Political science education guidelines based on the writings of political scientists offer little aid in developing specific curriculum content. (KM)

This instructional unit combines a study of the Soviet leader V. I. Lenin with a study of libraries. Lenin was selected as the focus because of his support of books and libraries and because he oversaw a revolution that altered the political and social structure of Russia and the balance of power throughout the world. Included are lesson plan…

Contends that students should have a basic acquaintance with and appreciation for their religious heritage. Teachers must not teach religion, but can teach about religion through studies of religion in society, comparative world religions, or religious philosophy. Suggestions for topics in sociology, anthropology, political science, and history…

An outline of a unit used to teach the political science concept of model-building to both average and above-average high school students is provided. (DE)

Many educators in high schools and colleges have taught about European history and politics in the context of the Cold War and the division of Europe into two blocs. The revolutionary changes in 1989 and the collapse of the Soviet Union have made obsolete the superpower spheres of influence that divided Europe. This curriculum project contributes…

A description of the activities of an ongoing curriculum development project aimed at preparing an alternative program for political science education is provided. (Author/DE)

Three ways to develop curriculum materials dealing with controversial political issues are described. Currently the two most popular approaches are the general theoretical discussion of important concepts and case studies. Whereas the theoretical approach may be too abstract and the case study approach too brief, a third approach combines the…

The rationale, structure, and content of the American Political Science Association's "Comparing Political Experiences" course is outlined. (DE)

Investigates high school student exposure to education about state government by examining student enrollment, course offerings, textbooks, and curriculum guides. Concludes that there is a need for more extensive treatment of state government politics and political behavior, and less coverage of details of institutional structures. (Author/DB)

Since the end of the Vietnam War there has been a flood of new historical information vastly revising much of what anyone--left, right, or center--knew. Teachers must take this into account when teaching about Vietnam. All major competing perceptions of the Vietnam war should be analyzed objectively. (RM)

The author points out the wealth of material available to Social Studies teachers this year in particular, due to the information generated by the 1980 census. (KC)

Peculiar problems and opportunities that arise in teaching about the Vietnam War to a generation that has little historical memory of the events and virtually no emotional investment in the issues are discussed. (RM)

Examines conditions leading to student misinformation and alienation in the teaching of the American political system at the secondary school level. Describes textbooks as idealizing the system and presenting blatant propaganda, dreary descriptions, and sugar-coated politics. Outlines curriculum goals to provide students with a positive but…

This guide illustrates a way to organize the 12th grade social studies course according to the "1981 California History/Social Science Framework." The guide is introduced with a listing of the model curriculum standards for teaching United States government, civics, and economics. Also provided are the basic concepts from the…

A rationale within which courses in political studies for secondary credit may be designed is based upon objectives which would contribute to the growth of the individual student, enriching his understandings of himself and of his world. Guidelines for the development of courses appropriate to the needs, interests, and abilities of the students…