Social Studies Core Curriculum in Fieldston Lower School.

Sonst. Personen	Kuhmerker, Lisa (Hrsg.)
Institution	City Univ. of New York, NY. Hunter Coll.
Titel	Social Studies Core Curriculum in Fieldston Lower School.
Quelle	8 (1983) 2, (47 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Core Curriculum; Curriculum Development; Elementary Education; Elementary School Curriculum; Ethical Instruction; Hidden Curriculum; History Instruction; Integrated Curriculum; Interdisciplinary Approach; Moral Development; Moral Values; Science Programs; Social Studies; Socialization; Units of Study; Values Education + Suchen Sie Ihr Suchwort? Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Ethics instruction; Teaching of ethics; Ethikunterricht; Heimlicher Lehrplan; History lessons; Geschichtsunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Moralische Entwicklung; Moral value; Ethischer Wert; Gemeinschaftskunde; Socialisation; Sozialisation; Lerneinheit; Werterziehung
Abstract	An overview is presented of an elementary-level social studies core curriculum at Fieldston Lower School (in New York City) in which the moral and ethical development of students is seen as a priority. Fieldston Lower School is one of three branches of the Ethical Culture Schools. Article 1 focuses on the modification of the traditional elementary school curriculum to serve a moral education function. Article 2 discusses the teaching of ethics in the Ethical Culture Schools and focuses on "formal" ethics instruction through both hidden and explicit curriculum. Article 3 focuses on the social studies and natural sciences and presents a rationale for organizing curriculum around a sociomoral core. Article 4 describes daily school situations and how each can be used to support socialization and ego development. Article 5 advocates the inclusion of social studies as the sociomoral core of the science program to best facilitate active problem solving and raise moral issues. Article 6 presents a year-long unit on Woodland Indians as an example of a social studies core for third grade. Suggested activities include planting and harvesting corn, reading Indian literature, wearing Indian clothing, and researching other tribes. Article 7 offers similar themes, projects, and stories valuable in introducing a unit on the Middle Ages to fifth graders. Finally, Article 8 considers ways in which children can become historians through such activities as reading historical fiction; old journals and letters; discussing legends; and interviewing old timers. Also provided are three circular charts presenting sample social studies core units and ideas for incorporating other subject areas into the social studies core. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC