This paper discusses three general questions about evaluation as each relates to student, teacher, and curriculum evaluations. The three questions are: Is the purpose of the evaluation clear? Is the evaluation being performed at appropriate times? Are the data generated appropriate to the purposes? (Author/RM)

Two questions are addressed: Should social studies evaluation techniques show a progression similar to the increasing sophistication of curriculum and teaching methods to which the student is exposed as he moves from one grade level to the next? Should measurement techniques relate to the known facts of human development? (Author/RM)

Neil Sutherland discusses the historical context of the back to basics movement in social studies. Ken Osborne points out that the movement is stifling innovation. Max van Manen addresses the question of what curricula should be considered basic. (Author/RM)

The major part of this article presents examples of representative social studies essay questions which are used in the New York State Regents' examination and discusses their evaluation. Fundamental purposes of evaluation and changes and trends which have influenced evaluation are also discussed. (Author/RM)

This article describes the New Canadian Geography Project which developed seven books and teachers' guides that can be used by secondary history, geography, and/or social studies teachers to teach Canadian studies. The books focus on matters of social relevance and of continuing Canadian concern. (Author/RM)

This article describes the process used by elementary and secondary schools in Lincoln County, Ontario, Canada, to evaluate their schools' curricula. Over 40 external evaluators and as many as 300 K-12 teachers are involved in the process. (Author/RM)

This article describes and compares two principal modes of evaluating social studies curricula: the Curriculum Materials Analysis System (CMAS) developed by the Social Science Education Consortium and a system developed by Elizabeth Vallance. (Author/RM)

This bibliographic essay cites general readings in curriculum evaluation for elementary and secondary teachers. The first part of the essay discusses general perspectives on evaluation. Readings on selecting an evaluation strategy or plan are cited in the second part. The essay concludes with citations dealing with how to consider the data.…

A high school teacher from Willowdale, Ontario, Canada, describes a record keeping system used by history teachers to evaluate their students' writing skills. The data recorded by the system can be used in a variety of ways to improve student performance. (Author/RM)

Specific activities are provided for secondary social studies teachers to use in the classroom to teach open mindedness. Students fill out questionnaires, read short hand outs, and are involved in classroom discussion. (Author/RM)

This article outlines a technique which enables elementary or secondary social studies teachers to use student perceptions of people and events in the media as a stimulus for the discussion of value issues. (Author/RM)

Two Canadian high school teachers describe a unit of work they designed to provide senior high school students with an understanding of the principles of urbanization. (Author/RM)

This article presents a 28-item checklist to help teachers examine their philosophy about the goals and instructional content of social studies. Scoring information is included. (AV)

The author recommends cartoons as a useful teaching medium for junior and senior high social studies. They clarify meanings of historical and current issues through symbolization and caricature. By sketching their own cartoons and writing about the details of others, students can increase their perception and understanding. (Author/AV)

A successful program of teaching history through student analysis of issues is described. The course involves introductory presentation by the teacher, document study by students, group discussion, research and concluding seminar by students. This approach motivates students, allows them to form and express opinions, and develops critical…