The focus of this article is centered around this fundamental question and attempts to provide a more systematic framework needed to clarify the general nature of the relationship between behaviorally stated educational objectives and the assessment of their acheivement. (Author)

Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

Starting from the belief that objective scholarship is a necessary requisite in a black studies rationale, the author goes on to point out the complexities in attaining that objectivity. Teacher qualifications and student participation in planning are briefly discussed. (JB)

Discusses the lack of consensus among social studies educators as to definition of and rationale for the field. The relationships between social studies rationales and goals and between goals and objectives are examined. (RM)

Outlines methods for developing a social studies curriculum by identifying community mores, student characteristics, specific outcomes expected of students, teacher behaviors, and textbook selection. The rationale is that in determining goals, it is necessary to focus on the community and the students and their development within that community.…

This article examines how the social sciences should provide the foundation upon which educators can modify old curricula to achieve a humanistic curriculum. Emphasis is placed upon the fact that social science disciplines have a common denominator of man which is readily adaptable to humanistic education. (DE)

Presents a synthesis of values education activities and programs and relates values education to social studies. Suggests that values ideas should be internalized and transferred to existing social studies curricula by teachers rather than theorists. (Author/DB)

Explores ways to organize skills which aid in developing the reasoning process. Suggests a social studies curriculum which focuses on a skill network composed of facilitating skills (observation, classification, spatial relationships), processes (inferring, predicting, hypothesizing), and operations (communications, interpretation, social…

Upon rejecting traditional world history curricula, which include all chronological developments from cave dweller to 20th century, a course is suggested to study significant patterns of government, economics, revolution, war, major religions, geography, scientific advancement, education, and rise and fall of civilizations. (Author/AV)

An interdisciplinary approach reveals social reality as a totality and allows and promotes intelligent change in the construction and implementation of curriculum. (Author/KM)

The challenge to the curriculum specialist is to determine objectives for citizenship which consider the varied democratic principles and societal value demands, and to create a cooperative professional relationship between the college-level and school level curriculum specialist. (Author/KM)

An emphasis on an integrative, interdisciplinary approach in high school and college is argued to be the best overall approach for the specialization for the student at the graduate level. (Author/KM)