Reviews the history of the public controversy surrounding the social studies curriculum, "Man: A Course of Study" (MACOS) and discusses the implications of the MACOS controversy for future curriculum development efforts in the social sciences. Available from Association for Supervision and Curriculum Development, 1701 K Street, N.W.,…

The paper reports on an investigation of evaluation alternatives of the social studies curriculum project "Man: A Course of Study" (MACOS). It is presented in eight sections. Section I describes the task of the study and offers a view of the stages of curriculum development projects. Section II describes methods employed in the study.…

Subjects taught in school have been compiled on the basis of tradition, empiricism, and the subjective opinions of curriculum designers. Researchers in educational sciences have yet to secure a scientific foundation for compiling curricula that would serve as a reliable guide on which to base the content of school subjects. With the advancement of…

This four-part report from the Harvard Social Studies Project describes a secondary school curriculum based on an analysis of public controversy and developed to train students to examine, through discussion and argument, the kinds of disputes that cause social conflict. The first part of the report is a discussion of the curriculum approach which…

From March 8 to March 11, 1989, student schedules at Lake Region High School in Bridgton, Maine were replaced by Soviet Union culture and history classes. The project was called "Focus: Soviet Union," and was intended as only the first of a series of International Education Days designed to increase United States understanding of other…

Part 1 of this paper discusses contributions made by diverse schools of thought in the philosophy of education to the development of a relevant social studies curriculum. The relevance of major philosophical approaches to teaching and learning is considered in light of the approaches' influences on instructors' teaching styles and students'…

A 3-year Project ABLE social studies curriculum for vocational students was developed by high school teachers around general vocational, citizenship, knowledge, and self-fulfillment objectives and emphasized problem-solving ability, use of new instructional materials, different teaching strategies, and individualized instruction. Structured at…

Describes the Sociological Resources for the Social Studies (SRSS) materials developed during the "New Social Studies" period in the 1960s and 1970s. Concludes that the limited success of the program was a result of not including school administrators in dissemination efforts. (CFR)

This progress report, issued by the Indiana University High School Curriculum Center in Government, attempts to make clear the Center's position on certain issues in social studies curriculum development and the rationale behind these positions. The paper's first section considers complaints about present government courses and examines existing…

Describes the origins, development, and activities of the Elementary School Economics Project at the University of Chicago during the "New Social Studies" era of the 1960s. Maintains that the program was compatible with the social science and inquiry-based instructional strategies popular at that time. (CFR)

This document includes reports from three workshop meetings of a curriculum development committee in the war/peace field. Nine social studies teachers met at the first session for introduction to: 1) the Project and District objectives; 2) the value choices, concepts, and topics making up the war/peace field; 3) some background on community and…

This evaluation of a federally funded economics curriculum project reviews acquisition of learning outcomes, success of content and teaching methods, perception of curriculum change, and facilitation of decision making. Over 10,000 elementary and secondary school students in Illinois were exposed to economics through the specially developed World…

The Project's report on its second year gives a detailed description of the construction and trial of its innovative 8th-grade American History course. Local history and local and national contemporary problems were interwoven with the traditional content of American history. Teaching-learning methods and activities included film-viewing,…