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ERIC Number: ED039153
Record Type: RIE
Publication Date: 1968-May
Pages: 282
Abstractor: N/A
Reference Count: N/A
The New Social Studies for the Slow Learner: A Rationale for a Junior High American History Course.
Blackwell, Velvelyn; And Others
This is a curriculum rationale developed as a preliminary to the development and testing of curricular materials in the slow learner classroom situation. Chapter one disucsses individual characteristics and a definition of a slow learner. The remainder of the report analyzes approaches to teaching, taking into consideration these characteristics. Behavioral objectives, especially those in the affective domain, have been found to be most important (self concept, learning motivation, value clarification). An extensive review of literature on the affective domain follows, including effective teaching strategies, teaching requirements, with theoretical and psychological considerations. The complimentary cognitive objectives (comprehension, study skill development, inquiry) are discussed as concise criteria for instructional materials selection, the choice of teaching strategy, and the definition of the course content objectives (concepts, generalizations, facts). Also covered are: student testing techniques and instruments for progress evaluation and grading; and, classroom and behavior management techniques. Two existing curriculums are evaluated using an analysis system developed by the Social Science Education Consortium, Inc. A model unit is included in United States History, and extensive bibliographies are included. (SBE)
The Social Studies Curriculum Center, Carnegie-Mellon University, Pittsburgh, Pennsylvania
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: Carnegie-Mellon Univ., Pittsburgh, PA. Social Studies Curriculum Center.
Note: Preliminary Report