On September 17, 2013 (Constitution Day), the C3 Framework was released under the title "The College, Career and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History." The C3 Project Director and lead writer was NCSS member Kathy Swan, who is…

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)

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,…

Cites observations about social studies education in the United States by two Australian doctoral students in social studies education. Observations include that concept teaching is limited, social studies is treated primarily as a collection of social science disciplines, teaching is generally expository in nature, student needs and interests are…

Describes the "Neighborhood Walking Tour" project in which gifted sixth graders worked with college students in Duluth, Minnesota to compile histories of buildings located in their neighborhoods. Evaluation results show that the project results in a greater awareness of appropriate sources for the collection of various types of data. (RM)

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)

This checklist of criteria is intended to assist school system personnel in better determining the effectiveness of their educational programs in the area of citizenship education. (RM)

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)

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)