World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state…

This article examines the discourses of preservice and practicing elementary school teachers as they participated in focus group discussions about instructional materials and resources for planning and teaching historical content within their social studies curriculum. The study took place in a professional development school setting in which…

Because of the pressure to increase test scores in reading and mathematics, content areas such as social studies are being eliminated from many elementary schools' curricula. It is critical that teachers find ways to integrate social studies into reading and mathematics. Social studies and mathematics may not immediately come to mind when…

Social studies departments today face the challenge of how to successfully orchestrate four major components of curricula change -- staff concerns, evaluating the curriculum, course content, and restructuring the curriculum. (Author)

The six stages of citizenship development through which a child passes from the time of birth are discussed, and the teaching methods and curriculum for citizenship education that are appropriate at the various levels are described. (RM)

Criteria are described for selecting specific issues, events, and documents to be covered in history courses. Teachers should base content selection on basic concepts within the discipline, social needs and values of the class, pedagogical considerations, and the principle of economy in meeting multiple needs. (Author/AV)

The question of why students think there are two kinds of American history taught--one in the K-12 system and one in the university system--can be examined critically using Emile Durkheim's (1973) description of the sacred and the profane. The history taught in K-12 classrooms often focuses on idealized accounts of the past that protect the status…

Recalls the development of a 1970s high school economics textbook and curriculum titled, "Economics in Society," and how it developed into an adult education curriculum. The curriculum emphasizes a thematic approach to economics focusing on concepts and institutions, industry organization, the national economy, and developing countries' economies.…

Reviews the history, characteristics, and impact of the New Social Studies movement in the United States during the 1960s and 1970s. Describes the educational goals, teaching methods, and instructional materials commonly used in the New Zealand social studies curriculum. (CFR)

An alternative to the survey approach for teaching history is the team-taught humanities course, that has enjoyed considerable success at Illinois State University, in which history is integrated with art, music, and literature. (Author/ND)

Critiques Diane Ravitch's suggestions for the revival of history in the school curriculum. Characterizes her arguments as conservative and compares her to the anti-progressives of the 1950s. Calls for less emphasis on traditional history and discusses alternative conceptions of history. Examines the California History Social Science Framework. (KO)

Discusses a survey of 56 advanced placement (AP) U.S. history teachers. Explores the scope of AP history and types of posttest activities used after Advanced Placement examinations. Concludes that public school courses developed more deeply into post-1960 events than the private schools did. Describes movies, debates, simulations, and local…

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 outline of a unit used to teach the political science concept of model-building to both average and above-average high school students is provided. (DE)

Educators must decide which concepts, generalizations, and content of multicultural education are to receive priority attention. Characteristics of curricular elements to be selected as foundations of multicultural education are discussed. (RM)