There are a plethora of innovations in the school curriculum. The Next Generation Science Standards (NGSS) the C3 Framework of the National Council Social Studies, the Common Core State Standards (CCSS), The Every Student Succeeds Act of 2015 (ESSA), among others, indicates movement in curriculum modification and change. Classroom teachers…

The new social studies curriculum has a vibrant emphasis with in-depth teaching rather than survey procedures. In-depth teaching stresses the importance of pupils understanding concepts and generalizations more thoroughly than was true formerly. Rote learning and memorization are things of the past unless they are truly vital in ongoing lessons…

Argues that supervisors and teachers need to plan cooperatively to develop a quality curriculum to assist pupils to achieve optimally. Discusses flexibility in leadership, openness to innovation, and visions of the future. (SR)

There are selected trends in the social studies which teachers need to understand and analyze. These trends are relatively stable with the realization that changes and modification do occur. New ideas in teaching and learning must come forth to keep abreast with changes in knowledge involving related social science academic disciplines and…

The lecture/explanation approach is used too frequently in mathematics teaching. Teachers and supervisors should study a number of educational philosophies and evaluate each approach in terms of its potential contributions to the teaching of mathematics. One or more philosophies might then be incorporated in lessons and units. (MCK)

Considers the use of globes and maps in the social studies classroom. Addresses place location on maps and globes, using maps and globes in a unit of study, the various types of maps that can be utilized, and the vital generalizations students can make when using maps and globes. (CMK)