                        SECTION N: SOCIAL SCIENCE 
 
Adventure  
*Economic Literacy  
*Facing History and Ourselves: Holocaust and Human Behavior  
*History Theatre of Ideas (HIT)  
*Preparing Instructional Teams to Teach Effective Citizenship
  Education  
*REACH - Respecting our Ethnic And Cultural Heritage  
Trade-Offs  
WWAS: Women in World Area Studies  
Institute for Political And Legal Education (IPLE)
Law in a Changing Society (LCS)
LEGAL (Law-related Education: Goals for American Leadership)
Religion in Human Culture (RIHC)
 
*PROJECTS CURRENTLY FUNDED BY THE NDN 
 
 
ADVENTURE. AN INTERDISCIPLINARY PROGRAM INVOLVING
EXPERIENCE-BASED LEARNING IN ACADEMICS ALONG WITH GROUP PROBLEM
SOLVING AND AN ALTERNATIVE PHYSICAL EDUCATION PROGRAM
OUT-OF-DOORS AND INDOORS AS WELL. 
 
AUDIENCE Approved by JDRP for students of all abilities, grades
6-12. Parts of the program have also been applied in therapeutic
and camp settings. 
 
DESCRIPTION Project Adventure is designed to add an experience
component to standard high school and middle school courses. For
many students, learning is essentially a passive process offering
little opportunity to take responsible action or to test abstract
ideas in the real world. Project Adventure represents a
combination of Outward Bound techniques and philosophy
with a group problem solving approach to learning and teaching.
Small groups of students learn by actually working on specific
reality-based tasks or problems in the community and the natural
environment. The teacher's role is to state the problem and
limits, giving students the responsibility for finding solutions.
This approach has produced measurable improvements in
self-concept, physical agility and competence. It encompasses and
supports a wide variety of teaching and learning styles. 
 
The project is made up of two separate components, which may be
used singly or together: a physical education program involving
initiative games, outdoor/indoor activities, and a Ropes Course
apparatus that can be constructed by teachers and students; and
an academic curriculum component designed to give hands-on
experiences and a practical application of the basics. The
program's aim is to educate the whole student through sound
academics, physical activity, and learning activities that
enhance self-concept. The project's strengths are its
flexibility, the variety and quality of its curriculum models,
and its ability to inspire and rekindle the enthusiasm of both
teachers and students. 
 
The project offers 3 different initial training programs:
academic, counseling techniques, and physical education. These
trainings give teachers and counselors skills in program
management, teaching strategies, and techniques necessary for
implementation. Ideally, a core group of teachers from a single
school attends a 5-day workshop. Follow-up sessions and
assistance with construction may also be part of the adoption
process. Many of this project's adoptions have been in the area
of environmental education.
 
REQUIREMENTS Attendance at the 5-day workshop is essential.
Ideally, one or more teachers are trained in the physical
education or curriculum workshop or in both. A supportive
administration, willing to incorporate new teaching styles and
programs that may involve some flexibility in scheduling, is also
required. No special facilities are needed, although the Ropes
Course apparatus for the physical education program calls for
some open space around playing fields, a wooded area, or
gymnasium. No special staffing is required.
 
COSTS The 5-day residential teacher-training program costs
approximate academic component, costs may include transportation,
substitutes, and camping equipment, depending on the curriculum
developed. 

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at project site and
additional demonstration sites in home state and out of state.
Project staff is available to attend out-of-state awareness
meetings (costs to be negotiated). Training is conducted at
project site (all expenses must be paid, including tuition, and
room and board). Training is also available at adopter site
(costs to be negotiated). Implementation and follow-up services
are available to adopters (costs to be negotiated). 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title III 
 
JDRP No. 73-4 (4/9/73)

CONTACT 
 
Dick Prouty 
Project Adventure, Inc. 
Box 100 
Hamilton, MA 01936 
(617) 468-7981 
     and
Cindy Simpson 
Project Adventure/SE 
Box 2447 
Covington, GA 30209 
(404) 784-9310 


ECONOMIC LITERACY. A COMPUTER-BASED FINANCIAL MANAGEMENT PROGRAM
WHICH HAS TWO COMPONENTS--HOW TO MAKE A MILLION AND THE NEW
SCHOOL SAVINGS PROGRAM.   

AUDIENCE How to Make a Million was approved for students in
grades 6-8 and 10-12. The New School Savings Program was approved
for grades 4-8. 
 
DESCRIPTION How To Make A Million (HMM)--HMM successfully teaches
students sound principles of financial management, from learning
how to save, to utilizing savings for investments. HMM provides
students with an opportunity to apply their math and computer
skills on a subject dear to their hearts, money. The curriculum
includes information on stocks, bonds, certificates of deposit,
treasury bills, money market and mutual funds, and savings
accounts--sorry no real estate! Generally, implementing teachers
set aside part of a Friday during one semester and let the
students make their investments until they Make A Million Dollars
(simulated, of course)! 
 
Materials include an Apple or IBM computer disk, a 48-page
student booklet, a teacher's manual, duplicating masters, play
money, and an "I Made a Million" certificate for those who did!
Thirty-five sets of student materials come in the program kit. 
 
The New Computerized School Savings Program (SS)--Remember when
YOU saved money at school? Well, it's different now! Students,
with the assistance of PTA volunteers, enter their deposit amount
at a computer, pick up a receipt, give their money to the PTA
volunteer and go back to work. The program is usually run before
and after school and at lunch. After the last deposit. The
money and disk are sent to the bank. 
 
Materials include an Apple or IBM computer disk for deposits, a
24-page student booklet, a teacher's manual, and duplicating
masters. Thirty-five sets of student materials come in a kit. 
 
Most school districts bank with three (3) different banks. Ask
your business manager for the names of these banks. Try to set up
an appointment with each bank for you and your business manager
so you can explain the program to them. 
 
IW 2017, the Social Security Administration predicts there will
be a 400 billion dollar deficit in the Social Security fund. It's
time to turn a nation of spenders into a nation of savers. 
 
REQUIREMENTS Single teachers or groups of teachers can implement
the programs. You should generally plan to use part of every
Friday for a semester for HMM. The SS program lasts all year and
continues yearly. Remember, a bank or financial institution is
required to house the students' money. 
 
COSTS HMM Individual kits with teacher and student materials for
a class of 35 students are available for $399. In addition, a HMM
workshop is available for a cost of $150. All school savings
costs are paid by the participating bank. SS costs $7000-$10,000.

 
SERVICES Awareness materials, training, and follow-up. Costs to
be arranged. 
 
DEVELOPMENTAL FUNDING: Private Sector Initiative 
 
JDRP No. 85-6R (4/2/85)

CONTACT 
 
Sherry Avena 
4095 173rd Place, S.E.;  
Bellevue, WA 98088 
(206) 746-0331 

FACING HISTORY AND OURSELVES: HOLOCAUST AND HUMAN BEHAVIOR. A
UNIT USING THE HISTORY OF 20TH-CENTURY GENOCIDE TO TEACH THE
MEANING OF HUMAN DIGNITY, MORALITY, LAW, CITIZENSHIP, AND
BEHAVIOR.         
 
AUDIENCE Approved by JDRP for students in grades 8 and 9. The
unit has been used in other settings with grades 10, 11, and 12. 
 
DESCRIPTION The project provides teachers and students with
resources for studying complex issues of citizenship that affect
our society today. 

The program helps to educate citizens as they learn to make
informed judgments. Lessons make it possible for teachers and
students to reflect on issues that are meaningful to them in ways
that stretch their intellectual and empathetic capacities. The
resource book, Facing History and Ourselves: Holocaust and Human
Behavior, examines issues of individual and group behavior and
studies clear examples of abuse of power, human rights, and
obedience.  It traces the roots of prejudice and discrimination;
first in our own lives and then in an historical case study of
the steps that led to the Nazi holocaust in Nazi Germany. 
 
Students think about what happens in a society that abuses civil
liberties and censors freedom of thought. Lessons explore the
wide range of responses of individuals and institutions who
became the victims, the victimizers, or the bystanders in the
history of the Holocaust of European Jews and the victims of
genocide. 
 
The final chapters focus on students' recurring questions, "Can
We Learn From the Past?" and "What Can I Do To Make a Difference
in the Future?" When students learn about the "forgotten
genocide" of the early 20th century, the Armenian Genocide, they
think about the power of denial and avoidance. 

After learning about genocide and the abuse of power, students
are often eager to find methods of prevention and avenues of
participation that can improve society. A second resource book,
Choosing to Participate, includes case studies from American
History of individuals and groups in the past who have tried to
make a difference; who have sought to achieve a society of
tolerance and justice.

The curriculum is interdisciplinary and specifically designed for
early adolescents in junior high and high school settings. Its
approach and methodology have broad applicability for curricula
involved with difficult subject matter, multicultural education,
and critical thinking. When students think about history and its
relationship to their lives as well as the consequences of their
decisions and actions, they explore the roles and responses of
individuals and groups confronting contemporary and difficult
issues. 
 
REQUIREMENTS An individual teacher or entire school district may
choose to adopt the Facing History and Ourselves Project to
enhance existing courses or as an entire program (8-12 weeks).
Teachers should attend an awareness presentation given by a
certified trainer before piloting the classroom materials.
Awareness sessions range from a two-hour presentation to a one- 
or two-day workshop. A team of 38 teacher trainers from public,
private, and parochial schools is available for follow up
consultation and workshops. 

SERVICES Brochures are available at no cost. Visitors are welcome
at the Resource Center and to visit classes using the program.
The Resource Center collects and distributes printed and
audiovisual materials. Awareness presentations and workshops are
held at both project and adopting sites. In  communities where
certified trainers are available, adult education courses 
and inservice programs are offered. Travel and per diem expenses
need to be covered, but costs can be negotiated depending on
available funds. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C 
 
JDRP No. 80-33 (12/5/80) Recertified (6/85)

CONTACT  
 
Marc Skvirsky, 
Alan Stoskopf, and 
Margot Stern Strom 
Facing History and Ourselves National Foundation, Inc. 
25 Kennard Rd.         
Brookline, MA 02146 
(617) 232-1595 


HISTORY THEATRE OF IDEAS (HIT). A PROGRAM USING DRAMATIZED EVENTS
IN STATE OR LOCAL HISTORY TO ENRICH CURRICULA AND INVOLVE
STUDENTS IN ANALYZING ISSUES. 
 
AUDIENCE Approved by the JDRP for all students in grades 7-12. 
 
DESCRIPTION History Theatre of Ideas is a touring classroom
drama/discussion program for students in grades 7-12. It provides
an arena for the examination of relevant humanities issues. It
serves teachers as a model for providing historical context in
the introduction of political, social and philosophical issues
into the curricula of secondary schools. 

The program's components include a brief historical drama
depicting an event in state or local history. This is followed by
a discussion between the students and the actors of the pertinent
issues in the play. The actors retain their scripted identities
throughout the classroom discussion. The teacher prepares
students for the discussion by using study guide materials 
provided by the program. 
 
The program's intent is to enliven history for students and
provide teachers with materials and a model for additional
curriculum development. The program is based on drama as an
effective teaching vehicle. Combining drama with discussion lends
an immediacy and excitement to history. 
 
REQUIREMENTS Adoptions can be by local school districts, by
broader administrative divisions (regional or metropolitan), or
by a college, university, museum, historical commission,
historical site, or other comparable agency. The program is
appropriate in its entirety for  dissemination to other sites.
Aspects of dissemination include: staff development which entails
identifying and training a program coordinator and recruiting and
training a playwright and actors; topic selection which involves
choosing events and issues important to each site; research of
the selected topic; materials preparation including the
development and printing of study guides; recruitment of school
participation, scheduling and other administrative duties
performed by program coordinator; teacher and student
preparation using project materials and other teacher-selected
materials; program presentation including dramatic sketch and
discussion; follow-up classroom activities; and program
evaluation. The most important conditions for success are the
willingness of the teacher to participate and the arrangements
concerning class preparation time and administrative support for
this arrangement. 
 
Based upon an assumption of one hundred presentations over the
course of an academic year and on average class size of 25
students the cost per student is estimated at $4.00 for the
installation year and $3.80 for the subsequent year. 
 
SERVICES Awareness materials including a video (available on
loan) are available at no cost. Visitors are welcome to the
demonstration site by appointment. Project staff is available for
awareness sessions. Training, technical assistance and manuals
are available at costs to be negotiated. 
 
DEVELOPMENTAL FUNDING: NEH, State and Private 

JDRP No. 85-13 (7/1/86)
 
CONTACT  
 
Natalie Robinson 
History Theatre of Ideas 
Rhode Island Committee for the Humanities 
60 Ship Street 
Providence, RI 02903 
(401) 274-2350 


PREPARING INSTRUCTIONAL TEAMS TO TEACH EFFECTIVE CITIZENSHIP
EDUCATION. A PROGRAM THAT EQUIPS TEAMS OF EDUCATORS TO DELIVER A
LAW-RELATED EDUCATION COURSE THAT IMPROVES STUDENTS' CITIZENSHIP.

 
AUDIENCE Approved by PEP for teachers, building administrators,
and resource persons who will present the course to 8th and/or
9th grade students. 
 
DESCRIPTION Many law-related education (LRE) courses exist with
curriculum materials only, without a mechanism to change student
attitudes and behaviors related to citizenship. In this program,
educators are prepared to increase students' knowledge of the law
and legal processes and reduce student delinquency by increasing
law-abiding behavior. The program's team approach involves
simultaneous training of teachers, building administrators, and
police officers--all of whom are considered critical to the
success of changing student attitudes towards delinquency.
Teachers build their proficiency in instructional and classroom
management strategies, including handling student debate. Police
officers become adept at interactive teaching strategies, ways to
deliver information to young students that law enforcement
officials take for granted, and methods to help students realize
that the officer's presence in the classroom is not an intrusion,
but a learning opportunity. Building administrators are
encouraged to be supportive and informed about the connections
between the LRE course and their own actions (such as school
governance). Training includes instruction, demonstration,
practice, and debriefing. The preferred length of training is
six days, with participation by police officers for at least two
days. Participants receive a textbook and 200 pages of reference
material including sample lessons. 
 
EVIDENCE OF EFFECTIVENESS Eighth and ninth-grade students taught
a one-semester LRE course by teams who have completed our
training not only gain knowledge of the law and legal processes,
but exhibit more favorable attitudes toward school, teachers,
police, and law-abiding behavior, and less frequent delinquent
behavior in and out of school than students in the same grades at
the same schools who are taught conventional social studies 
or civics courses as measured by pre- and post-program student
questionnaires. 
 
REQUIREMENTS Minimal requirements include agreement by a local
law enforcement agency to allow one or more officers to
participate for at least two days of training and serve as
co-teachers for two hours of classroom time per week, and
commitment by one or more social studies teachers and one
building administrator (per school) to attend six days of
training and provide a nine-week LRE course. Costs for a typical
four-person team from one school are $1,650, including all
materials needed by team members but not student texts (estimated
at $15 per student) or food, lodging, travel, team members' pay,
and personal expenses. Costs for paying participating law
enforcement officials for classroom participation must also be
considered. Training takes place at the University of Colorado. 
 
SERVICES Awareness materials are available at no cost. Project
staff are available to attend out-of-state awareness meetings
(costs to be negotiated). 
 
DEVELOPMENTAL FUNDING: National Institute for Juvenile Justice
and Delinqency Prevention; Colorado Division of Criminal Justice.

         
PEP No. 88-09 (3/15/88)

CONTACT 
 
Robert M. Hunter 
University of Colorado 
Center for Action Research 
Bureau of Sociological Research 
Campus Box 580 
Boulder, CO 80309 
(303) 492-6114  


REACH: RESPECTING ETHNIC AND CULTURAL HERITAGE.  MULTICULTURAL
EDUCATION FOR ALL STUDENTS.               
 
AUDIENCE Approved by JDRP for all students, grades 6-9. 
 
DESCRIPTION Project REACH is a multicultural education program
designed for infusion into the regular U.S. History and/or Social
Studies program. The program intent is to increase knowledge and
understanding related to cultural diversity in America. The REACH
curriculum process includes the following four phases: 
 
Communication Skills: The students gain a basic understanding and
practical skills in the areas of self-awareness, interpersonal
communication, and group dynamics through communication
skill-building and problem-solving activities. These activities
provide a foundation for the cross-cultural experience and
learning that occur later in the program. 
 
Cultural Self-Awareness: The participants study their own
cultural background, learn the meaning and function of culture,
and become aware of the cultural diversity that exists in their
own school. Each student engages in extensive research related to
his/her own cultural, family, or community history and then
produces a large visual project to be displayed at a Cultural
Fair. 
 
Multicultural Knowledge: American history is presented in a way
that adequately reflects the experiences and contributions of
Asian American, Black/African American, Latino/Hispanic, and
Native American people.  Students engage in learning activities
which help them gain in-depth knowledge of their history and
culture of different ethnic groups. Ethnic Perspectives Books are
used along with listening tapes. 
 
Cross-Cultural Experience: After gaining knowledge and skills in
the previous three phases, the students participate in a series
of person-to-person experiences with people from different
cultural communities. These experiences can include student
exchanges, guest speakers, assemblies, and special field trips to
different cultural areas. 
 
Participants in Project REACH have demonstrated an increased
level of knowledge related to the history and culture of
America's non-white ethnic groups, and have also demonstrated a
decreased level of social distance expressed toward these groups.


REQUIREMENTS Project REACH is usually implemented in all social
studies classes at one grade level within the middle
school/junior high. No special staffing or facilities are
required. Participating teachers are trained by Project REACH
staff or certified REACH trainers before using the materials 
in their classrooms. The Teacher Guide, student books, matching
listening tapes, and related slide/tape and support materials are
available for purchase from the Project REACH office.  
 
SERVICES Awareness materials are available at no cost. Project
staff and certified trainers are available for out of town
awareness sessions at the cost of travel and expenses. Follow-up
consultation and monitoring are available to adopters. Visitors
are welcome by appointment at the REACH office. Adopting school
districts enter into a contractual agreement with Project REACH
and an adoption fee is negotiated to cover costs of training 
and teacher materials. The REACH Ethnic Perspectives Series
student books are purchased at a cost of $6.00 per booklet or
$20.00 per set. The set includes: An American Indian Perspective,
The African American Perspective, The Asian American Experience,
and A Latino/Hispanic Perspective. A 20-minute video explaining
the program is available for the cost of postage. 
 
Project REACH is part of a 4-unit Multicultural/Global training
and curriculum organization, The REACH Center. The program units
include Global REACH (high school), Project REACH (middle/junior
high school), REACH for Kids (elementary), and REACH for
Excellence (higher education/business). 
 
DEVELOPMENTAL FUNDING: ESEA Title IV-C 

JDRP No. 84-16 (6/29/84)
 
CONTACT 
 
Gary Howard 
Executive Director 
     or 
Bettie Sing Luke 
Program Director 
239 North McLeod 
Arlington, WA 98223 
(206) 435-8682 


TRADE-OFFS. A TELEVISION/FILM PROGRAM TO IMPROVE AND EXPAND
ECONOMIC EDUCATION WITH MAJOR EMPHASIS PLACED ON TEACHING
STUDENTS TO APPLY ECONOMIC IDEAS IN PROBLEM-SOLVING SITUATIONS
RELEVANT TO THEIR LIVES. 
 
AUDIENCE Approved by JDRP for all students, ages 9-13. Has been
shown to be effective in rural, urban and suburban settings.
First eight programs are also available in "signed" version for
use with hearing impaired. 
 
DESCRIPTION Although economics is an important part of our daily
lives, rarely has it made its way into the elementary curriculum.
Project Trade-Offs has prepared visual lesson components, teacher
guided materials, and inservice training in order to introduce
elementary students to the concepts and applications of
economics. Fifteen lessons, each 20 minutes in length, are
available as either video tape or 16mm films. A three unit
filmstrip version is also available. The first four lessons deal
with the economic fact of scarcity, and students learn a
five-step decision-making model which helps them to develop skill
in problem analysis and decision-making in both personal and
social situations. Subsequent lessons address productivity and
the market system. A Teacher's Guide is provided to facilitate
classroom implementation and follow-up. Most of the suggested
teacher techniques are highly flexible. 
 
Trade-Offs can be integrated into mathematics, social studies,
English, career education, or economics curricula, depending on
the learning skills to be emphasized. Although lessons are
primarily intended for use in sequence, they may be shown
non-sequentially, again depending upon skills to be emphasized.
Skills include: using fractions, decimals, percents, interest and
ratios; creating and interpreting charts, graphs, and grids and
problem analysis using the process of decision making. 

An inservice program for elementary teachers has been developed
for the total program, and although highly recommended, formal
inservice is not required. The basic inservice program provides a
model for teaching each lesson, suggests economic activities to
build an understanding of the economic concepts covered, and
offers an opportunity to view selected programs followed by
activities and discussion. 
 
REQUIREMENTS No special staff is required. In-service training is
not required, but evidence indicates that inservice is desirable.
Assistance may be obtained through the Joint Council's network of
Affiliated State Councils and Centers for Economic Education.
Trade-Offs can be adopted by individual teachers or for school or
district-wide use. No special facilities are required except TV
monitors, 16mm projectors, or filmstrip projectors depending upon
format used. 
 
SERVICES The Joint Council has a nationwide network of 50 State
Councils on Economic Education and 275 College and University
Centers for Economic Education, that provides basic services to
school systems for curriculum  development activities related to
Trade-Offs adoption. Adopters may receive Trade-Offs programs via
their local P.B.S. television station. Users in consortium areas
may make copies of TV programs at no charge, or they may choose
to purchase 16 mm color films or video-cassettes from AIT at
special rates. Sets of sound filmstrips and Workshop Leader's
Handbook (inservice guide) are available from JCEE at nominal
cost. Awareness materials are available free upon request.
Education Agency and Affiliated Council and Center personnel are
available for on-site staff awareness meetings at no charge to
adopter. Training services are available in many formats, most at
little or no cost to users. When charges are made for inservice
workshops, fees are negotiable. 
 
DEVELOPMENTAL FUNDING: 48 State/Corp./Foundation 

JDRP No. 83-34 (3/25/83)
 
CONTACT 
 
S. Stowell Symmes 
Director 
Project TRADE-OFFS 
Joint Council on Economic Education 
432 Park Avenue South 
New York, NY 10016 
(212) 685-5499 
     or 
Carol Koffarnus 
Manager of Television Services 
Agency for Instructional Technology 
Box A 
Bloomington, IN 47402 
(812) 339-2203 


WWAS: WOMEN IN WORLD AREA STUDIES. EIGHT TWO- TO FOUR-WEEK UNITS
FOR SECONDARY STUDENTS ON THE HISTORY AND CULTURE OF WOMEN IN
EIGHT WORLD AREAS. 
 
AUDIENCE Approved by JDRP for students in grade 11. 
 
DESCRIPTION This project has developed eight units on the history
of women in Africa, China, India, Japan, Latin America, the
Middle East (Islam and Israel), the USSR, and Europe (ancient
Greece and Rome, Medieval/Renaissance times). Each unit is a
self-contained instructional package consisting of one or two
student books, a sound filmstrip, and a teacher's guide and unit
test. These units are meant to be blended into regular social
studies courses and, therefore, are organized chronologically
from earliest times to the present. 
 
Student books, ranging in length from 90 to 317 pages, relate the
concept of cultural diversity to women's roles and status. Each
book contains readings, case studies, group exercises, inductive
lessons, and a bibliography to promote individual student
research. Wherever possible women in each cultural area are
allowed to "speak for themselves" through their diaries, letters,
and oral histories. The teacher's guides contain an introductory
essay on women in the particular cultural area, teaching
objectives, suggested teaching methods and activities, and a unit
test. Project-developed instructional materials accommodate a
variety of teaching styles. Content is new, but methods and
activities are those with which teachers are familiar. A sound
filmstrip presents an overview of the history of women in each
cultural area. Each filmstrip has a guide with a complete
narration and suggested discussion questions. The filmstrip on
the history of women in Latin America comes with Spanish and
English language tapes and guide narrations in both languages. 
 
REQUIREMENTS For each unit desired a set of books is necessary.
WWAS suggest that at least two units be adopted. The program is a
flexible one that can be used in a wide variety of ways. A manual
is available from WWAS to aid teachers interested in integrating
women's history into their curriculum.  Adopting districts should
plan for a one-day teacher training workshop before adoption to
introduce WWAS materials. A follow-up half-day workshop at the
end of the first unit is desirable to address teacher questions
or problems. 

SERVICES Awareness materials are available. Visitors are welcome
at the WWAS offices, The Upper Midwest Women's History Center for
Teachers. Training is conducted at the Women's History Center or
adopting sites (costs to be negotiated). Testing materials and
follow-up services are available (costs to be negotiated).
Student books can be purchased through WWAS at a special 20%
discount for 10 or more copies of the same title. Book prices
range from $7.95 to $11.95. Teacher's guides are free with
purchases of 20 or more books in one title. Purchase of the sound
filmstrips is recommended. A number of teaching aids are
available from WWAS free of charge to adopting school districts. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C, the Northwest Area
Foundation, the National Endowment for the Humanities, the Japan 
Foundation, and the Cultural Foundation of Tokyo      

JDRP No. 8040 (12/22/80)

CONTACT 
 
Marjorie Bingham 
or Susan Gross 
Co-Directors 
Women in World Area Studies 
St. Louis Park Schools 
       and 
The Upper Midwest Women's History Center for Teachers 
Central Community Center 
6300 Walker Street 
St. Louis Park, MN 55416 
(612) 925-3632 


INSTITUTE FOR POLITICAL AND LEGAL EDUCATION (IPLE).  A SECONDARY
SOCIAL STUDIES PROGRAM DESIGNED "TO TURN STUDENTS ON TO ACTIVE
CITIZENSHIP." APPROVED BY JDRP FOR STUDENTS OF ALL ABILITIES,
GRADES 9-12. MATERIALS HAVE BEEN USED IN GRADES 6-8.             

                                                              
DESCRIPTION Model Congress/IPLE introduces students in grades
6-12 to the American political, legislative, and legal processes.
While usually incorporated in the Social Studies curriculum, the
program can be used in a gifted program or as a club or other
special interest option. Model Congress/IPLE is flexible enough
to be implemented as a full year curriculum, a semester option,
or as a single unit of study. 
 
The curriculum, originally developed by IPLE staff and New Jersey
teachers, stresses active participation by students through a
variety of activities including role play, simulations, value
clarifications, case studies and practical experiences. The core
of Model Congress/IPLE is a simulation of the Federal
Congressional process and this part of the program is
particularly motivating for students. The research, writing, and
debating skills and the self-awareness that the process
generates, gives students tools they can use long after the
simulation ends. 
 
Materials include Voter Education, Model Congress Resource
Manual, Techniques for Introducing the Law, and Individual
Rights. An additional volume, Juvenile Justice, is also
available. While there is a logical sequence from one manual to
another, each is independent and can be the basis of a separate
elective course or be incorporated into an already existing
course. 
 
Materials may be used without training and are available outside
New Jersey through an Associate Membership. Training for a group
of six or more educators can be arranged upon request.  

DEVELOPMENTAL FUNDING: USOE ESEA Title III 

JDRP No. 74-92 (9/18/74)
 
CONTACT  
 
Rebecca McDonnel 
Director 
Institute for Political and Legal Education 
Educational Informational and Resource Center 
700 Hollydell Court 
Sewell, NJ 08080 
(609) 582-7000 


LAW IN A CHANGING SOCIETY (LCS). A SOCIAL STUDIES PROGRAM
DESIGNED TO IMPROVE THE CITIZENSHIP SKILLS AND ATTITUDES OF
STUDENTS BY PROVIDING THEM WITH AN OPERATIONAL UNDERSTANDING OF
THE LAW, THE LEGAL PROCESS, AND ITS INSTITUTIONS. 
 
AUDIENCE Approved by JDRP for teachers and their students in
grades 5-12.  This program has also been used with students in
grades K-4. 
 
DESCRIPTION Curriculum materials complement subjects
traditionally taught in social studies classes. A broad range of
topics and concepts is addressed in the units, in which
constitutional issues and the functioning of our legal system
predominate. Curriculum materials are activity-oriented, and
legal content provides a natural vehicle for developing skills
related to critical thinking and reasoning. The strategies
encourage students to respond at higher thinking levels, consider
alternatives and consequences, and evaluate both their own and
society's solutions to the social, political, and economic
issues that have been resolved through judicial questions.
Students are exposed to the legal system's strengths and ways to
participate in the system, and encounter positive experiences
with functionaries in the legal system. The format of the
classroom materials makes them easy to use. Each unit contains a
detailed teacher's lesson plan, materials for students, and
a handbook describing 27 strategies to be used. An important part
of the curriculum is the use of community resources. The local
bar association, police department, judiciary, and other legal
agencies and groups provide resource speakers and field trip
opportunities essential to the program. 
 
DEVELOPMENTAL FUNDING: Titles III, IV-C and LEAA   

JDRP No. 79-28 (7/10/79)
 
CONTACT 
 
Hope Lochridge 
Director 
Law in a Changing Society 
Law Focused Education, Inc. 
P.O. Box 12487 
Austin, TX 78711 
(512) 463-1388 
                             
 
LEGAL (LAW RELATED EDUCATION: GOALS FOR AMERICAN LEADERSHIP). A
CURRICULUM TO ENABLE STUDENTS TO DEVELOP KNOWLEDGE,
PROBLEM-SOLVING SKILLS,AND ATTITUDES RELATED TO THE FUNCTIONING
OF THE U.S. LEGAL/JUDICIAL SYSTEM. JDRP APPROVED FOR ALL AMERICAN
HISTORY STUDENTS, GRADES 5, 8, AND 11. 
 
DESCRIPTION Research has found that traditional teaching
approaches have failed to improve students' knowledge of the
processes of the U.S. legal/judicial system. The goals,
therefore, of Project LEGAL are for greater attention to teacher
training and implementation of specific and sequential approaches
to law and civic education. The first component of LEGAL's
curriculum is the introductory unit that is taught in American 
history courses early in the school year. The unit consists of 10
lessons with teaching strategies that systematically and
sequentially lead to the development of high level
problem-solving skills. Teacher's manuals provide detailed lesson
plans for this unit. The first four lessons enable students 
to discover that law affects their entire lives and that our
Constitution and laws are based on societal and individual
values. The fifth lesson presents situations to introduce the
concept of legal values conflicts. The remaining lessons
concentrate on the case method--analysis, formulation of issue
and decision, and development of reasoning. The activities and 
examples are varied to meet the abilities of each grade level.
The second component is the bi-weekly lessons that teachers
prepare to fit into existing state-mandated history course
content. Each of these lessons reinforces the knowledge and
problem-solving skills presented in the introductory units.
Traditional curriculum content is therefore presented, but
through LEGAL's teaching strategies. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C 
 
JDRP No. 81-39 (1/28/82)

CONTACT 
 
James J. Carroll, Ph.D. 
Director 
Syracuse University 
316 Lyman Hall
Syracuse, NY 13244 
(315) 443-4720 
 
                                   
RELIGION IN HUMAN CULTURE (RIHC). A SOCIAL STUDIES PROGRAM ABOUT
RELIGIOUS TRADITIONS AND TOPICS. APPROVED BY JDRP FOR STUDENTS OF
ALL ABILITIES, GRADES 9-12. 
 
DESCRIPTION Religion in Human Culture (RIHC) is a
semester-length, elective social studies course about religion
for high school students. It consists of six instructional units
which may be implemented wholly or in part.  These include a unit
on religious expression and five separate units on the Hindu,
Buddhist, Judaic, Christian, and Islamic traditions. RIHC is a 
program for learning about religions and is intended to help
students acquire greater awareness, understanding, and
appreciation of religious diversity. The curriculum content is
consistent with United States Supreme Court decisions that public
schools shall neither teach nor practice religion but may teach
about religion as it affects human history and culture. The
overall objectives for the Religion in Human Culture series fall
within four categories established by the National Council for
the Social Studies Curriculum Guidelines. Religion in Human
Culture exposes students to religious diversity; develops
attitudes of understanding and respect for the beliefs and
practices of others; centers on the study of religions as part of
the social studies curriculum; furnishes a total teaching package
about the major religions of the world; follows an easy-to-use,
lesson-by-lesson format; and emphasizes inquiry strategies, a
developmental process, and substantive content. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Titles III and IV-C    
 
JDRP No. 79-32 (7/12/79)

CONTACT 
 
Wes Bodin and Lee Smith 
Co-Directors 
World Religions Curriculum Development Center 
St. Louis Park Schools 
ISD #283 
6425 W. 33rd St. 
Minneapolis, MN 55426 
(612) 925-4300 
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