When Boston, Massachusetts teachers objected to a reading subskills management curriculum adopted by the city, a new elementary school curriculum was developed that emphasized broad general objectives at each level and reading comprehension. Teacher input played an important role in the curriculum effort. (PP)

Describes alcohol education curriculum guides published between 1973-1979. Discusses percentage of curriculum guides rated good by time periods, by student grade levels and quality, and by main concepts and quality. Evaluated by the Alcohol Education Section of the Documentation Division of the Rutgers University Center of Alcohol Studies. (RC)

Defining "curriculum documents" as all written forms a curriculum might take (such as philosophy statements, scope and sequence displays, curriculum guides, instructional units, resource units, or courses of study), this article provides criteria and an instrument for evaluating such documents. (JM)

Examines how the section on values in the 1981 "California History/Social Science Framework" points the way and direction for educating students to become good citizens. The author discusses 10 basic ideas or value-oriented claims that he thinks could be used as an intellectual framework to guide the designing of civic education…

Discusses the recommendation of the 1981 "California History/Social Science Framework" for the integration of arts/humanities with social studies courses. The need for an interdisciplinary approach is examined. Two examples of social studies courses using humanities content indicate that students are more motivated because their classes…

Discusses the new emphasis of the section on values in the 1981 "California History/Social Science Framework." The development of a personal value system and the study, understanding, and appreciation of the values of others is seen as the basis of American citizenship. (AM)

Describes three humanities activities, designed using the 1981 "California History/Social Science Framework," in which seventh-grade social studies students study medieval culture. Students design personal coats-of-arms, play a typical medieval game, listen to medieval stories and myths, and draw or illustrate stories using medieval…

Considers the role of economics education within the 1981 "California History/Social Science Framework." Economics education provides a unique perspective on social issues and extensive opportunities for students to exercise critical thinking skills. To help teachers integrate economics information into curricula, a list of California…

Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)

Argues that a course-syllabus design based on grammatical structures is more effective in developing communicative skills than the use of "projects" leading to the establishment of a threshold level. (IFS/WGA)

Discusses aspects of the concept of sustainable development that students must be taught if they are to appreciate its application. Asserts that developmental stage reached by particular peoples and places should be the focus. This can be broken into four parts in order to examine sustainable development: (1) People; (2) Environment; (3)…

Focuses on the "New York State Great Irish Famine Curriculum Guide," discussing the purpose of the curriculum. Describes the big questions approach that uses current events to learn about the famine and world history. Includes a list of big questions. (CMK)

Explores the New York State Great Irish Famine Curriculum Guide, discussing the author's initial reaction to the guide. Focuses on the strengths and discusses specific parts, such as the inclusion of background information and the student learning outcomes. Addresses how to include the guide into an already-filled curriculum. (CMK)

Provides responses to two articles featured in this issue of the Social Science Docket: (1) "Demythologizing Subject Matter: Teaching Ireland in the Curriculum" (David Cowell); and (2) "Review of the New York State Great Irish Famine Curriculum Guide" (Kevin Sheehan). (CMK)