Examines the historical development of the expanding environments sequence in the elementary social studies curriculum. Concludes that the sequence is obsolete because it is based on the discredited idea that children relive the cultural history of their race as they develop. Argues for abandonment of expanding environments sequence because of its…

Describes the evolution and growth in popularity of the expanding environments framework for elementary social studies. Its reliance on developmental psychology and its portrayal of an artificial, conflict-free world suggest flaws of major dimensions. Concludes that the near-universal adoption of the expanding environments approach may sustain its…

This scope and sequence document for Oregon schools' social studies curriculum adopts the National Council for the Social Studies (NCSS) Task Force on Scope and Sequence publication as a guideline and is organized by kindergarten through eighth grades and by the required high school courses of U.S. history, economics, government, and global…

With the aim of revitalizing conservation education, a conceptual framework for natural resource education was constructed, and a procedure established for integrating this curriculum with existing courses of study in the elementary school. A basic theme was chosen, expressed as "man + natural resources = survival + development." Twelve…

Briefly examines a junior high school correspondence course in social studies. Ten specific skills were introduced at a fairly simple level in the first ten lessons and then repeated at a more complex level in the remaining lessons. Four examples of the skill development components are given. (Author/JK)

In designing a social studies curriculum, teachers and administrators need to consider issues of scope and sequence. Scope refers to the ways in which the content of various units taught in the social studies curriculum are fashioned. Sequence refers to the order in which these units are taught. An examination of the following guidelines is…

The paper addresses itself to the R-L-L Curriculum Model as developed by this Title III ESEA Project. The elements of the model are described: 1) The educational purposes or objectives as defined within the scope of the basic activities of man; 2) The learning experiences necessary for the behavioral objectives stated in terms described by Mager;…

The purpose of this booklet is to broadly describe the scope and sequence and course content of the grade 10 Canadian geography course that is taught in the Lethbridge (Alberta, Canada) Separate School District #51. It also explains the structure of a notation system which is primarily used to ensure that Alberta's course requirements are met.…

A project to develop a sequential and cumulative social studies curriculum for able students in grades 9-12 was carried out by Carnegie-Mellon University in partnership with the Pittsburgh Public Schools. The general goal of the curriculum--to help each student develop to the limit of his ability into an independent thinker and an informed,…

In the planning phase of this ESEA Title III Project, a learning unit was developed to serve as an outline for the first draft of the model. The field-lab approach is stressed in the belief that the "real world" offers a unique learning opportunity, since it includes the "how" of living as well as the inquiry process of…

Presents scope-and-sequence models from the National Commission on Social Studies in the Schools, the Bradley Commission on History in Schools, and three from the National Council for the Social Studies (NCSS) Ad Hoc Committee on Scope and Sequence. Provides NCSS's criteria on scope and sequence and notes that sequence of the five models varies…

The major reason for using the outdoor history museum as a field laboratory is to provide for small in depth studies of "real life" problems relevant for today's students. An authentic New England village of 1790-1840 provides the background for the sequential development of various concepts in the social studies learning unit. Concepts are…

The guiding principles incorporated into this program are: 1) to develop a kindergarten through twelfth grade curriculum in a logical sequence to provide continuity and progression in the program; 2) to have the program enhance the instructional goals of the school system; 3) to link the subject areas that relate most closely to conservation,…

An overview of the kindergarten through grade 12 social studies programs of the Department of Defense Dependents Schools (DoDDS) is presented. Following an introduction, a list of acknowledgments lists the educators who assisted in the development of the DoDDS social studies guides and syllabi. A brief description of the social studies curriculum…

The material in this K-8 curriculum guide is designed to help local Georgia school systems integrate objective knowledge and skills in the social studies curriculum. Two chapters cover scope and sequence and instructional strategies. In chapter 1, 4 main curriculum components (knowledge, values and attitudes, skills, and social participation) are…