Successful curriculum development in any school subject requires a clear and established set of elements: agreed and widely appreciated goals; effective criteria for the selection of important knowledge content; and an explicit and well-integrated explanatory base for authentic problem-solving related to the subject goals. The article shows that…

Three epistemological domains for history are discussed: the present concrete world, chronological ordering, and ideas. The nature of the epistemic network is emphasized through the formula history presupposes as a recognition of the contemporaneity of the past and the historicity of the present. (Author/DS)

A teacher reminisces on her experiences in Japan after World War II. (JD)

Social studies as taught in many schools is anti-intellectual, formless, and ineffective. History, if properly taught, is at the opposite extreme: challenging to the point of being beyond the comprehension of young students. Social studies at its worst is experimental psychological manipulation. At its best it can be a useful synthesis of concepts…

Provides the recommended scope and sequence for social studies from the National Council for the Social Studies Task Force on Scope and Sequence. Outlines the knowledge base and skills which undergird social studies education, and gives grade level examples of the substantive content from K-12. Offers a chart which gives optional sequences for…

Offers a thematic approach for social studies scope and sequence. Outlines 10 themes which are offered at each grade level K-12 providing the scope for the curriculum. Illustrates how higher-order thinking and inquiry can be incorporated into the program and outlines the content for grades K-12. (SLM)

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…

The standards of learning objectives for social studies are presented as a framework for curriculum planning and instruction. Program foci and objectives are described for each instructional level from kindergarten through grade 12. Objectives reflect the concern for developing concepts, attitudes, and skills in geography, history, culture, social…

Maintains that criticism of the history National Standards (from educators and historians, not the conservative media) has been unspecific and poorly focused. Argues that standards, by their definition, are exclusionary. Questions the attempt to develop critical thinking at an early age. (MJP)

The views of biology department heads concerning the state of the art in program development were surveyed. A random sample of 132 biology department heads in state-supported colleges and universities responded to questions focusing on program development and curriculum aspects. The responses were compared to those of English, history, and…

Asserts that the early childhood social studies curriculum should enable children to rethink and revise their tentative understandings of the world in light of new information and experiences. Argues that teachers must have knowledge of history, the social sciences, and cultural pluralism to design and teach social studies effectively. (CFR)

Defends the history National Standards as an excellent and inclusive guide to the broad topics and themes appropriate to a U. S. history course. Nonetheless, characterizes the Standards as pedagogically conservative. Recommends an alternative approach emphasizing critical thinking and interdisciplinary instruction. (MJP)

Utilizes New York state's development and attempted implementation of multicultural education as a case study providing a concise yet thorough examination of the principles, objectives, and controversies surrounding this issue. Delineates the people and organizations involved in grass roots organizing and media representation on both sides of the…