Improving History Education for All Students: The Massachusetts History and Social Science Curriculum Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 1-13
Author(s):  
Sheldon M. Stern
Keyword(s):  
Social Science ◽  
American History ◽  
Science Curriculum ◽  
History Education ◽  
Education For All ◽  
National History ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
National History Standards

The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.

Teaching the West and the World from the Massachusetts Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 67-78
Author(s):  
Paul Gagnon
Keyword(s):  
Social Sciences ◽  
Science Curriculum ◽  
World History ◽  
Student Assessment ◽  
The West ◽  
The Social ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
Common Problems ◽  
Selection Of

This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

Most Difficult Topic in Social Science Curriculum as Perceived by Elementary Level Student-Teachers

2021 ◽  
pp. 236-247
Author(s):  
R. Vinodh Kumar ◽  
M. Vakkil
Keyword(s):  
Social Science ◽  
Student Teachers ◽  
Tamil Nadu ◽  
Science Curriculum ◽  
Sampling Technique ◽  
First Year ◽  
Elementary Teacher Education ◽  
Tamil Nadu State ◽  
Interest And Motivation ◽  
And Training

The study was conducted to identify the most difficult topic in elementary teacher education first-year social science curriculum as perceived by the student-teachers by using survey research design. The study also investigated the underlying reasons responsible for the student-teachers' difficulties in learning different topics. 218 student-teachers were selected using convenience sampling technique from five District Institutes of Education and Training (DIET), in Tamil Nadu State (India) for the study. The instrument used for data collection was a checklist designed by the researchers to elicit information from the student-teachers. The data collected were analysed using frequencies and percentages. The results showed that the topic namely, 'Reading the Globe, Maps and Atlas' was perceived as the most difficult topic in social science curriculum. The results also showed that teaching the topic without using the maps, lack of previous knowledge about the maps, the existence of vague concepts, heavy content load, and lack of interest and motivation to learn map concepts were the main reasons responsible for the student-teachers' difficulties in learning the topic.

scholarly journals A Quem Pertence o Passado Norte-americano? A controvérsia sobre os National History Standards nos Estados Unidos (1994-1996)

Anos 90 ◽  
2014 ◽  
Vol 22 (41) ◽  
Author(s):  
Arthur Lima De Avila
Keyword(s):  
National History ◽  
National History Standards

O presente artigo trata da controvérsia pública sobre os National History Standards, um conjunto de propostas que visavam auxiliar na reforma do Ensino Básico nos Estados Unidos, entre 1994 e 1996. No texto, se enfatiza as respostas dos setores conservadores às diretrizes propostas, especialmente sua rejeição àquilo que consideravam um “seqüestro da história” pelas hostes “multiculturais”, “politicamente corretas” e “anti-ocidentais”. Com isso, argumenta-se que tais setores buscavam a construção de um passado estável e sem conflitos justamente como contraponto a um presente que se apresentava cada vez mais instável e conflituoso, assegurando, assim, uma ideia bastante limitada sobre quem eram os personagens da história norte-americana e o que ela deveria significar.

The Compromise That Made the Republic and the Nation’s First Statistical Race

2013 ◽  
Author(s):  
Kenneth Prewitt
Keyword(s):  
United States ◽  
Public Policy ◽  
Affirmative Action ◽  
Social Science ◽  
American History ◽  
Starting Point ◽  
The Creation ◽  
The Republic ◽  
The Moment ◽  
The U.S

This chapter demonstrates how assumptions of racial superiority and inferiority tightly bound together statistical races, social science, and public policy. The starting point of this is constitutional language. The U.S. Constitution required a census of the white, the black, and the red races. Without this statistical compromise there would not have been a United States as it is today. In the early censuses slaves were counted as three-fifths of a person, a ratio demanded by slaveholder interests as the price of joining the Union. A deep policy disagreement at the moment of founding the nation was resolved in the creation of a statistical race. Later in American history the reverse frequently occurred. Specific policies—affirmative action, for example—took the shape they did because the statistical races were already at hand.

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