It is very common for people in politics and the media to make assumptions about what happens in history classrooms. Too often these preconceptions are based on little more than anecdote, examples from the Internet or memories of what someone experienced at school themselves. In this article, Catriona Pennell reports on an empirical study that set…

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)

The study of history as a means of emphasizing the role of the past as a contributor to general education is examined. Eight guidelines are provided which contribute to the general education goals of knowledge of the world and exposure to a process of self-discovery. (DE)

CHANGES IN AMERICAN SECONDARY SCHOOL BIOLOGICAL EDUCATION DURING THE PERIOD 1890-1960 ARE DESCRIBED. INFORMATION FROM THE REPORTS OF IMPORTANT COMMITTEES SUMMARIZES CHANGES IN BIOLOGICAL EDUCATION DURING EACH DECADE OF THE PERIOD COVERED BY THE STUDY. CHANGES IN COURSE CONTENT, TEACHING METHODOLOGY, AND RATIONALE ARE RELATED TO CORRESPONDING…

Discusses the objectives of secondary school history instruction in Lithuania. Presents a comprehensive topic syllabus of world and Lithuanian history as currently taught in all Lithuanian schools. Includes selected titles from the 390 lessons allotted to the topics. (CFR)

Description of a course built around the question, What is History?'' The methodological principles of selection, causation, generalization, and interpretation are applied. (JB)

Discussion of the scope of information society studies focuses on a syllabus for an ideal module in information society studies, comprising aims, learning outcomes, attained skills, and indicative content. Considers critical thinking, theoretical sensitivity, and an interdisciplinary approach that incorporates history. (Author/LRW)

Provides the recommended scope and sequence for social studies from the National Council for the Social Studies Task Force on Scope and Sequence. Outlines the knowledge base and skills which undergird social studies education, and gives grade level examples of the substantive content from K-12. Offers a chart which gives optional sequences for…

This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

This paper summarizes the suggestions offered by investigative committees of U.S. historians from the 1880s to the present concerning the importance of studying history in public schools, what should be included, and how it should be taught. An integrative approach to learning, combining history with English and geography, as suggested in reports…

Offers a thematic approach for social studies scope and sequence. Outlines 10 themes which are offered at each grade level K-12 providing the scope for the curriculum. Illustrates how higher-order thinking and inquiry can be incorporated into the program and outlines the content for grades K-12. (SLM)

This subunit on Russian history is part of a unit on the USSR, one of four resource units for an eleventh grade course on area studies. The objectives for the subunit are listed as to generalizations, skills, and attitudes. There are two outlines provided for this subunit. The first identifies generalizations about culture change which might be…

Reviews the origins and development of social studies. Maintains the concept of social studies was derived from the progressive period and based on a vision of a republic built on participatory citizenship. Asserts that social studies is an interpretative, ever-changing process that defies reduction to a single academic discipline. (CFR)

The Bradley Commission on History in Schools was created in 1987 in response to concern over the inadequacy of the history taught in U.S. elementary and secondary classrooms. This history curriculum guideline was designed by the Bradley Commission to aid those responsible for making curricula related decisions to realize the manifest importance of…