Literaturnachweis - Detailanzeige
| Autor/in | Harvey, Karen |
|---|---|
| Titel | History and Social Studies Curricula in Elementary and Secondary Schools. |
| Quelle | (1991), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | American Indian Education; Curriculum Development; Curriculum Problems; Educational Objectives; Educational Strategies; Elementary Secondary Education; Multicultural Education; Social Studies; Teaching Methods |
| Abstract | Although the social studies curriculum is ambiguous, controversial, and value-laden, the goal of self-determination demands that Native students acquire certain knowledge and skills in this curriculum area. Of particular interest to Native education are social studies encompassing global education, multicultural education, ethnic studies, and cultural studies. Challenges faced by social studies curricula include inaccurate and biased textbooks, development of active and relevant teaching methods, and development of curriculum for and about all students. Social studies may be taught to satisfy a variety of purposes: transmission of traditional American citizenship values; personal development; development of critical and reflective thinking skills; social science education; and development of skills needed for rational decision-making and social action. This last objective has great significance for Native education since such skills would prepare students to deal effectively and responsibly with Native issues. Recommendations relate to curriculum content, national commissions on social studies and Native studies, a national Native curriculum clearinghouse, funding, and coordination among professional organizations. An outline is presented of specific desired objectives for mastery of social studies knowledge and skills, experience outcomes, values outcomes, and attitudinal outcomes. The development of these outcomes into course content and a K-12 scope and sequence for units of study is discussed. Also discussed are classroom environment, Native learning styles, teaching methods, student grouping, instructional materials, alternative methods of evaluation, and exemplary programs. This paper contains 38 references. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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