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Dougan, Alberta Macke – International Journal of Social Education, 1992
Traces the beginning and development of social studies as a curriculum area. Compares the situation and recommendations from the turn of the century with those of today. Reports that the curriculum is still dominated by history and government with geography at the elementary and junior high levels. (DK)
Descriptors: Course Content, Curriculum Development, Educational Change, Educational History
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Longstreet, Wilma S. – International Journal of Social Education, 1991
Discusses the content of social studies as a discipline. Suggests that the real curriculum of the social studies in actual teaching is history. Argues that the original emphasis on citizenship training needs to be restored or developed as a separate discipline to establish a source of knowledge independent of the social studies. (DK)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Elementary Secondary Education
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Davis, O. L., Jr. – International Journal of Social Education, 1991
Suggests that citizenship education has been defined too literally and narrowly, resulting in loss of meaning for social studies. Argues that schools in the United States rest on solid civic motivations and were never intended to legitimate any particular school subject. Insists that every school subject must be understood to be based on civic…
Descriptors: Citizenship Education, Course Content, Course Evaluation, Democracy
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Schlene, Vickie J. – International Journal of Social Education, 1991
Provides a partial listing of works found in the ERIC database on the debate between those who support social studies as a discipline and those who would replace it with history and geography courses. Includes articles, reports, and reviews covering various aspects of the debate. (DK)
Descriptors: Course Content, Curriculum Development, Curriculum Evaluation, Elementary Secondary Education
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Evans, Ronald W. – International Journal of Social Education, 1992
Discusses the nature of social studies. Suggests that the National Council for the Social Studies seems dysfunctional because it aspires to be apolitical in a field that is inherently political. Concludes that social education will continue to reflect the structure of society and the values of people who control the educational process. (DK)
Descriptors: Course Content, Critical Thinking, Curriculum Development, Elementary Secondary Education
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Brady, H. Robert – International Journal of Social Education, 1993
Reviews the origins and development of social studies. Maintains the concept of social studies was derived from the progressive period and based on a vision of a republic built on participatory citizenship. Asserts that social studies is an interpretative, ever-changing process that defies reduction to a single academic discipline. (CFR)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Democratic Values
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Dynneson, Thomas L. – International Journal of Social Education, 1993
Describes the ongoing debate between the student-centered and the discipline-centered approach to curriculum development. Contends that the demand that social studies be made more discipline centered for economic/vocational reasons may result in a loss of the social education skills that employers rate as important. (CFR)
Descriptors: Citizenship Education, Course Content, Curriculum Development, Democratic Values
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Nelson, Murry R. – International Journal of Social Education, 1993
Maintains that current efforts to reform education and social studies are cycles of media hyperbole and political hope. Contends that issues underlying various programs are really about power and control. Argues that social studies has a role in making schools and students models of democratic thought and action. (CFR)
Descriptors: Academic Standards, Citizenship Education, Comparative Education, Course Content