are (1) technological change, (2) institutional development, and (3) extension services. The rural sociologist plays an important role in the various mechanisms used to (1) induce technological change; (2) develop institutions which will transfer, generate, and disseminate knowledge on agriculture; and (3) formulate alternative strategies by which extension services can work with commercial and subsistence agriculture. (NQ)

GRADES OR AGES: Grades 10-12. SUBJECT MATTER: Social science. ORGANIZATION AND PHYSICAL APPEARANCE: The extensive introductory material includes rationale, definitions of the social science core disciplines, glossary of terms, and descriptions of concepts. The course material includes political science, history, economics, geography, sociology, and anthropology, each covering grades 10-12. The material is presetned in four columns: generalizations, concepts, sub-concepts, and behavioral objectives. Lists of suggested multimedia are provided for each subject. There is also a high school model for political science which includes suggested teaching techniques and suggested learning activities. The guide is lithographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Long-range objectives are included in the intorductory material. Behavioral objectives and activities are set out in the main content of the guide. INSTRUCTIONAL MATERIALS: Multimedia materials listed for each subject include books, filmstrips, films, records, tapes, kits, and transparencies. STUDENT ASSESSMENT: No provision is made for evaluation. (MBM)

GRADES OR AGES: K-6. SUBJECT MATTER: Social science. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an explanation of the rationale, definitions of the social science core disciplines, glossary of terms, guidelines for teaching, and descriptions of concepts. The main body of the guide is designed in a five-column arrangement: generalization, concepts, sub-concepts, behavioral objectives, and suggested multi-media. The contents include a detailed model of kindergarten anthropology, followed by sociology, levels 1, 2 and 3; anthropology, kindergarten and levels 1, 2 and 3; and geography, levels 4, 5 and 6. The guide is lithographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Behavioral and long-range objectives are discussed in the introductory material. Behavioral objectives including activities, and detailed throughout the guide. INSTRUCTIONAL MATERIALS: Detailed lists are provided throughout the guide and include reference material, filmstrips, films, and records. STUDENT ASSESSMENT: No specific provision is made for evaluation. (MBM)

One in a series of publications designed to disseminate information concerned with international agricultural development, this occupational study on improvement of training of high-talent manpower is presented to serve rural sociology both in the United States and the rest of the world by reporting research on the profession of rural sociology. Data were collected by questionnaires or interviews with international practitioners, American professors having experience in training international practitioners, and graduate students currently preparing for careers outside the United States. The central focus is on internationalizing a body of knowledge as a facilitating condition in international training: the developing of a set of minimum concpets and general principles that have international (cross cultural) validity for equipping professionals from one society to work in any other. After providing information on the design and execution of the study, as well as narrative descriptions and data on its findings, the report presents 16 recommendations on intercultural transferability of data and training, professional communication and international flow of data, recruitment policies and procedures for American universities, training in research methodology and theory construction in the United States, social theory emphasis during training in the United States, and special programs to internationalize rural sociology and rural sociologists. (BO)

This bibliography, compiled primarily for instructors and students of comparative and international education courses at the university level, is organized by topic and geographic area. Topics covered include: (1) general materials in the field of comparative and international education, including references and sources of data; (2) standard texts and works on methodology; (3) Third World educational themes and problems, including colonialism and modernization; and (4) international education, including education for international understanding, exchange programs, the "brain drain," and area studies programs. The geographic area lists include Europe, Africa, Latin America, Asia, and the Middle East. Further subclassifications are made in this section under: (1) general, including multi-national studies, (2) history, (3) philosophy, (4) politics, (5) sociology, (6) economics, and (7) psychology. The majority of entries have been published since 1965. (Author/RL)

This paper treats the Afro-Brazilian fetish cults found throughout Brazil and examines the syncretism of these cults with Catholicism. The religious practices of the "macumbas" (deities of the Afro-Brazilian cults), ritual music, and the ethnicity of the Negroes from both southern and northern Brazil are discussed. Frequently, excerpts of songs and poetry of the various cults are provided and analyzed. (RL)

This annotated bibliography was prepared in conjunction with a study of the career contingencies of the rehabilitation counselor involving sociological concepts such as career, role, and profession. Literature for the bibliography was selected for inclusion on the basis of its being a basic reference in the field or its relevance for rehabilitation today. References for journal articles about rehabilitation and psychology, and publications of the Veterans Administration and Vocational Rehabilitation Administration are included. Materials are listed alphabetically by author; in those cases where there is no author, they are listed alphabetically by title. A cross-index of references by subject is included. (BC)

This paper discusses the implications of the behavioral and social sciences as applied to minority group education. Various explanations for the failure of poor minority-group children in school are reviewed. A comparison between the mental health model of human behavior and the aggregate or systems model is made. [Because of the quality of print of the original, reproductions of this document will not be sharply legible.] (Author/JW)

The instructional models included in this report have been developed as an attempt to combine relevant factual and conceptual knowledge with a pre-planned teacher effort to correlate these cognitive learnings with specific attitude development on the affective level. Each of the four models connects specific concepts, skills, and attitudes (empathy, independent thinking, social responsibility, democratic living, and group cooperation) with one or more social science areas, which include history, geography, sociology, economics, and political science. The model is so designed that a wide variety of content, skills, and attitudes can be integrated into the same basic structure. (MBM)

This manual details a curriculum planned to accommodate an interdisciplinary approach and includes a calendar of activities to illustrate the manner of handling interrelated instructional materials. There are four divisions: general information, education, sociology, and mental health. General information includes a description of the program, guidelines for establishing a program, and performance criteria. Teacher education includes information on purposes and objectives, the focus and function of a teacher, the teaching-learning process, the analytical study of teaching, and teaching strategies--developing plans, stimulating pupil responsibility, responding to pupils, individualized instruction, and reaching tentative conclusions. Sociology includes life in the inner city, urban school organization, socio-culture aspects of the inner city, developing teaching strategies, and deviant behavior. Mental health includes eight psychoeducational and four group process seminars: determinants of behavior, mental processes in learning, internal motivations of behavior, striving for autonomy, external influences on behavior, case study, information sheets, report outlines, senstitivity session, structure of a viable group, personal and interpersonal awareness, and interdependence in problem solving. (MBM)

The holistic, synergistic, normative, self-actualization motivated, transpersonal psychology developed by Maslow and others has opened enormous opportunities for a new sociology, a humanistic, transcultural, value-committed sociology. Such a sociology would not have the glorification of science or knowledge for its own sake as its highest goal, but rather the enhancement of man's potential, and hence the improvement of society. It would be concerned with the institutions and values of society which can nurture man as a choosing, growing, self-actualizing person. The humanistic approach is not anti-science, anti intellectual, or anti-rational, but there is an attempt to correct an imbalance in Western thought that has downgraded or ignored the affective side of man. Humanistic sociology should not be equated with radical sociology, the New Left, or the human potential movement--it is a perspective, not an ideology. This perspective requires some radical shifts from our dominant thinking and approaches, involving: 1) our images of man and his relation to society, and 2) our images of science and the nature of the sociological enterprise. A humanistic sociology would study the degree to which specific values and institutions based on those values, facilitate or hinder the good society. If sociology is to remain vital and relevant, a shift to a more humanistic perspective is called for. (Author/JLB)

This guide is written for the social studies curriculum developer interested in developing a structured multidisciplinary program based on the concepts, methodology, and structure of social science disciplines and history. Seven 15-29 page chapters are included on each discipline: Anthropology and Psychology, by Charles R. Berryman; Economics, by Theodore C. Boyden; Geography, by John M. Ball; History, by Jim B. Pearson; Political Science, by Marion J. Rice; and, Sociology, by Paul E. Kelley. Within each chapter the disciplines are in terms of: 1) scope, breadth, or range of subject matter in the discipline; (2) kinds of basic questions to which answers are sought; 3) chief methods, techniques, or procedures for investigation; 4) key concepts in the disciplines; 5)structure or general approaches in the disciplines; and, 6) recent trends and new emphasis. This same structure is applied to a final chapter by the editor, Multidisciplinary Social Sciences, a discipline that encompasses the interrelated components of the social sciences. (Author/DJB)

Community college sociologists are unnecessarily isolated from the profession. Their careers will be enriched and the quality of sociological education will be improved, if a network of them is created. Funds could be raised to provide intensive summer workshops that generate the expertise and colleagueship to establish a community of innovators. The network could develop an active person- to-person continuing education program, plus a series of monographs and media to individualize faculty learning. The development of the network is mainly up to the community college sociologists, however, the American Sociological Association could strengthen the experimental sector of the community college movement by working with it to prepare teachers, deans of instruction, and institutional research workers. Research and development programs can be developed between graduate sociology departments and collaborating faculty and institutional research workers in community colleges. To develop academic and political support for improvement in social science education, the profession needs a Section on Teaching which could initiate independent activity to improve sociological education through better channels of communication, by initiating research, and by organizing to obtain new resources. (Author/DJB)

The focus of this project was to determine the relevance of the computer to the academic disciplines of business, mathematics, physics, chemistry, economics, biology, and engineering and to subsequently write computer programs that would provide students with an additional learning tool. Over two hundred programs were written, catalogued into a library by subject, and made available to all faculty. That list is presented. Also included is the report of the users for each discipline and a description of the curriculum development for inclusion of the computer programs in each. Some pages may reproduce illegibly due to poor copy. (Author/JG)

This unannotated bibliography lists over 340 books and articles, written between 1920 and 1970, concerning francophone African elites. It contains three sections; the first covers "Conceptual and Comparative Literature on Elites;" the second lists books and articles written by elite members; and the third includes books and articles written about elite members. (VM)

Major social studies concepts taught to fourth graders in Madison, Wisconsin, were identified by examining the school district course of study and social studies textbooks and by consulting central office supervisors and teachers. The concepts identified in this manner fell into three major categories: Geographic Region, Man and Society, and Map and Globe Study. Ten concepts were randomly selected from each category for inclusion in rests of concept attainment. Each of the selected concepts was analyzed to determine its constituent teachable elements. The analysis of a concept formed the basis for writing items to test its attainment. Analyses of all selected concepts and illustrative examples of test items are presented in the paper. (Author)

GRADES OR AGES: K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three sections, one each for elementary grades, middle grades, and high school. The first two sections are further subdivided by grade level and the last section is subdivided by course. Sections are laid out in four columns across two pages. Column headings are concepts, teaching methods and learning activities, resources, and evaluation. The guide is mimeographed and loose-leaf bound with a soft cover. OBJECTIVES AND ACTIVITIES: General objectives are outlined in an introductory section. Suggested activities are correlated with specific concepts and objectives. Activities include reading, discussion, map study, oral reports, independent projects, lectures by outside experts, and field trips. INSTRUCTIONAL MATERIALS: Materials needed for an activity are listed with the activity description. Lists include both print and audiovisual materials. STUDENT ASSESSMENT: Suggestions for evaluation accompany each group of activities correlated with a concept--usually teacher observation in the lower grades and teacher-developed tests and research papers in the upper grades. (RT)

GRADES OR AGES: Grades K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The subject matter is divided into the following five themes: 1) Man develops within his physical and cultural environment. 2) Man functions within an interdependent society. 3) Man seeks justice and order. 4) Man experiences conflict and change. 5) Man strives for economic literacy. Each theme is taught on five levels: 1) grades k-2; 2) grades 3-5; 3) grades 6-8; 4) grades 9-10; and 5) grades 11-12. The guide is mimeographed and staple bound with a soft cover. OBJECTIVES AND ACTIVITIES: Fifteen major objectives for the program are set out in the introductory material. There is also a section explaining how to write effective behavioral objectives. No details of activities are included. INSTRUCTIONAL MATERIALS: No details of bibliographic or other resource materials are included. STUDENT ASSESSMENT: There is a short section explaining the purpose of evaluation and appendix A gives a detailed guide to analysis and grade placement. (MBM)

The purpose of this presentation is to describe the current methodological emphases in Sociology and to speculate on emerging patterns that will form the nature of Sociology in the future. This is done systematically through an analytical framework outlined in Diagram 1. In addition, he examines the problems and potentials for interdisciplinary efforts involving other related disciplines. It is observed that a state of methodological pluralism continues to persist today characterized by a number of overlapping special methodologies that can be subsumed under two more general orientations: empirical emphasis and the rational emphasis in Diagram 2; the former still predominates but is giving ground to the latter. In an "Outline of Observation" he abstracts and generalizes the current predominant emphases and describes the major emerging patterns of change. He predicts that pluralism will persist and become desirable. A selected list of relatively current materials relevant to this subject is provided. (Author/SBE)

More than 300 books and articles published from 1920 to 1971 are reviewed in this annotated bibliography of literature on the Chicano. The citations and reviews are categorized by subject area and deal with contemporary Chicano history, education, health, history of Mexico, literature, native Americans, philosophy, political science, pre-Columbian history, sociology, and Southwest history. Six Chicano journals and periodicals are reviewed, as are 7 additional bibliographies on the Chicano. Newspapers affiliated with the Chicano Press Association and 3 additional Chicano newspapers are listed with addresses. Author and title indexes are appended. (JH)

Citations and annotations for 444 printed works on the Mexican American or Chicano published from 1919 to 1970 are found in this revised and enlarged bibliography. The bibliography is meant to be selective and emphasizes scholarly publications. Compared to an earlier edition, unpublished dissertations are covered more extensively and the number of contributions of Mexican scholars has been expanded significantly. Documents are indexed by descriptive term and by subject field. A list of 64 Chicano periodicals is included. An even more comprehensive third edition is planned. (JH)

Some 128 sources dating from 1928 to 1968 comprise this selected bibliography of sources dealing with Mexican Americans living in parts of the Midwestern United States and with those factors most significant in migration and settlement by this population. Each source is discussed under one of the following headings: Acculturation and Assimilation, Attitudes and World Views, Demographic Analysis, Distinctive Cultural Components, Education, Employment and Income, Marriage and Family Patterns, General Discussion, Housing, Migration and Immigration, Language, Political Behavior, or Social Status. (MJB)

The potential relevance of sociology in the development of a teacher training program is examined. Investigation of the sociology area is effected through: (1) the deliberations of a Sociology consortium; (2) a condensed version of material abstracted in a literature search; (3) a conceptual mapping of the field accompanied by a brief listing of relevant facts; and (4) a summation that outlines the broad basis on which the teacher training program will be based. The first step in developing a program is to establish a rational basis for program planning, which should be followed by the drawing up of behavioral objectives. These would specify what experiences the trainees had to have, and what behavioral outcomes would be required. What the sociological perspective points up is the essential and essentially systemic nature of social interaction. For related documents, see ED 050 300 and ED 050 302-306. (CK)

GRADES OR AGES: K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes sections on curriculum improvement, new social studies, and scope and sequence. A suggested conceptual framework for the program is presented in the form of a chart, with columns for history, anthropology-sociology, political science, economics, geography, and social psychology. A gatefold scope and sequence chart is arranged by grade levels, as are the charts for skills. Four sample units deal with the needs of a neighborhood, India, a desert environment, and forest regions. Appendixes include objectives for instruction, instructional grouping, controversial issues in the social studies, and thoughts on citizenship education. The guide is printed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: General objectives are set out in the introductory material and on the scope and sequence chart. More specific objectives are included in the skills chart. Detailed activities are included in the sample units. INSTRUCTIONAL MATERIALS: Suggested resources are listed for each of the sample units and there is also a selected bibliography. STUDENT ASSESSMENT: A brief chapter on evaluation outlines the main questions to be considered by the teacher in evaluating the student. (MBM)

This twelfth grade curriculum guide explores the five behavioral sciences: sociology, social psychology, anthropology, economics, and political science. The overall objectives of the units are: 1) to survey these sciences within a complex society; 2) to realize the importance of individual to the total group; 3) to be aware of the major social forces in our social structure; and, 4) to increase awareness of current problems and issues, and the necessity of solving them. Five basic concepts are utilized throughout: leadership, role of the individual, decision making, philosophy, and institutions. These give structure to the program and promote student understanding of human relationships, and the relationship between man and his environments. Each unit explains the behavioral science to be taught and is divided into lessons containing six parts: objectives, concepts, supporting content, key questions, learning activities, and instructional materials. Active inquiry is emphasized in each unit. The teacher may arrange the units in any sequence as long as continuity is maintained. (SBE)

Part I of a sociological study concerned with the urbanization of Mexican Americans (former migrant farm workers) in Michigan cities is presented. Using a random sample of Mexican American households, the following areas are examined: household composition and education, migration and community stabilization, finding jobs, employment and income patterns, and occupational and income mobility. Policy and research recommendations are presented in terms of the foregoing areas. The report suggests that "the role of cultural variables in the migration, resettlement, employment, education, and mobility of Mexican Americans must be considered in the varying situational contexts into which migrants move and within which they and their children live." (MB)

This report contains nine papers presented at a conference on methods of improving teaching and teacher education and the role of the universities and professional societies in this effort. The speeches are divided into five sequential levels of "incompetence," denoting increasing involvement and experience with the problem. The report also includes the final recommendations and proposals for action by representatives of each of eleven professional societies. Associations represented in this section include: the American Anthropological Association, American Association for the Advancement of Science, Association of American Geographers, American Economic Association, American Historical Association, American Industrial Arts Association, American Psychological Association, American Political Science Association, American Sociological Association, Modern Language Association (English), and Modern Language Association (Foreign Languages). (RT)

This international newsletter, published since 1968, provides cross-cultural and cross-national midi-communications in social psychology. Usually included are: 1) notices of international conferences, institutes, or seminars, 2) a list of new publications, 3) letters to the editor, 4) announcements, and 5) a bibliography of cross-cultural research. Future issues of this newsletter are available only by subscription. (Author/JSB)

This week long conference of senior and junior ranking military officers along with civilians dealt with military social work in the content areas of drugs and race. Theodore Roszak's concept of Counter Culture provided the unifying theme. The following papers were presented: 1) The Theme of the Counter-Culture; 2) Drugs, Race and the Counter Culture-A Perspective from Vietnam; 3) The Future Soldier: A Profile of Today's Youth; 4) Report on the Making of a Counter Culture; 5) Perspectives on Drugs: A Psychological View; 6) The Street System, Drugs, and the Military Service; 7) A Drug Program-Its Successes and Failures; 8) The Fort Bragg Drug Program; 9) Army Social Work and the Black Experience; 10) An Overview of Race Relations in the Army; 11) Views of the Army System and the Counter Culture; 12) Army Research System; 13) Army Social Work in the Field of Corrections; 14) The Influence of The Counter Culture on AWOL Behavior; and, 15) Army Mental Health Services and Race-Relations Programs. (AWW)

This publication is a collection of the 80 papers presented at the 1970 meetings of the Association in Dallas, Texas. The major concerns of the group are indicated by the topic headings of the many sessions: 1) the sociology of work; 2) the sociology of student life: conformity and alienation; 3) sociological theory; 4) the sociology of the family; 5) deviant behavior; 6) Mexican American's cultural and personal identity; 7) graduate student research papers; 8) socialization and personality; 9) Mexican American's achievement, motivation, and assimilation; 10) the sociology of health; 11) community research; 12) cross national perspectives; 13) training sociologists; 14) sociology in secondary schools; 15) Latin American politics and brain drain; 16) sociology of cities and towns; 17) undergraduate social welfare education; 18) political sociology; and, 19) social psychology. In all, there are approximately 50 research reports, 11 reviews of research, 13 reviews of the literature, and about 6 position papers on these various topics. (SBE)

A questionnaire was sent to 166 graduate students from the Reading Center files in the Graduate School of Education at Rutgers University during the years 1965-70. Ninety-five percent responded. Publication was reported by 19 percent of the respondents. Another 38 percent wrote unpublished curriculum materials that were reproduced and distributed in their school systems. Analysis indicated that (1) college teachers published more than any other group of teachers, (2) teachers published more than nonteachers, (3) those with more than 5 years of experience, (4) doctoral students published more than masters students, (5) those who elected a course in developing materials for publication published more than those who did not, and (6) students who published their work used reading factors more frequently than those who wrote unpublished curriculum materials. Literature in the wide area of higher education and the more narrow areas of educational research, psychology, sociology, and science was reviewed to deal with publishing behavior in these allied fields. Tables and a bibliography are included. (Author/AW)