Describes three humanities activities, designed using the 1981 "California History/Social Science Framework," in which seventh-grade social studies students study medieval culture. Students design personal coats-of-arms, play a typical medieval game, listen to medieval stories and myths, and draw or illustrate stories using medieval…

Considers the role of economics education within the 1981 "California History/Social Science Framework." Economics education provides a unique perspective on social issues and extensive opportunities for students to exercise critical thinking skills. To help teachers integrate economics information into curricula, a list of California…

Explores the New York State Great Irish Famine Curriculum Guide, discussing the author's initial reaction to the guide. Focuses on the strengths and discusses specific parts, such as the inclusion of background information and the student learning outcomes. Addresses how to include the guide into an already-filled curriculum. (CMK)

Provides responses to two articles featured in this issue of the Social Science Docket: (1) "Demythologizing Subject Matter: Teaching Ireland in the Curriculum" (David Cowell); and (2) "Review of the New York State Great Irish Famine Curriculum Guide" (Kevin Sheehan). (CMK)

The author discusses with Charlotte Crabtree, principal author of the California History Social Science Framework, the place of history within the curriculum in the context of recent social studies curriculum reforms. Delineates how multiculturalism, religion, and history are treated in the framework. Describes the textbook selection process and…

A majority of states are now involved in developing, revising, and implementing state frameworks in mathematics, science, and other core subjects. The Council of Chief State School Officers completed a one-year study of 60 current state curriculum frameworks in mathematics and science. The purposes of this study were to define and describe state…

A suggested common core of understandings relating to what students in Idaho should know and be able to do in science is presented. The intent of this framework is to provide information which supports educational equity, recognizes the cultural and historical effects on science, and promotes excellence for all students. The following sections are…

This collection of analyzed tasks and competencies supports the Virginia competency-based curriculum for Career Pathways. It is designed to be used by teachers and counselors to plan and implement instruction that meets the requirements of local students investigating potential careers. The guide organizes careers into clusters of career fields.…

This Guidebook contains ideas, examples, suggestions, and resources that can help teachers create and implement a science curriculum for all students. It is designed to be used as a guide for exploring the issues of vision, teaching, curriculum, and assessment that should be considered and debated in the move towards scientific literacy. Chapters…

This book provides the framework for the language arts core curriculum in Alabama's K-12 public schools. Course content, presented as student outcomes in the book, is minimum and required by state law. Student outcomes are specific but not exhaustive. In addition to the prescribed core program, the book contains an introduction; program goals and…

The Massachusetts Education Reform Act of 1993 introduced sweeping changes for public education. The planned changes are programmatic as well as fiscal: organizational modifications were introduced; administrator roles and responsibilities were redefined; particular student populations were targeted for additional academic support; and the method…

These Utah core standards are designed to help prepare students for the changing times that will require knowledge and skills for living and competition in the information age. Six qualities are emphasized (1) higher level thinking and process skills; (2) citizenship/character practices and principles; (3) basic U.S. values; (4) economic literacy;…

This model Ohio competency-based arts program connects the four arts (dance, drama/theater, music, visual art) to their educational, historical, personal, and social contexts in order to bring relevance and understanding to all students. The document is intended to provide guidance to local Ohio school districts in creating their own arts…

This guide is correlated to the PASS (Priority Academic Student Skills) objectives for Oklahoma history in grades 6-12. The guide was developed to aid in the teaching of the PASS objectives by identifying primary sources, audiovisual materials, field trips and scholarly materials that relate to each objective. The guide is divided into seven…

This curriculum guide provides Iowa school districts with a sequential, developmentally appropriate music education framework upon which to build music curriculum at the local level. The book is divided into seven sections including: (1) "Introduction"; (2) "Philosophical Considerations"; (3) "Essential Learnings and…