Presents a model for curriculum selection which will assist the teacher in making well-grounded curricular decisions. The model incorporates Desired Outcome Validity, Student Related Validity, Intellectual Support Validity, and syllogistic reasoning. (KC)

Presented is a comprehensive curriculum model for developing a K-12 values education program. The model includes a rationale and educational goals and objectives and discusses teaching methods and activities appropriate for implementing the goals. (Author/RM)

Examines three curriculum projects in order to evaluate the organization of social studies curriculum around the social science disciplines. Concludes that curriculum often minimizes students' creative powers by stressing logical tidiness at the expense of the social, personal, and communal processes which characterize social science. (Author/DB)

Questions whether the requirement of more history courses, as called for by some reformers, will advance citizenship education. Explores the questions: Will the incorporation of more history improve social studies programs? Is curriculum reform the most urgent need in social studies education? and Should the nation expect widespread change in how…

Maintains that the field of social studies defines its central purpose through endorsements of citizenship education. Reports on three case studies of elementary teachers using Catherine Cornbleth's three types of citizenship education: the illusory, the technical, and the constructive. (CFR)

Attempts to broaden the theoretical base and practical applications of multicultural education by examining the contributions of European American educators to the process. Advocates members of the dominant culture using their own lives as starting points for studying how that culture is maintained. (MJP)

Asserts that, for citizens in a democracy to understand and act upon complex societal issues, they must be able to integrate knowledge from a variety of subjects. Traces the history of interdisciplinary social studies education and examines arguments of its supporters and detractors. (CFR)

Maintains that Albert Bushnell Hart was a leading figure in history education. Discusses his contributions to history's emergence as a modern school subject and to its inclusion as a core component of the school curriculum. (CFR)

Contends that social studies suffers from a lack of a clear and solid foundation. Maintains that the principles, content, and practices of democracy should be considered as the foundation for social studies education. (CFR)

Reports on a survey of school administrators and teachers regarding the relationship between the status of elementary social studies and the goal of personal development for the greater good of society. Finds that competition for resources, low student interest, and an uneven curriculum have pushed social studies to the background. (CFR)

Reports on a study of the impact of a transformative curriculum in social studies among 96 11th-grade students in a New York City high school. Illustrates problems teachers face when they assume that students are making the intellectual connections expected of them. (CFR)

Discusses how Cold War ideological models provide a way to examine the U.S. role in world affairs. Discusses and compares on the writings of Paul Gagnon and Noam Chomsky on this topic. Concludes that students should stand outside both models to develop a meaningful perspective on the U.S. role during the Cold War. (CFR)

Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum. Houghton Mifflin displayed a global-humanistic perspective while Macmillan favored a nationalistic, exclusionary approach. Includes examples from both. (MJP)

Reviews the social studies goal of citizenship education. Describes the goals, instructional techniques, evaluation methods, and classroom management strategies used in the Mississippi Freedom Schools during the middle 1960s. Contends that these schools could be used as a model for effective social studies instruction today. (CFR)

Describes a unit on North American colonization taught in an eighth-grade history class. Profiles the students' knowledge of colonial history before and after the class through in-depth interviews. Discusses current reform movements in social studies instruction and how they relate to this unit. (MJP)