A primary concern of teachers should be teaching students to value, to intellectually understand, and critically appraise values of three types: procedural, behavioral, substantive. (Author/SE)

Objectivity should be an aim of all historical study despite the difficulty in attaining it. By measuring events, documents, or personalities against the standards of the era in which they occurred, students move one step closer to objectivity. Study of time perspective is a social studies skill. (Author/VW)

Sources of objectives in curriculum, descriptions, uses, and kinds of behavioral objectives are reviewed. Unique resolutions in each field of instruction are necessary with both cognitive and affective behaviors included in the design of a behavioral system in curriculum. (VW)

Eighteen ways to informally evaluate cognitive objectives are discussed: grafitti walls; newspapers; card sorts; crossword puzzles; visualizing; debates; audio-visual narratives; ABC lists; concept trees; mini textbooks; incomplete charts; brainstorming; checking guides; logs and journals; drama; manipulative events; student-made tests; student…

The article lists and discusses examples of social studies performance objectives developed by the state of Michigan for both elementary and secondary schools. (RM)

Address at the 52nd Annual meeting of the National Council for the Social Studies.

The complete lesson enables the teacher to relate teaching strategies to levels of cognitive behavior, and stems from the belief that higher levels of cognitive behavior are developed only after a learner first acquires information and then puts that information to use. (Author)

The need for relevant objectives and sound evaluation in the social studies is discussed. (SD)

Many teachers attempt to ignore value questions in the social studies classroom, emphasizing intellectual development alone. Through actions and selection of topics and materials, however, a teacher suggests that he believes in certain ideas and events and, therefore, teaches values. The key issue here is not whether values should be taught, but…

In order to establish a simple, logical relationship between the many elements involved in the new social studies such that they may sensibly be used in the classroom, certain basic questions with answers are spelled out here. (Author/JB)

To the extent that class discussion is representative of the entire program, the dominant emphasis on memory and interpretation questions in this study suggests that the cognitive objectives of the two programs are remarkably similar. (Authors)

How to Learn'' as well as content must be included in social studies programs from K through 12.. (JB)

Researchers have noted that one of the key skills critical to proficient teaching is verbal questioning. With teachers asking about 300 to 400 questions per day and, depending on the type of lesson, as many as 120 questions per hour, it is essential that they be skilled in using verbal questioning. Unfortunately, researchers studying teachers' use…