Describes the establishment of the Ad Hoc Committee on Scope and Sequence by the National Council for the Social Studies (NCSS). Outlines the responsibilities of the Committee, the process used to formulate curriculum criteria and the resultant criteria for social studies education curriculum design. (SLM)

A sequence for teaching quadratic equations is presented. Considered are: multiplying arithmetic binomials, multiplying algebraic polynomials, reversing the process, missing terms, perfect squares, other special forms and diagrams, quadratic equations, completing the square, systematizing the process, the general form, graphing equations, and…

The need for developing a geometry curriculum sequence is discussed. Work by a group of about 50 mathematics educators on intuitive aspects of Euclidean classifications and relations is presented. Textbooks were analyzed, a sequence of concept clusters developed, and a scope-and-sequence chart included. (MNS)

Describes a study of teachers as curriculum developers in a broad organizational setting. Identifies three themes that shaped the teachers' participation: their low status, isolation from other teachers, and lack of rewards. Includes tables and appendix. (MD)

Presents a scope and sequence for social studies grounded in global education. Four essential elements set the boundaries for the scope of the curriculum: (1) the study of systems; (2) the study of human values; (3) the study of persistent issues; and (4) the study of global history. Illustrates how these themes are sequenced throughout grades…

Proposes a model for a comprehensive arts curriculum. Discusses the significant phases of the curriculum and relates them to each other. These phases include identification of values, conceptualization, systematizing, interpretation, operation, and experience. Lists five objectives that serve as criteria for judging the worth of curricula. (KO)

Three sequences of coursework are detailed in the curriculum development guidelines provided in this document. The 4-year sequence, structured around problem-solving, applications, and the acquisition of theory, is designed for the college-bound student who plans to enter a mathematics-based field of study. The 3-year sequence is designed for…

Provides the recommended scope and sequence for social studies from the National Council for the Social Studies Task Force on Scope and Sequence. Outlines the knowledge base and skills which undergird social studies education, and gives grade level examples of the substantive content from K-12. Offers a chart which gives optional sequences for…

Charts development and describes features of multidisciplinary health studies course emphasizing experiential learning being introduced as part of Munn and Dunning development program. Suggests methods for easing tensions generated when aspects of school-based development are introduced into centrally controlled curriculum change to develop…

Offers a thematic approach for social studies scope and sequence. Outlines 10 themes which are offered at each grade level K-12 providing the scope for the curriculum. Illustrates how higher-order thinking and inquiry can be incorporated into the program and outlines the content for grades K-12. (SLM)

Provides an annotated bibliography from the U.S. Department of Education's Educational Resources Information Center (ERIC) that highlights current trends in social studies curriculum development. Computer use in education and science and technology are curricular trends emphasized along with reports from the Bradley Commission on History in…

This module explicates the concept of curriculum articulation, one of the instructional characteristics of effective schools set forth in the Minnesota School Effectiveness Program. Curriculum articulation and organization describe the scope and sequence of a curriculum, as it relates to the goals that a school district has for its students.…

Presents scope-and-sequence models from the National Commission on Social Studies in the Schools, the Bradley Commission on History in Schools, and three from the National Council for the Social Studies (NCSS) Ad Hoc Committee on Scope and Sequence. Provides NCSS's criteria on scope and sequence and notes that sequence of the five models varies…