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.…

Examines New York State's draft social studies curriculum framework as a case of constructivist thinking in curriculum policy. Elaborates constructivist thought and practice, chronicles the framework's development, and analyzes it on three dimensions: learning, teaching, and subject matter. The tension between constructivist and traditional…

Criticizes the assumption that citizenship education is the defining mission of social studies. Cogently analyzes the defects of this argument, including a lack of related scholarship, inconsistent application from the schools, and little evidence of positive benefits. Proposes a curriculumwide integration of citizenship education. (MJP)

This study focuses on how teachers are responding to changes in the new global history curriculum and the attendant tenth grade New York Regents examination. It compares the messages broadcast by the new state curriculum and assessment policies with individual interview data collected from ninth and tenth grade New York state global history…

Maintains that the field of social studies defines its central purpose through endorsements of citizenship education. Reports on three case studies of elementary teachers using Catherine Cornbleth's three types of citizenship education: the illusory, the technical, and the constructive. (CFR)

Uses the example of New York State to illustrate how the rancorous political debate over education can render national standards irrelevant and contradictory. In appeasing so many factions the standards become inclusive to the point of obfuscation. Provides a brief overview of the controversy concerning national standards. (MJP)