Fifteen major concepts form the basis of the New York State schools K-12 social studies program. They are: (1) change, (2) choice, (3) citizenship, (4) culture, (5) diversity, (6) empathy, (7) environment, (8) human rights, (9) identity, (10) interdependence, (11) justice, (12) political system, (13) power, (14) scarcity, and (15) technology. The…

Guidelines to help elementary and secondary educators in Pennsylvania teach U.S. history and Pennsylvania state history are presented. Educators in other states can also use or adapt the guidelines. The first part of the guide contains educational objectives for Pennsylvania state history in the fourth grade and for U.S. history in the fifth…

This revised Stark County (Ohio) curriculum guide provides a basic framework for a sequential grades K-12 social studies program. The guide contains the program's philosophy and goals, information about student evaluation, and position statements on social studies, citizenship education, and conceptual learning. The section on elementary education…

Presents the source method that Mary Sheldon Barnes publicized in her book, "Studies in General History" in 1885. Defines the source method as the thorough examination of original source materials through the application of systematic inquiry tools. Points out that Barnes combined the study of history with the study of contemporary life.…

Presents abstracts of 10 documents, selected and reviewed from the Educational Resources Information Center (ERIC) that deal with the debate over how to teach history. Includes information for accessing or ordering documents. (NL)

Argues that a complete and accurate understanding of constitutional history and constitutional law requires the study of state constitutions. Maintains that state constitutions contain a coherent political theory that is, in important respects, at variance with the concept of federalism. (CFR)

Argues that the elementary social studies curriculum is based on unimportant and disconnected topics that are of little relevance or interest to students. Proposes a curriculum based on major social education goals such as shelter, citizen participation, and the appreciation of a multicultural society. Suggests seven steps teachers can use to…

This guide is intended to assist California educators responsible for implementing the state's K-8 history-social science curriculum and provide practical ideas for bringing this curriculum into alignment with the History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve. The guide puts forth 10 principles…

In 1991, the 50th anniversary of the United States' entrance into World War II was observed. This is an opportune time to reevaluate and renew the teaching of this cataclysmic event. Most people have been affected by the political, economic, and social consequences of the War. But perhaps the most important reason to rededicate ourselves to…

Clarifies the advantages and disadvantages of teaching state and local history. Lists suggestions made by J. J. Blaga and L. E. Nielson for the improvement of state studies. Notes that these suggestions have significance for the long term but that methods for short-term improvement have not been forthcoming. (KO)

States that cultural pluralism has been important in U.S. society since the founding of the Republic. Identifies four conceptualizations of pluralism, two based on assimilation and two based on the persistence of multiculturalism. Concludes that a multicultural society that acknowledges common core values is essential to the success of the U.S.…

Reviews the 10-part video series, "Geography in U.S. History," designed to integrate geographic concepts into secondary U.S. history instruction. Contends that several of the programs are excellent whereas others have major limitations. Provides an overview and evaluation of each video. (CFR)

Presents the Bradley Commission on History in Schools' recommendations that history become the core of the social studies curriculum. Identifies six themes of historical inquiry, and outlines topics for the study of U.S. history, Western civilization, and world history. Analyzes the place of history in all grades. Suggests changes in curriculum.…

Maintains that over 50 years ago the American Historical Association began to reshape history and social education. Asserts that only recently have professional historians begun to become reinvolved in history instruction in the schools. Describes the efforts to create National History Standards in both world and U.S. history. (CFR)

Maintains that the National History Standards are a collaboration among classroom teachers, scholars, and curriculum specialists. Discusses the process used to develop the history standards. Asserts that the most contentious issue was the treatment of western civilization in the presentation of historical criteria. (CFR)