This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the…

The problems that may arise in the 21st century must be discovered and analyzed by today's college and lower level students in an effort to forestall later difficulties. (CK)

A model for designing classroom simulations is proposed as a way to integrate values and social studies in the classroom. (Author/KM)

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found…

This paper takes the position that if value inquiry in the social studies is to become something more than a mere "fad" it will have to be grounded upon a sound rationale from which appropriate curricular design and teaching strategies can be developed. The paper then proceeds to offer a rationale for a social studies program organized in a manner…

Paradigms developed from process and content choices are: (1) scientific, discipline centered, (2) humanistic, discipline centered, (3) scientific, practical-problem centered, and (4) humanistic, practical-problem centered. Each is examined for its logical implications for the role of the social studies teacher. (Author/VW)

Construction of an idealized decision-making model discloses four major curriculum and instruction perspectives within the rubric of the new social studies. The matrix is based upon the decision contexts of content and process and is designed to help differentiate between varying intellectual positions, techniques, and strategies. Patterns of…

This article presents an alternative structure for social studies. The structure is based on studying people as grouped by culture rather than by political boundaries. Provides an example of how the cultural grouping might change a standard United States history course. (JDH)

Economics is an important part of the U.S. social studies core curriculum, and this book considers the role of economics education in the development of citizenship skills. Chapter 1 describes: (1) citizenship and economic literacy; (2) the amount of economics education to offer; (3) economics in relation to economic education; and (4)…

Describes a project for building a neighborhood model by a group of primary students. Integrates science, mathematics, and social studies. (KHR)

The purpose of this module on the United Nations is to help students understand the major problems facing today's world and to realize the role the United Nations can play in resolving those problems. The module consists of 10 lessons that can be expanded or contracted, and utilized in a variety of secondary social studies courses ranging from…

The author analyzes the Joint Council on Economic Education economics curriculum in terms of a framework developed by Klein, Tye, and Goodlad (1975), and points to a wide disparity between the ideal or formal curriculum and what actually goes on in the classroom. (Editor)

A decision-making rationale and curriculum model are given. (SE)

A model which describes the major decisions a teacher makes during instructional planning is discussed. The theory presented is derived from human learning research that addresses itself to individual differences. (RM)

The purpose of this study was to provide New Orleans public school administrators and teachers with the information and tools needed to design a systems-based mastery learning (ML) approach to secondary social studies teaching and learning. The following information and tools are provided in this report. There is an introduction to the basic…