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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Scope and Sequence in the Curriculum. |
| Quelle | (1990), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Course Content; Curriculum Design; Educational Planning; Educational Strategies; Elementary School Curriculum; Elementary Secondary Education; Secondary School Curriculum; Sequential Approach; Social Studies |
| Abstract | In designing a social studies curriculum, teachers and administrators need to consider issues of scope and sequence. Scope refers to the ways in which the content of various units taught in the social studies curriculum are fashioned. Sequence refers to the order in which these units are taught. An examination of the following guidelines is suggested to determine the scope of social studies units: a focus on each of the six major social science disciplines (geography, history, political science, economics, anthropology, and sociology) major activities of human beings; and the interests and needs of students. There are a number of approaches teachers and administrators may take when deciding the sequence in which social studies units are taught. These approaches include the expanding environment of the student; decisions made soley by teachers, principals, and supervisors; teacher-pupil planning; current affairs; and the "schools without walls" concept, which involves immersing students in the community beyond the school. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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