Major topics presented for teaching an 11th grade U.S. history course are: the American people; government and politics; American economic life; American civilization in historical perspective; and the United States in world affairs. Major concepts, understandings, and generalizations are listed. For example, one of the concepts students should…

Background information to help elementary and junior high school social studies teachers use the materials developed by the Minnesota Community Studies Project is provided. The primary concern of the 3-year project was to help students learn skills and content essential to understanding life in Minnesota's past, present, and future. There are 10…

The contributions of maritime enterprises to the development of America is examined as part of the social studies curriculum for the upcoming Bicentennial. A selective list of resources and an annotated bibliography of materials are included. (JR)

The development of the secondary English curriculum in the United States from colonial times to 1960 is investigated through periodical literature, major curriculum reports, surveys, English methods books, curriculum guides, textbooks, and secondary sources such as histories of American education and of secondary English teaching. The history…

The author recommends that social studies curricula include study of American maritime heritage. He describes aspects of the heritage, such as commercial trade and water sports; suggests topics for mini-units, such as marine careers; and presents an annotated bibliography of 56 resources for teaching about maritime activities. (AV)

The history of education and educational philosophy in the United States since the eighteenth century can give important clues to curricular reform, educational purpose, the teacher's role, and expectations about change. (MSE)

Shows how the lack of education about foreign countries leaves Americans ignorant of international issues. Proposes that changes be made in traditional curricula to include international information. Provides a sample lesson to demonstrate how a U.S. history class could fulfill this need. (AEM)

Reports research intended to determine whether the multitude of instructional materials prepared as a result of the recent interest in Afro-American history were in agreement with recent historical scholarship. (Author/JM)

Presents a unit for use in high school English classes on "A Short History of American Painting, Colonial Period Through 1900," and discusses how it was developed. The unit was used in the ninth grade, but it can be modified to facilitate the teaching of a variety of skills at any grade level. (JM)

Asserts that simulations and multimedia tutorials may become powerful teaching methods when historians better understand how to tailor courseware to their particular courses. Reviews creating and using the computer based historical simulation "Eunice: A Captivity Simulation," and designing the simulation "In Search of Freedom:…

Addresses the problem of covering the entire spectrum of U.S. history within a one-year course. Suggests a combined U.S. government and U.S. history course held as a double period class in order to prepare students for the Advanced Placement U.S. History examination. Presents a syllabus which covers both courses simultaneously. (LS)

Presents abstracts of 10 documents, selected and reviewed from the Educational Resources Information Center (ERIC) that deal with the debate over how to teach history. Includes information for accessing or ordering documents. (NL)

Our schools can no longer afford to be uncritical transmitters of historical traditions, values, and mythologies. To make the present and future world relevant to today's youth, the teaching of social studies and history must be reexamined and revised. Teachers must present developing young minds with an authentic panorama of New World development…

Argues that a complete and accurate understanding of constitutional history and constitutional law requires the study of state constitutions. Maintains that state constitutions contain a coherent political theory that is, in important respects, at variance with the concept of federalism. (CFR)

Argues that the elementary social studies curriculum is based on unimportant and disconnected topics that are of little relevance or interest to students. Proposes a curriculum based on major social education goals such as shelter, citizen participation, and the appreciation of a multicultural society. Suggests seven steps teachers can use to…