Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

A problem exists in grading practices accurately measuring student achievement. Both students' academic achievements and nonacademic factors, such as effort, homework completion, and behaviors continue to factor into grades. This combination can lead to inaccurate representation of true academic ability, rendering a grade useless. While…

West Springfield High School sits on the outskirts of Washington, D.C., in Fairfax County, Virginia. WSHS is home to a thriving and growing technology education program. In recent years, the program has exploded from less than 175 students to well over 425. These numbers are expected to continue to grow in the foreseeable future. In 2002, the…

Ten selected topics used in the team teaching of United States history in a senior high school are described. (DB)

Since academic sociology's birth in this country, sociologists have not been shy about publicly praising and ridiculing the discipline. Though sociologists have been the primary participants in the seemingly endless debates about sociology's proper subject matter, methods, and purpose, there is another group that has also struggled over the past…

Provides a list of 20 knowledge, skill, and attitude goals for teaching about Europe in high school European history courses. Stresses education for international understanding, avoidance of simplistic stereotypes, and recognition of the diversity and power of Europe in the contemporary world. (JDH)

Argues that an in-depth, interdisciplinary course in European history is a positive addition to the typical high school history curriculum. Provides a rationale, brief history, course outline, assignments, and a selected bibliography for an elective high school history course covering Russia and Austria around the turn of the 20th century. (JDH)

From October 1 through December 31, 1965, activity was concentrated on the selection of a curriculum and the development of topic objectives within each course of study. The proposed curriculum outlined for grades 9 through 14 is based on meeting the four identified domains of specific vocational, general vocational, citizenship, and…

Critical thinking programs should explore both practical and academic problems, including problems without "correct" answers. The year-long "Intelligence Applied" program avoids common critical thinking program pitfalls and covers intelligence theories, intellectual and experiential skills, techniques for everyday application,…

Outlines a two-semester high school course in Yearbook Desktop Publishing in which students learn desktop publishing skills along with the traditional yearbook curriculum. Presents general and behavioral objectives, rationale, and a course outline of concepts to be covered. (SR)

This paper describes a practical attempt to resolve conflicting subject options of fourth- and fifth-formers in comprehensive schools. (Author)

The area of rhetorical criticism has rarely been perceived as having a valid or useful role in the high school speech curriculum. However, a rationale for the inclusion of rhetorical criticism in high school speech instruction may be found in the accepted goals of speech instruction, because the failure to teach students the skills of rhetorical…

Describes Notre Dame High School's (California) integrated bioethics course, which contains units on basic concepts of goals, rights, and duty ethics; reproductive technologies; genetic technologies; death and dying; behavior modification; and experiments with human subjects. Provides a bibliography of student and teacher materials. (DMM)

This sourcebook contains descriptions of original leadership course syllabi and programs for use by educators, student activity directors, and others designing and delivering leadership-development courses and programs. To be selected for this sourcebook, programs must focus on leadership; contain details about curriculum objectives, format,…

An outline is presented of the objectives and content of courses offered for credit in high schools in South Carolina. Courses in the following subjects are described: (1) art; (2) drama; (3) driver education; (4) environmental education; (5) foreign language: French, German, Russian, Spanish; (6) health; (7) language arts; (8) mathematics; (9)…