The California history and social science standards-based reform has been touted as the "gold standard" for state history curricula. But the standards, framework, and tests that constitute this reform provide inconsistent and contradictory criteria for teaching and assessing history and social science. An examination of the political…

A college teacher discusses how in his U.S. history survey course he uses the buildings in Philadelphia to illuminate the principal forces of national history. For example, colonial buildings and street plans can help students understand the bourgeois character of early Philadelphia and of other American cities. (RM)

This calendar of lessons conforms to the New York State syllabus for grades 7-8, United States and New York History, which was officially implemented throughout the state in September 1987. It is a guide to the objectives of the state social studies program, not a prescription for day-to-day lesson plans. United States and New York State History…

The curriculum guide provides elementary and secondary students and teachers with some specific suggestions for studying the events taking place in Kentucky and in Illinois during the American Revolution. Although George Rogers Clark is the central figure, the study is not limited to his story. His activities provide a framework for investigating…

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…

Guidelines to help elementary and secondary educators in Pennsylvania teach U.S. history and Pennsylvania state history are presented. Educators in other states can also use or adapt the guidelines. The first part of the guide contains educational objectives for Pennsylvania state history in the fourth grade and for U.S. history in the fifth…

Presented in outline form, this curriculum guide lists the educational goals and objectives for Arizona elementary and secondary courses of study in United States history and Arizona history. The purposes of the guide are to present the minimum content of study for the individual subject areas and to serve as the educational content criteria for…

Basic social studies concepts and corresponding generalizations serve as the overall framework holding together the changing content of the curriculum in this guide. The K-6 organization of skills and concepts reflects an integrated social studies curriculum representing all the social sciences. The K-6 scope and sequence integrates five major…

This survey gathered information from around the state on New Jersey Studies offerings: grade levels at which New Jersey Studies are emphasized, major topics or units, methods of instruction, and materials used. (SJL)

This revised Stark County (Ohio) curriculum guide provides a basic framework for a sequential grades K-12 social studies program. The guide contains the program's philosophy and goals, information about student evaluation, and position statements on social studies, citizenship education, and conceptual learning. The section on elementary education…

Designed for use with fourth and fifth grade combination classes, this student worktext combines concepts and content from both California and U. S. history courses. Material is arranged into the following seven chapters: Discovery and Exploration; Colonizing a New Land; A New Nation and New Californians; Westward Expansion; Civil War,…

This guide provides descriptions of the social studies courses that are offered in Florida schools for students in grades six through eight. Specifically, the guide presents broad guidelines for course content and outcomes and is intended to assist educators in developing specific instructional plans for given subject areas. The guide is designed…

This fourth-grade level social studies framework will help teachers develop programs best suited to their students' needs. There are two main sections to the guide: a teacher notebook and a syllabus. The teacher notebook elaborates on the key features of the program, suggesting relevant classroom applications. Discussed are concept and skill…

Discusses the use of oral history within a North Dakota state history course at the University of North Dakota (Grand Forks). Addresses how the students are prepared to conduct oral history interviews. Relates the information students found within their oral history interviews and the benefits of oral history. (CMK)

Summarizes the principal steps involved throughout the development of a CD-ROM on the history of Nebraska's media explaining the reasons for producing the software, its contents and features, selection of material, and the actual design process. Provides recommendations that may help other teachers considering a similar project. (CMK)