Applauds the adoption of National Standards in Civics and Government as necessary and overdue. Briefly describes the consensus-building process that produced the standards. Contains a list of the five significant questions asked, along with guidelines for classroom implementation of the standards. (MJP)

Considers the controversy over national education standards and evaluates their potential in the classroom. Specifically, looks at staff development and the goals of school administrators in the light of the recent National Standards in Civics and Government. Postulates that classrooms can become living laboratories for American democracy. (MJP)

Maintains that primary age children are capable of absorbing and understanding the significant questions addressed in the National Standards in Civics and Government, if they are connected to familiar schema and experiences. Suggests incorporating knowledge of the classroom environment (rules, consensus, cooperation, and others) into lessons…

Endorses the National Standards for specifying what students should know and be able to do, as well as providing guidelines for demonstrating competency. Stresses that supervisors and teachers, working together and using the standards, can provide a consistent and sequential learning environment. (MJP)

Questions what assessment strategies are appropriate for the National Standards and how they might differ from more traditional assessments. Provides guidelines for standards-based assessments and several sets of sample questions. Suggests the adoption of performance assessment strategies for material requiring evaluative thinking. (MJP)

Elaborates on specific ways that the National Standards can improve high school civics education. Suggests three interrelated key approaches: adapting the standards to current textbooks, making the course practical for each individual student, and utilizing activities to involve the whole class. (MJP)

Discusses the National Standards use of Bloom's Taxonomy and how it relates to increasing levels of expectations for students. Includes several examples illustrating middle school level expectations, such as distinguishing between governments with a constitution and constitutional governments. Maintains that effective civics education can offset…

Agrees with the National Standards emphasis on the constructivist approach, stressing students applying their knowledge through active involvement. Reiterates the value of workshops and seminars in keeping teachers abreast of developments. Proposes publicizing successful strategies and supporting innovations. (MJP)

Examines the relationship between the National Standards and the California "History-Social Science Framework." Concludes that the two are mutually supporting with frequent intersections of material and objectives. Includes organizing questions and content summary, as well as a sample standard page from the National Standards. (MJP)