Explores the New York State Great Irish Famine Curriculum Guide, discussing the author's initial reaction to the guide. Focuses on the strengths and discusses specific parts, such as the inclusion of background information and the student learning outcomes. Addresses how to include the guide into an already-filled curriculum. (CMK)

Provides responses to two articles featured in this issue of the Social Science Docket: (1) "Demythologizing Subject Matter: Teaching Ireland in the Curriculum" (David Cowell); and (2) "Review of the New York State Great Irish Famine Curriculum Guide" (Kevin Sheehan). (CMK)

This document contrasts the concept of multiculturalism as it appears in the proposed New York State curriculum guide, "A Curriculum of Inclusion," and as it appears in the California State history/social sciences curriculum. California uses the following approaches to reflect the multiracial, multicultural nature of American society:…

This study found that syllabuses and instructional supplements issued by New York State lacked the amount and kind of information essential for optimal education of African American and other minority group students in inner city schools and have a "chilling effect" on teacher initiative and creativity. The following types of documents…

A REVIEW AND EVALUATION OF THE N.Y. STATE SYLLABUS, "RUSSIAN FOR SECONDARY SCHOOLS," REVEALS THAT IT PROVIDES GUIDELINES FOR THE STRENGTHENING OF RUSSIAN PROGRAMS IN THE STATE. IT DESCRIBES A 4- TO 6-YEAR SEQUENCE OF STUDY DIVIDED INTO LEVELS, WHICH, HOWEVER, DO NOT NECESSARILY CORRESPOND TO THE SCHOOL GRADES. EACH LEVEL DOES CONTAIN…