The implementation of the C3 Framework has unfolded unlike any previous standards project. A grassroots movement rather than a top-down mandate, the C3 effort calls on teachers to be at the forefront of social studies reform. In New York State, the C3 Framework provided context and inspiration for the New York Social Studies Toolkit Project.…

An analysis of the use of the Project materials during the 1970-71 school year indicated that the materials were most frequently used as supplementary readings; teachers usually learned about the materials through professional literature rather than from publishers agents, teacher educators, or from teacher workshops; the contribution of the…

The decision-making process for choosing social studies instructional materials is outlined in five steps. (KM)

Discusses diffusion problems of new social studies curriculum materials, exploring roles of external and internal agents of change. Recommends that subject specialists, curriculum designers, evaluators, and educational sociologists cooperate with teachers to diffuse materials. (CK)

Examines eight reasons diffusion efforts fail to produce instructional change. Recommends a model for change which focuses on teachers, the instructional program, and the school system and uses a team of an internal change agent, external change agent, and a consultant or diffuser. (CK)

Provides an annotated bibliography of current women's studies resources. Included are women's studies curriculum guides, women's periodicals, women's publishers, projects, audio-visual centers, and ERIC documents. (JDH)

Publishers' representatives responded to questions concerning textbook content and use and a series of questions are presented which provide an effective means of evaluating textbooks. Analyses of a few of the presently available textbooks and textbook programs reflecting curriculum reform in the social studies are included. (JB)

Presents a brief overview of ethnic material available to elementary school social studies classroom teachers, suggests criteria for selection of materials, presents examples of ethnic materials on different complexity levels, and gives some general pointers to teachers on what to avoid when selecting ethnic materials. (DB)

This article deals with the selection process of social studies curriculum materials, introducing readers to the major ideas contained in the NCSS's Social Studies Curriculum Guidelines and SSEC's Curriculum Materials Analysis System. (SM)

Describes two methods to incorporate problem-solving into social studies classes. Project REACH, a five-step method, teaches students the process of problem solving while using a variety of materials and classroom situations. Project USMES incorporates problem solving into a set of specially developed curriculum materials. (Author/AV)

Presents lesson plans highlighting cultural differences between the United States and the Soviet Union. Includes background for teachers on the geography, the political system, and the economy. Student materials and suggested activities are provided. (DH)

Describes a textbook and a videotape series that show that geography can be integrated successfully into the teaching of other subjects. Suggests that the textbook takes a subtle approach that focuses on mathematics while introducing geography too. Discusses the video series in which geography and history deliberately are woven together into a…

Suggests ways to use eight literary works in social studies teaching. Works include Sophocles'"Antigone," Shikibu's "The Tale of Genji," Austen's "Pride and Prejudice," Tolstoy's "War and Peace," Camus'"The Stranger," and Ellison's "The Invisible Man." Analyzes each work's theme, content, and style; relationship to social studies issues; and…

The intent of this article is to present a case study of the formative stage of evaluation of the two-semester high school course in American Political Behavior developed by the author. (JB)

Discusses Hilda Taba's ideas and influence on the social studies curriculum and her work on a project to develop instructional guides for social studies teachers. Explores the importance of developing multiple objectives and organizing subject matter into key concepts, organizing ideas, and specific facts. Recommends emphasis on thinking, people,…