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Building Reading, Writing and Analysis in the AP U.S. History Classroom
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Heller, Stephen; Stacy, Jason – Social Education, 2013
The building of historical thinking skills has historically been a lonely endeavor for AP U.S. history teachers. Many often generate their own pedagogy, perhaps modified from an AP workshop or generally gleaned from released exam essay questions. However, as currently scheduled, in 2014, the AP U.S. history exam will undergo a redesign that will…
Descriptors: Advanced Placement Programs, United States History, Classroom Techniques, Thinking Skills
The Child's World.
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Joyce, William W.; Alleman-Brooks, Janet E. – Social Education, 1982
Proposes a method for rectifying deficiencies in the widening horizons approach to organizing the elementary social studies curriculum. This method, referred to as "The Child's World," is intended to add relevance, coherence, and flexibility. (RM)
Descriptors: Curriculum Development, Elementary Education, Relevance (Education), Skill Development
The Know-How of Teaching Critical Thinking.
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Munro, George; Slater, Allen – Social Education, 1985
A detailed explanation of a strategy for teaching any critical thinking skill is presented. The skill of distinguishing between statements of fact and opinion is used to illustrate the steps necessary to plan for teaching critical thinking. (RM)
Descriptors: Critical Thinking, Curriculum Development, Elementary Secondary Education, Models
Prologue to Change
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Herlihy, John G. – Social Education, 1974
Generalizations and questions arising from the implementation experience of a social studies program deal with teacher and student teacher responses as well as student attitude and skill change. (Author/KM)
Descriptors: Curriculum Development, Educational Change, Educational Research, Evaluation
Reactions to In Search of a Scope and Sequence for Social Studies: Report of the National Council for the Social Studies Task Force on Scope and Sequence. Preliminary Position Statement of the Board of Directors.
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Butts, R. Freeman; And Others – Social Education, 1984
Some educators applaud this effort to provide guidance to school systems; others, however, are not pleased with the guidelines. Reasons for negative reactions include: lack of rationale, narrow scope, conservative tone, lack of attention to research concerning developmental learning stages, and the reactionary nature of the report. (RM)
Descriptors: Basic Skills, Course Content, Curriculum Development, Definitions
Three Instructional Approaches to "Carmen Sandiego" Software Series.
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Robinson, Maureen; Schonborn, Annette T. – Social Education, 1991
Discusses instructional uses for the "Carmen Sandiego" software series to encourage interest in geography. Suggests "Carmen" be incorporated into the curriculum by teacher-directed grouping that adds teacher instruction into cooperative and competitive arenas, curriculum integration linking diverse specialties, and isolated…
Descriptors: Computer Assisted Instruction, Courseware, Curriculum Development, Decision Making
Helping Students Think about Public Issues: Instruction versus Prompting.
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Parker, Walter C.; And Others – Social Education, 1991
Compares two instructional strategies, prompting and direct instruction, to determine which produces dialogical reasoning in written essays concerning controversial issues. Participants were 45 sixth graders. Finds both strategies equally productive and concludes that the emphasis should be on providing thought-provoking, issues-oriented social…
Descriptors: Comparative Analysis, Controversial Issues (Course Content), Critical Thinking, Curriculum Development
In Search of a Scope and Sequence for Social Studies: Report of the NCSS Task Force on Scope and Sequence, November 1, 1983. Preliminary Position Statement of the Board of Directors.
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Social Education, 1984
A K-12 social studies scope and sequence that is realistically possible to implement is presented. Contents include: mandate for citizenship education; definition and goals of social studies; an illustrative scope and sequence, providing specific grade level examples; examples of applications of democratic beliefs and values; and essential social…
Descriptors: Basic Skills, Citizenship Education, Course Content, Curriculum Development