The goal of this K-8 social studies curriculum guide is to ensure instructional consistency at each grade level and sequential growth in content and process skills. Within the K-6 grade levels, the curriculum objectives are itemized under the discipline areas of geography, history, cultures/ethnicity, citizenship/government, economics, and…

Guidelines developed by the Section on Anatomical Sciences of the American Association for Dental Schools are presented. These guidelines were drawn up as an effort to provide a general criterion-referenced standard against which a school can measure its course content in histology. (MLW)

Explains structural procedural objectives which are based upon knowledge structure and cognitive processes and proposes a rationale for using them in nutrition education curriculum guides instead of behavioral objectives. (DC)

This curriculum guide covers the objectives for grades 9-12 social studies classes in civics (grade 9), U.S. history after 1865 (grade 11), and government and economics (grade 12). The skill levels to be obtained are itemized under "Skills for High School," and include reading skills, study skills, reference and information search…

Developed for Manitoba (Canada) educators, this guide is designed to assist teachers and administrators in the implementation of a K-12 art program. Among the goals outlined are: (1) teachers should emphasize major components of the art program, including skills and concepts central to art education; (2) teachers need to give feedback about the…

This outline for a high school yearbook course provides a course description and lists student responsibilities, behavioral objectives for each of nine areas, and resource materials. (GT)

This social studies course of study for the Cincinnati (Ohio) Public Schools is organized into four sections. Section 1 highlights the broad changes from the previous course of study in the Overview, Introduction, and Special Program Features sections. Program features described in detail include significant areas of new emphasis: history…

Divided into eight documents, an introduction and guides to the program for levels 1-7 (which corresponds to grades 4-10, respectively), this material makes up the civic education program for schools in the Northwest Territories (Canada). The introductory guide includes a statement of philosophy and goals, an overview of the program,…

This program, developed at the Ogden-Weber Education Center (Ogden, Utah) provides a curriculum for all levels of mental handicap, in which exit objectives of one phase meet entrance objectives for the next phase, and all objectives meet the requirements of the setting in which mentally handicapped students will live after completion of public…

This social studies curriculum guide for grades K-12 contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential…

This resource guide has been prepared to help high school personnel infuse energy education into the basic education program of grades 10-12. The resource guide has two major sections. The first deals with the "why, what, when and where" questions of energy education including a set of objectives and concepts relative to energy education at the…

This social studies curriculum guide for grade 2 in the Metropolitan School District of Warren Township, Indiana, contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General…

By taking a two-semester course in theatre, students in grades 10 through 12 can gain a better understanding of drama. Theatre I provides an overview of the field of theatre and serves as a prerequisite to all further theatre courses. Upon completion of the first course, students should be able to (1) respond aesthetically to theatre; (2)…

When teachers prepare their own curriculum outlines, crucial issues come to the surface, promoting examination of what teachers believe about themselves, about children, and about teaching. (Author/MLF)

This manual on dance education focuses on relating dance to the entire curriculum and bringing creative energy to learning. Dance activities can be used in the: (1) perceptual/motor domain to facilitate the acquisition of learning readiness skills; (2) cognitive domain to clarify and amplify subject area concepts through physical experience; and…