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Curriculum >> Social Studies

by John Jarolimek — 1981
This chapter makes no attempt to establish what a social studies education means today or to capture the enormous diversity that characterizes social studies at the present time. Rather, this chapter provides a general overview of how social studies came to be what it is and where it appears to be going. Some of the subsequent chapters in this volume provide elaboration on many of the points made briefly in this chapter.

by O. Davis, Jr. — 1981
This essay is not a history of the social studies, although it calls for histories of the field without assembling a research agenda. The resultant history would not only fill present voids and redress traditional oversight; most importantly, such a history would foster understanding. Practically, it might even contribute to policy deliberations and, as well, inform correctly proposals for action.

by Irving Morrissett — 1981
The first task of this chapter is to analyze the current pattern and content of social studies, with particular attention to how they evolved. This will include examination of citizenship as the dominant goal of social studies and the relationship of history and government, the principal subject areas, to the goal of citizenship.

by Lee Ehman & Carole Hahn — 1981
This chapter is about research in social studies education. We will indicate the types of research undertaken in this field, summarize main findings within each of these types, note promising directions for new research, and comment on the impact of research on social studies education policy.

by Susanne Shafer — 1981
Education in other nations arouses interest among Americans more as a possible source of ideas for dealing with educational problems than as a social phenomenon basic to the culture of another country that reveals important features of that culture. I assume that readers have the first purpose and wish to acquaint themselves with approaches taken to certain issues in social studies education in a number of countries that represent quite different cultures. The issues to be viewed across the nations are (a) the role of political ideology in the shaping of social studies education, a sine qua non for this aspect of the curriculum; (b) curriculum and content emphasis, the "bread and butter" or heart of any approach to social studies, and (c) the impact of external examinations, that is, those examinations that originate or at least are legitimized outside the examinee's school.

by James Shaver — 1981
The distinctions in viewpoints on the frames of reference in social studies education are sufficiently clearcut to serve as a basis for organizing the following discussion of citizenship, morality, and values in social studies. The positions that receive the most visibility—those of the persons who publish and give speeches—will be discussed rather extensively first. Those views will then be contrasted briefly with the perspectives of those who teach social, studies in the schools.

by A. Larkins — 1981
Most of the arguments against minimum competency tests are not peculiar to social studies, and for that reason the bulk of this chapter focuses on characteristics of the movement in general. There may be some ways, however, in which the relation between social studies and minimum competency tests is special. A brief section at the close of this chapter outlines arguments that might apply to social studies more than to other areas of the public school curriculum.

by Anna Ochoa — 1981
This chapter is an attempt to assemble some of the information that teacher educators in the social studies need in order to make improvements. The presentation is organized around the preservice education of teachers and their in-service education.

by Catherine Cornbleth, Geneva Gay & K. Dueck — 1981
The intent of this chapter is to examine some features and manifestations of pluralism and unity in historical and contemporary contexts in order to (a) suggest perspectives and specific content for social studies curriculum materials and instructional practices, and (b) identify criteria for social studies programs that would help students deal constructively with pluralism-unity tensions and conflicts.

by Gerald Ponder — 1981
This chapter addresses some of the questions raised in the debate by examining some of thestated purposes and procedures of the social studies curriculum within the context of the intellectual, political, and social systems that govern its operations. The essay is not a status report of curricular offerings nor a recommendation for new directions. Instead, the chapter contrasts some historically persistent conceptions of intent with descriptions of effects and classroom practice.

by Richard Snyder — 1981
I hope that this chapter will contribute in a modest way to the building of a new leadership devoted to this educational challenge—a leadership more numerous, more broadly representative of all the actors, roles, and constituencies that comprise public education, and capable of a vision congruent with what the world and the United States are becoming.

by Howard Mehlinger — 1981
Many problems besetting social studies have been explicated in preceding chapters. This essay makes no attempt to summarize all that has been set forth earlier. Rather, it will account for much of the malaise in social studies by identifying and describing three "gulfs" that cripple the social studies and by pointing out how these gulfs affect the capacity of the field to respond to its most pressing "priorities."

by George Mehaffy, Virginia Atwood & Murry Nelson — 1981
In the social studies it is both possible and necessary to demonstrate the relationship between what is learned in class and life itself. Courses in history, geography, and government can be linked to ongoing events. If the social studies is to fulfill its mission in citizenship education, it is imperative that teachers seek connections between classroom instruction and the tasks and responsibilities of citizenship. "Action learning" provides a means for making those connections

by William Ophuls — 1980
There is no longer any such thing as citizenship in the modern industrial world. The science of ecology must inspire the innovative curricula of tomorrow.

by Huston Smith — 1980
The humanities are described as the custodians of the human image. Today's humanities have burdens which are social and conceptual. Higher education training in critical thinking works against the image of man, which keeps civilization vital.

by Alan Bullock — 1980
Humanistic studies are defined by several characteristics: the temporal view of values and a refusal to repudiate the past as irrelevant; the importance of human actions and beliefs; and the dual qualities of objectivity and subjectivity.

by Karen Fox & Jack Thompson — 1980
Values and benefits derived from the study of American history have changed over the years. Historians must more adequately describe the principal benefits to be obtained from the study of American history and consider ways in which history instruction can be revitalized to help those benefits to be realized.

by Thomas Popkewitz — 1973
The purpose of this paper is to analyze the moral, political, and epistemological consequences of the methodology of and theoretical commitments to a behavioral research pattern and its application to education.

by Gerald Grant — 1973
Drawing on memoranda and other materials in the federal archives, and interviews with more than a score of officials in the Johnson and Nixon administrations, this essay attempts to trace the development of the policy impact of the Coleman Report from its origins in 1964 to the end of Nixon's first term.

by Thomas La Belle — 1972
This article discusses the influence of society and culture on the goals and content of educational problems.

by Juel Janis — 1970
The problem at this point is that so few schools, especially those in urban areas, have the money for the more recent texts and therefore continue to use the older books. It is difficult to speculate on the potential damage of these distortions—in particular, what effect they might have on the formation of prejudicial attitudes and beliefs.

by Ralph Preston — 1957
The role of the social studies in elementary education is to aid the child, from kindergarten or first grade through sixth grade, to understand the concepts that describe and explain human society and to develop the insights and skills required by democratic citizenship. This is a large order. Naturally, the school cannot take sole responsibility for it.

by Paul Hanna — 1957
This chapter will review the nature and source of the generalizations and the more universal values that form the basis of the content for the social-studies program.

by Stanley Dimond — 1957
At an earlier period, the Commission on the Social Studies Curriculum of the Department of Superintendence noted similarly that the nature of society and the nature of the learner were two of the major factors conditioning the social studies. Although these two factors interact rather than operate in isolation, for purposes of analysis they are treated separately in this yearbook. This chapter is concerned with society; the next chapter discusses the individual learner.

by Ralph Ojemann — 1957
Since concepts, skills, and behavior are all interrelated, it seems most helpful to begin our exploration of the implications of research findings in child development for social studies by examining the nature of the child's behavior. Beginning with behavior does not imply that concepts and skills are of less importance. In fact, our analysis will show that, rightly understood, they are indispensable in human development.

by Helen Heffernan — 1957
Into the elementary schools come the raw materials of our democracy. Here these children—the bright, the less well-endowed, the timid, the forward, every kind from every manner of home and background—meet as members of a distinct social group. Their experiences in this group will influence, for better or worse, their lifelong attitudes and ideas regarding ways of living and working together in a democratic society.

by Dorothy Fraser — 1957
The principles accepted as a basis for organizing the curriculum determine the selection and placement of content. They affect the nature of procedures and activities carried on in the classroom. The structure of the social-studies curriculum may facilitate or impede the child's social learnings—his establishment of relationships and development of insights concerning his social world as he attempts to relate it, at an increasingly mature level, to other people and things in it.

by Alvina Burrows — 1957
All three of these normal behaviors of children—reading, research, reporting—are essential to learning in the social studies.

by John Niemeyer — 1957
It is the thesis of this chapter that those of us who are primarily concerned with the elementary school must think of citizenship education in broad terms. The importance of the elementary school's helping to produce effective citizens for our democracy-focused society, and the fact that citizenship demands many specific competencies and attitudes—these cannot be denied.

by Howard Wilson & Miller Collings — 1957
Education for international understanding cannot be separated from the general program of education which contributes to the making of good citizens and good persons. The basic qualities of good citizenship operate alike in the national and international spheres. International understanding is not a separate segment of personality growth and cannot be achieved in a single segment of a school program. Education for international understanding cannot be isolated from the general flow of education. Particularly is this true of the foundation for education in international understanding for which the elementary-school level is properly responsible.

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