Discusses a strategy for unifying and improving the social studies curriculum through an "outcomes sought" approach. Outlines eight measurable qualities students completing social studies should have achieved. Discusses implications of this approach. (LP)

A review and summary of the background and purposes of the NCSS Social Studies Curriculum Guidelines are presented. (KM)

The revised 1983 National Council for the Social Studies Curriculum Guidelines are printed here in their entirety. (RM)

Political science education guidelines based on the writings of political scientists offer little aid in developing specific curriculum content. (KM)

Illustrates the need for revising elementary level social studies curricula along the lines of topics (areas) of interest to a child--home, school, community, nation, and planet. To help teachers develop curricula to meet particular student and class needs, the article suggests that an activity/content chart be kept reflecting content analysis,…

A rationale and suggestions for including career development activities in the elementary social studies curriculum are suggested. Suggestions are presented in outline form. They include community helper (kindergarten)--reinforced by a classroom visit by a fireman and factory worker (grade five)--reinforced by a field trip to a clothing factory…

Argues that a separate course of study called "History" should be included in the New York state revised secondary social studies program. History instruction will help the student gain a perspective of time and understand him/herself, his/her society, other societies, and the world. (RM)

The author argues that, if social studies belong in the curriculum, then it is because of its application of the social sciences to the study of the social world--discovering more about the interaction between people and events, people and the physical environment, and people and people. A brief history of social studies education is included.…

Thirteen multidisciplinary, student involving teaching techniques center on the environment and particularly the need for energy conservation, through concepts such as stewardship, scarcity, planning, valuing, survival, and interdependence. (DE)

An economics course for senior high school students which relies on cameras and cassette tape recorders in one locally developed project is described. A second is the effort by another high school to indicate a social studies curriculum meaningfully related to the real world. (Author/KM)

Urban education must be facilitated by (1) extensive development of teaching material; (2) implementing the possibilities found in discipline-based, issue-based, or student-based curriculum design; and (3) improving instruction: the keystone of the educational program. (JB)

Examines the nationalistic bias in the domestic public concept of U.S. foreign policy, and the educational neglect of the critical study of issues. States that critical education in which foreign policy issues are carefully analyzed is the end toward which schools should be striving. (GEA)

Critically assesses current reformist views on teaching social studies. Warns that these educators and the American Federation of Teachers (AFT) position is anti-intellectual, contradicting the ideals of education and democracy. Encourages healthy debate about social studies and supports the virtues of humanism, skepticism, and pluralism. (NL)

Disagrees with the current educational reform premise that John Dewey's theories dominate education. Claims the absence of theory is responsible for current problems, rather than adherence to formalistic theory. Attacks the common content thesis and claims that providing vague background knowledge is the problem. Explores the future of the social…

Suggests that truth, beauty, and the notion of morals and ethics are the essence of knowledge. Stresses the obligation of educators to encourage the feelings in their students that generate social responsibility. Claims the humanistic issue precedes social science. (NL)