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ERIC Number: ED178411
Record Type: RIE
Publication Date: 1965-Apr
Pages: 175
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Research and Development in the Social Studies: New Curriculum Models for History and the Social Sciences.
Educational Services, Inc., Cambridge, MA.
Four essays discuss plans for and experimental stages of a 1965 social studies curriculum development program for grades 4-12, emphasizing rationale and educational objectives, and offering an overview of content and methodology. Chapter I describes the development work as stressing analysis and understanding of a human or social situation using varied methods and interpretations of the social sciences, investigation of the nature and meaning of forces shaping society, development of learning skills, values education, and opportunity for research and development. The program's intent was to emphasize the interaction of the quality of things learned with the quality of the intellectual experience acquired in learning. Chapter II examines the elementary school program. Using the overall theme of man, his nature, and the forces that shaped and continued to shape his humanity, the course focused on five humanizing factors and their interactions (tool-making, language, social organization, management of childhood, and man's urge to explain). Chapter III presents plans for the junior high curriculum. Using the theme "Man as a Political Being", three units are described: (1) Inventing the Western World, (2) From Subject to Citizen, and (3) The Civic Culture. These units stressed concepts of political power and political culture. Chapter IV discusses three parts of the high school social studies curriculum, which dealt with the impact of technology and science on society in the 19th century, the relation between ideology and reality in the 19th and 20th centuries, and a philosophical reflection on the nature of social studies. (CK)
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Educational Services, Inc., Cambridge, MA.
Identifiers: N/A