Evaluates E. D. Hirsch, Jr.'s proposal for cultural literacy against four standards: clarity, rationale, feasibility, and opportunity cost. Identifying serious flaws in the proposal, Newmann states that the term "cultural literacy" is ambiguous, presents Hirsch's rationale and its shortcomings, argues that the proposal is not feasible,…

The author introduces twenty-six analyses, describes the method of analysis, includes a selection policy for this issue, and lists ten analysts. Each project, analyzed by the combined criteria of the CMAS and the NCSS Guidelines, is examined for background information, product characteristics, rationale and objectives, content, methodology,…

The anthropology materials, designed for ninth and tenth grade students and focusing on understanding of human behavior through acquisition of scientific investigation, are assessed. (SM)

Based on a deductive approach, this evaluated k-12 social studies sequential program focuses on conceptual understandings in anthropology. (SM)

Six paperback economic units intended for grade 12 high school students and junior college students which focus on knowledge, skill, and value objectives are assessed. The course strategy integrates a variety of inquiry learning modes and programed instruction techniques. (SM)

Program descriptions and evaluations are provided for three major sets of sociology materials for secondary grades: Inquires in Sociology, Episodes in Social Inquiry, and Readings in Sociology. (SM)

Two major programs that emphasize the learning process, The Intergroup Relations Curriculum for K-6 pupils, and the High School Social Studies Program are analyzed. (SM)

The elementary unit kits, interdisciplinary and self contained learning systems comprised of a variety of learning activities and media which approach a social studies topic through a method of inquiry, are examined. (SM)

The interdisciplinary social studies materials for sequential use in grades nine through twelve and designed to help each student develop into an independent thinker and a responsible citizen are assessed. Most class activities are organized around directed discussion working toward the objectives of inquiry skills, knowledge, values, and…

The core discipline of the evaluated fifth grade course which is applicable to secondary grades is anthropology; however, because man is the subject, the scope of the curriculum is interdisciplinary. The learning process is emphasized with methodology based on comparison and contrast. (SM)

This article evaluates a project with an inquiry-based methodology in which high school students experience and attempt to solve the same type of urban problems faced by professional geographers. (SM)

This article evaluates law instruction materials that can be combined in an interdisciplinary way in the hope that secondary students will be thoroughtly familiar with the law and, therefore, resist injustice. By using an inquiry approach into case studies students delve into controversial social problems that exist in urban America. (SM)

Interdisciplinary social studies units for grades k-12 are analyzed. Inquiry is the dominant teaching strategy in the materials but emphasis is also on concept teaching.

Eleventh grade inquiry oriented history units which require students to deal with primary source materials are evaluated in this article. (SM)

Elementary social science materials which introduce children to basic social science methods and, further, give students the opportunity to investigate specific areas in human behavior are described and evaluated. A method termed value inquiry'' helps the student gain a realistic understanding of his social environment. (Author/SM)