Views the spectrum of opinions on curriculum issues as ranging from advocacy of measurable, programed, teacher-prepared objectives to advocacy of a flexible, limited, pupil-oriented framework. Also discussed are structuring the learning environment, existentialism vs behaviorism, process vs product, and other issues. (BP)

The social studies curriculum should be assessed continuously to bring in the latest research, trends, and recommendations of experts. A survey of teachers, administrators, parents, and other community members may be conducted to determine preferences for the curriculum. An effort should be made to decide what is in the curriculum and what should…

The origin of and need for correspondence education are discussed. Campuses offering correspondence courses need to evaluate both demand for classes and students' personal/educational interests. In developing a curriculum area, attention might be directed to student educational objectives, appropriate learning activities, organizing the…

An examination of the role of process and content in social studies is offered. Concludes that both are equally important and that diverse process goals may be emphasized in guiding students to achieve viable facts, concepts, and generalizations. (JDH)

Arguing that great ideas from the past possess intrinsic value and provide students with the knowledge and attitudes essential in developing the liberated mind, this paper identifies the world's significant thinkers from Plato (427-347 B.C.) to Bertrand Russell (1873-1971). Structural ideas from each philosopher are discussed in an effort to…

Since the world is "shrinking" in size due to better transportation and communication, it is important for students to study world issues in the social studies. Problems on the world scene make it imperative that pupils have the requisite understandings, skills, and attitudes to engage in problem-solving activities in the classroom. Teachers,…

Principles are presented for teaching history in the two-year college. The first section offers guidelines for the selection of the subject matter to be taught, indicating that faculty meetings can be a helpful method of identifying vital facts, concepts, and relevant content for student mastery in the classroom. The next section considers…

In designing a social studies curriculum, teachers and administrators need to consider issues of scope and sequence. Scope refers to the ways in which the content of various units taught in the social studies curriculum are fashioned. Sequence refers to the order in which these units are taught. An examination of the following guidelines is…

Recent emphasis on "academics only" in educational curriculum, with content influenced primarily by state-mandated tests, raises questions about the place of career education in the curriculum. It also leads to questions about how to reach nonacademic students, those whose interests and aptitudes lie in more practical knowledge outside the…