A review of "The September 11th Education Program: A National Interdisciplinary Curriculum" reveals a sensitive and well-created program for the 5-12 social studies teacher to use in teaching about the challenging subject of 9/11. This program provides an opportunity for teachers to find a balance among understanding, critical analysis,…

Recommends that education should be general and integrated, rather than fragmented into many discrete subject matters. Suggests 10 questions around which an integrated social studies curriculum can be built. Questions include "How can poetry and physics interact?""How can vision be added to our fund of facts?", and "What is the relationship…

Discusses "Project 2061," a reform initiative for science literacy. Explains that reform is needed in science education because developments in science and technology continually transform daily life. Suggests that taking an interdisciplinary approach to science will make the subject understandable to more people. Argues that curriculum…

An interdisciplinary approach to environmental education, incorporating both the sciences and social sciences, is presented. (DE)

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

The author examines the overuse of the structure of discipline in social studies curriculum. The utilization of a problem-solving methodology which deals with value-conflict issues is recommended as a substitute. The problem-solving process would cut across and utilize every subject area. (DE)

Constructing a matrix model not only offers the teacher a theoretical and practical method for organizing his own knowledge about a topic, but provides a vehicle for the student to cope with contemporary knowledge explosion in a realistic and sophisticated manner. (Author)

Discusses the multidisciplinary nature of energy-related problems and suggests that teaching about energy brings classrooms closer to the real world. Provides examples of energy-related subjects for grade levels and content areas. (KC)

Integration of the social studies disciplines for more complete understanding of man's problems is promoted as reform to "real" social studies curriculum. (Author/ND)

Identifies and criticizes eight myths of curriculum integration. Points out the high, real, and certain costs of curriculum integration relative to the low, vague, and difficult-to-measure benefits. Questions the ability of curriculum integration to improve achievement, facilitate accurate accountability, and generate appropriate curriculum…

Geographers need to consider the logical relationship of their discipline to other disciplines, particularly the social sciences. In so doing they will inevitably emerge with a more viable concept of their crumbling discipline, one which should help them formulate normative proposals for curriculum reform. (RM)

Describes the development and implementation of interdisciplinary four world studies courses at Queens College (City University of New York). Discusses the planning process in which teaching teams from the social sciences and humanities developed course content and objectives. States that the courses were designed to be part of the undergraduate…

Contends that teaching multicultural courses in social studies often occurs without a complete understanding of the key concept of culture. Asserts that anthropology can provide this understanding because it is interdisciplinary and comparative. Provides four examples of anthropological models to guide multicultural education. (CFR)