This handbook, which suggests resources for curriculum development, is designed to assist schools in meeting the curriculum requirements of Vermont's Public School Approval and to be a resource for local districts developing curriculum. Sections are represented on: (1) establishing the necessity for curriculum revision and/or development; (2)…

The "teaching of values" should be relabeled as an effort to help form the character of young people and to aid them in achieving moral literacy. There is a general consensus regarding helping children develop reliable standards of right and wrong to guide them through life. In order that children develop appropriate character traits, it is…

This Manitoba, Canada curriculum guide presents an art program that effectively bridges Canadian junior and senior high school art levels. Content areas include media and techniques, history and culture, criticism and appreciation, and design. Four core units present fundamental art knowledge through themes based on self and environmental…

The purpose of this booklet is to broadly describe the scope and sequence and course content of the grade 10 Canadian geography course that is taught in the Lethbridge (Alberta, Canada) Separate School District #51. It also explains the structure of a notation system which is primarily used to ensure that Alberta's course requirements are met.…

The American Association of Dental Schools' Curriculum Guidelines include an introduction to the discipline and its interrelationships with other disciplines, prerequisites, a core content outline, specific behavioral objectives, and notes on sequencing and faculty. (MSE)

Describes the "History with Civics" course taught in upper level secondary schools in Denmark. Discusses course content, student assessment, teacher qualifications, instructional materials, and teaching methods. Includes an appendix that presents a topical course syllabus. (CFR)

The course content is organized around 15 major concepts and ideas identified as fundamental to the social studies program. The concepts are: (1) change, (2) choice, (3) citizenship, (4) culture, (5) diversity, (6) empathy, (7) environment, (8) human rights, (9) identity, (10) interdependence, (11) justice, (12) political system, (13) power, (14)…

Reviews the history, characteristics, and impact of the New Social Studies movement in the United States during the 1960s and 1970s. Describes the educational goals, teaching methods, and instructional materials commonly used in the New Zealand social studies curriculum. (CFR)

This report provides documents, categorized under five different sections, to be used as guidelines for curriculum development. The first section, "Model Board Policy for Comprehensive Planning," outlines responsibilities of local education boards in curriculum development and provides examples to consider for policy development. The second…

Contends that existing social studies curricula do not prepare students to deal with rapid advancements in communications, technology, international politics, and the emerging global economy. Emphasizes that social studies curriculum reform must include a global perspective. (CFR)

This curriculum guide is an aid to administrators and instructors of industrial arts and vocational-technical school programs for the development of meaningful curriculum in plastics. The materials are intended for use at four levels: level I, exploring plastic technology; Level II, basic plastic technology; and levels III and IV, applied plastic…

Fifteen major concepts form the basis of the New York State schools K-12 social studies program. They are: (1) change, (2) choice, (3) citizenship, (4) culture, (5) diversity, (6) empathy, (7) environment, (8) human rights, (9) identity, (10) interdependence, (11) justice, (12) political system, (13) power, (14) scarcity, and (15) technology. The…

Compares 1989 National Commission on Social Studies in the Schools' report, "Charting a Course: Social Studies in the 21st Century," to a similar curricular endeavor during the 1930s. Finds the 1989 version conformist, narrow, prescriptive, overly content oriented, and not reflective of educational research. Because of its academic…

Presents a historical overview of the educational reform movement that produced the "Guidelines for Geographic Education: Elementary and Secondary Schools" and the "Fundamental Themes of Geography." Describes the efforts that led to the identification of the five fundamental themes and their translation into ordinary language.…

The purpose of this report is to identify changes that need to be made in the Saskatchewan mathematics curriculum and to provide the curriculum writers and advisory committee with sufficient background information to develop a revised program and to evaluate teaching materials currently available. The purpose of Part 1 of the guide is to examine…