Discusses various writings on behavioral objectives for teaching English and wonders why objectives such as concepts, generalizations, insights or understandings are omitted by today's behavioral objectivists. (RB)

This teaching and resource guide for Theme III of the secondary social studies program offers a cross cultural approach in the hope that students will develop an integrated world view as they study man and his behavior, groups of men, uses that men have of the earth and its resources, and political institutions. Five units comprise the course…

This publication, a revised edition of ED 081 706, contains a conceptual framework for social studies curriculum development. The social science disciplines--anthropology, economics, geography, history, political science, psychology, and sociology--are considered resources for providing the key concepts, insights, and methods of inquiry enabling…

Social and affective objectives are being increasingly accepted as integral parts of the school curriculum. Generalization effects produced by a training program in classroom participation skills were analyzed for two classrooms of seventh-grade boys with reading, writing, and disciplinary problems. Subject, situation, and behavior variables were…

A framework, based on the idea that social studies curriculum should be founded on conceptual understandings and processes drawn from the various social science disciplines, suggests how concepts and related generalizations from each of the disciplines may be used as initial building blocks for developing curriculum. The disciplines are considered…

This handbook is based upon a new social studies curriculum designed to give students guided experience in the responsible use of personal freedom. The new approach seeks to provide actual experience in the making of choices and judgements in order to improve man's relationship to his social and physical environment. Thus, the new social studies…