Education debate often appears polarised between those who advocate a specific curriculum that should be "delivered" by teachers and those that advocate student-centred approaches that develop skills and understanding. This paper goes to the heart of the tension via an exploration of the "curriculum question." The purpose of…

The nature and meaning of "problem" as it is used in the social sciences is examined. The effect of various definitions of the term on curriculum development and content is discussed. (MJB)

This paper suggests an approach for organizing the social studies curriculum to meet the need to identify specific goals while allowing for flexible content. Includes an example of how the approach works in the area of citizenship education. (JDH)

Information from the social sciences, related to the development of substantive content for social science curricula at the secondary school level, is recorded in 16 interviews with small groups of social scientists. A cross-representational team of psychologists and educators conducted these two-and-one-half-hour interviews to obtain the social…

Prepared by the Texas Education Agency for use in integrating career education into existing school programs, this curriculum guide presents an overview and objectives of career education. Other sections of the guide discuss: (1) Implementing Career Education, (2) Career Education in the Elementary School, (3) Career Education in the Middle…

The product of the Task Force on Community Development, Curriculum and Training Needs, the report focuses on community development as an emerging field of knowledge and is intended to serve as a guide for self-study, orientation, inservice, undergraduate, and graduate training for community development professionals. Topics treated include: the…

The author presents a general framework of social studies concepts and inquiry processes to be developed in the middle years, which correlates to primary and secondary offerings and which are appropriate to the developmental stages of students aged 8-13. (SJL)

A 1985 review of secondary education in Alberta culminated in a set of policies and directional statements designed to more effectively prepare students for the future. One challenge arising from these policy statements was the identification of essential concepts, skills, and attitudes that all students should acquire by the time they graduate…

The research project identifies discrete ideas, topics, and concepts appropriate to an interdisciplinary plan for consumer education, K-adult, and assigned sequence program objectives to them. The overall goal for consumer education is stated "to help the individual achieve a satisfying life style by developing an understanding of the economic…

Argues that the elementary social studies curriculum is based on unimportant and disconnected topics that are of little relevance or interest to students. Proposes a curriculum based on major social education goals such as shelter, citizen participation, and the appreciation of a multicultural society. Suggests seven steps teachers can use to…

In this paper guidelines which provide direction toward the development and structure of a course in social foundations of education are outlined. A systems approach to organization of the course is used as both a content and process guide. The construct of the parts of this education system defines four operational functions: 1) development of…

Describes the creation and implementation of voluntary standards and benchmarks for the teaching and learning of economics at the precollege level. The standards, established by the National Council on Economic Education in 1997, outline fundamental economic concepts to be taught at each grade level. Includes copies of the standards. (MJP)

Intended for curriculum developers, this revised Framework presents a set of basic concepts for teaching K-12 economics. The revision reflects the change and development which the field of economics has undergone and includes improvements suggested by users of the first edition. The purpose of teaching economics is to impart a general…

The focus of the volume is on reasons for selecting or not selecting any particular social science content, including history, for inclusion in the elementary and secondary social studies curriculum. Prominent authors from each of the social sciences--among them, Paul Ward, David Easton, and Ronald Lippitt--describe the nature of their disciplines…