This document is intended to be used: (1) By institutions that prepare teachers to assess the quality of their teacher preparation programs for licensure (or certification) in comprehensive social studies and/or the individual disciplines of history, geography, civics and government, economics, and psychology; and (2) By National Council for the…

The six stages of citizenship development through which a child passes from the time of birth are discussed, and the teaching methods and curriculum for citizenship education that are appropriate at the various levels are described. (RM)

This resource manual integrates literature and social studies with an emphasis on character development. Using children's literature as a catalyst for investigating representative cultures, the manual's curriculum writers crafted multicultural, integrated, thematic lessons for the K-6 classroom that can be used throughout the year. Included are…

Describes a class project where students conduct research about their names. These intensely personal activities foster historical and multicultural insight, prosocial action, and a sense of community on the part of the students. Includes an appendix with lesson plans, extension activities, and related resources. (MJP)

Contends that history is a valuable part of the elementary curriculum because it provides skills and concepts that connect and enhance other school subjects. Concludes that history, if well taught, enhances children's natural creativity and prepares for thoughtful, contributing citizenship. (CFR)

"Crosstown," the television program featured in this videotape and teaching guide, depicts a teenager who is forced, due to her father's lack of child support payments, to leave her comfortable home four years after her parents' divorce and to move across town to an apartment in an inner city neighborhood. The teenager decides not to be…

Maintains that a survey of beginning social studies teachers would probably show that their major concern is classroom discipline. Discusses discipline-related issues such as why do students obey rules, what actions should be taken, and discipline strategies. (CFR)

Developed by a graduate seminar class, this guide is intended to help teachers use museums to integrate the arts into the elementary social studies curriculum. Although many of the resources included pertain specifically to Pennsylvania, the guide can serve as a model for educators in other states. Many different resources are provided. There is…

Argues that cooperative learning is useful in elementary social studies instruction. Identifies positive interdependence, student interaction, individual accountability for mastering material, and appropriate interpersonal and small group skills as essential elements of cooperative learning. Suggests that cooperative learning can help teach social…

This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all…

Maintains that self-esteem is more than simply "feeling good" about oneself. It derives from having experienced meaningful success. A service learning program can accomplish this and avoid the self-preoccupation and narcissism that occasionally accompany self-esteem efforts. Service learning can replace this with empathy and commitment. (MJP)

This scope and sequence guide to Social Studies, grades 1 through 5, for the Duval County Public Schools (Jacksonville, Florida) deals with three categories: (1) a scope and sequence listing states, for each grade, a central theme with primary and secondary ideas; (2) performance objectives are based on the primary and secondary ideas; and (3) a…

Urges that the changes in the ethnic, religious, and cultural pluralism in the United States, as well as those in politics of the educational system, be taken into account when designing history curricula. Argues that world history should replace the western civilization course. (KO)

Defines student empowerment and asserts that the classroom teacher can be a catalyst for that process. Discusses three aspects of classrooms that enable children to become empowered. Provides seven steps for developing democratic classrooms. (CFR)

An outline of the knowledge and skills to be taught at grade 1 in order to meet the Department of Defense Dependents Schools (DoDDs) social studies objectives is provided. Material is divided into four sections. A one page description overviews the curriculum topic for grade 1, families and groups, and specifies the major subject areas to be…