NASSP Bulletin

Social studies in the K- 12 school curriculum entered the decade of the 1990s under heavy attack from many critics. National studies focusing on subjects such as civics, history, and geography implied the need for major reforms in the total social studies program.

Here's an overview of the rec ommendations made by the National Commission on Social Studies report, Chart ing a Course: Social Studies for the 21 st Century.

When California's legislature enacted major educational reform bills, the effects were felt in several areas including graduation requirements and textbook adoption. It affects curricula across the grades and across content areas.

An emphasis on the individu al and individualistic orienta tion to political, social, and economic action has been the hallmark of American schools' approach to prepar ing young people to be good citizens. Now these schools face a new, more public agenda.

This writer describes aspects of effective social studies education that can be ener gized with technology, and looks at a number of current projects that illustrate pro ductive links between tech nology and social studies.

Secondary school social studies programs can no longer separate the United States and the rest of the world in geography, history, and economics classes. Instead, educators must emphasize global awareness and interdependence.

Of all disciplines, history should offer the greatest flex ibility, next to the language arts, in facilitating interdisci plinary instruction and in- depth study of issues. And, says this writer, if our schol ars really want to contribute to a curriculum that responds to the middle level, they must work to identify such a pro gram for the '90s.

Humanities-oriented instruc tion can form the basis for or become an enriching part of social studies classes. All that is required is planning and cooperation.

The teaching of Science/ Technology/Society (STS) content can become an inte gral part of the existing social studies curriculum. This writ er explains why, and how.

Principals who are conscious of their instructional leader ship role in the school and classroom will find vital direc tion from a new handbook of social studies research.

Secondary school adminis trators confront a variety of ethical dilemmas related to areas ranging from contract negotiations to grading prac tices. Their responses to these quandaries may deter mine their professional suc cess.

The substitute teachers' pro gram constitutes a significant budgetary figure for most administrators. For this rea son, if for no other, schools must begin to look at ways to enhance this essential, though often neglected, aspect of the school program, according to this writer, who offers suggestions and sam ple evaluation forms.

This principal—a participant in the NASSP British head- masters' exchange—shares his thoughts and insights into British education, and looks at the similarities and differ ences.