ERIC Number: ED155093
Record Type: RIE
Publication Date: 1974
Planning for Social Studies in Elementary Education.
New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.
Guidelines are given for planning the elementary social studies curriculum and organizing the classroom in order to promote full understanding of social studies concepts. The book was designed for New York state elementary teachers to use in conjunction with the state guides on social studies understandings. However, this book can be a model for any teachers in planning social studies curricula which encourage in-depth inquiry, substantiation of conclusions with significant data, and individualized approaches to problem solving. A correlated approach is recommended which stresses interdisciplinarity and a flexible time plan with each child's skill development and interest. The learning environment must be stimulating through teacher enthusiasm, opportunities for social interaction, individual student participation, and proper choice of materials. Use of a unifying theme in presenting interdisciplinary materials and concepts will help students to see the relationships between various interest areas and content areas. The book shows how to plan and chart appropriate sequential units and resources, taking into consideration individual student needs, interests, competencies, and confidences. Evaluation methods emphasize student-teacher discussion of progress as well as observation and testing. It is imperative that teachers be skilled in a variety of teaching techniques to fit the needs of various children. Administrators must encourage communication between parents and teachers, and promote school-community interaction. (AV)
Descriptors: Classroom Environment, Concept Teaching, Curriculum Development, Educational Environment, Educational Strategies, Elementary Education, Guidelines, Individualized Instruction, Interdisciplinary Approach, Program Development, Skill Development, Social Studies, Student Needs, Student Participation, Teacher Effectiveness, Teacher Role
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.
Note: Figure 1 on page 11 may not reproduce clearly in hard copy due to small type size of original document