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The main purpose of this study was to conduct a systematic evaluation of a social science curriculum (program) at a suburban community college. The emphasis was on the compilation of an accurate description of that curriculum rather than on the making of personal judgments based on the evaluator's biases.These basic assumptions were made by the writer:1. A social science curriculum at a community college should have stated, measureable objectives;2. The typical social science class at a community college should have a democratic educational environment where student needs and interests play a significant role in the selection of course objectives and daily class activities;3. It is possible to obtain an accurate description of the social science curriculum at the community college by systematically collecting data from the students, faculty, and administrators involved with the curriculum.The writer set forth to evaluate the following hypotheses:1. The social science curriculum at the suburban community college will lack stated objectives known to most students, teachers, and administrators associated with the curriculum;2. The typical social science class at the suburban community college will have an educational environment which is basically authoritarian, teacher-directed, lecture-type, and fact-oriented.To build an accurate description of the social science curriculum at the community college, multiple sources of data and multiple methods of data collection were employed. Three approaches were used to collect data from the faculty, its students, and the administrators-interviews, questionnaires, and direct class observations. Once the data had been collected, tabulated, and summarized, the evaluator scrutinized it for implications which appeared to flow naturally out of that data.The two principal conclusions reached by the author were:1. The social science program as perceived by most students and faculty does not have formal objectives. Those objectives cited by the administrators apparently exist only in their minds, for data received from both students and faculty indicate that the only objectives which exist are those which have been created by some teachers and students. The hypothesis that the social science curriculum at the suburban community college will lack stated objectives known to most students, teachers, and administrators is substantiated and accepted.2. It is obvious to this observer that the social science program more closely resembles the traditional, undergraduate, social science program than it does the non-traditional one. It is basically an authoritarian, teacher-dominated, lecture-type, fact-oriented educational program. The hypothesis that the typical social science class at the suburban community college will have an educational environment which is basically authoritarian, teacher-directed, lecture-type, and fact-oriented is substantiated and accepted. Data gathered during the course of this study reveals a picture of the typical social science classroom. The teacher is at the center of virtually all learning activities. He creates the course objectives, determines the daily class agenda, dominates class discussion, and functions primarily as the class resource person. Students are generally granted little opportunity for influencing the direction the class will go during the course of the semester. As a rule, only a minority of students ever participate in discussion. Those students who do participate are usually asked by the teacher to repeat factual points or the views of others. Rarely do students interact with one another or express their views on an issue.

This thesis analyses social studies curriculum prepared by State Education Departments in Australia for use in primary schools. Curriculum statements from Victoria, New South Wales, Queensland, South Australia and Western Australia, in the period from 1952 to 1984, are examined.

The study views political learning as having two divergent components, political education and political socialization. Political socialization is a process of values allocation in which beliefs are transferred from one generation to another. Political education concentrates on questioning values through critical inquiry in which social issues are viewed as subjects for analysis. Political education concentrates on subjective analysis while political socialization is more inclined to be objective in nature and presents society as a mechanism to be learned about. It is suggested that as an objective exercise, political socialization is a process which could be inclined to alienate its recipients. In presenting the society and in particular its political aspects, as a set of established values to be learned and understood, political socialization discourages participation in the political sense. This is accomplished when participation is circumscribed by socialization to certain activities, principally, voting. Due to this limited understanding of participation political activity beyond voting is less likely and politics becomes increasingly incomprehensible. Citizens are removed from active participation to become, in effect, an audience. This lack of involvement can lead to apathy or confusion towards political matters. The study posits that such political behaviours are manifestations of alienation. These theoretical considerations provide a framework for the examination of social studies curricula in British Columbia. These curricula may be agents of socialization and hence conducive to alienation in students. The study provides an analysis of three curriculum documents according to a framework which ascertains the degree to which a curriculum is inclined to political socialization or political education. The analysis undertaken by the study determined that since 1950 British Columbia has had in place social studies curricula which have been inclined to political socialization and were, therefore, conducive to political alienation in students. The study indicates a 1979 draft curriculum presented by the Ministry of Education is a curriculum of political education. It was concluded that this curriculum is different in orientation than the two previous social studies curricula prescribed in British Columbia. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Social studies first appeared in the official literature of the British Columbia Department of Education in 1927 when it replaced history and geography in the curriculum of the newly established junior high schools. During the depression the "new curriculum" introduced the concept of social studies to the entire public school system. Though the content of the social studies courses remained primarily history, with some geography in the elementary schools, the change in name to social studies allowed the goals to be oriented around behavior—rather than content. Through the goals of social studies, the concept of the 'socialization' of the individual was introduced into the public school system. The introduction of social studies into the curriculum was without controversy despite such politically-oriented aims, for many teachers, having experienced, directly or indirectly, the effects of World War I, saw social studies as part of a child-centred curriculum which would help students find a better life. In reality, though some experimentation did take place, very little changed in the classroom and most teachers and students noticed little difference. While there have been no fundamental changes in the content of the social studies curriculum, changes are to be found in the goals. Social studies was introduced into the curriculum to transmit citizen ship; to create a good Canadian citizen who would maintain British traditions. After World War II, though the goals remained citizenship transmission, the concept of a good citizen changed. A good citizen was seen as one who was not only a good Canadian citizen but also a good "world" citizen. During the 1950's the goal of formal citizenship transmission, as the "raison d'être" of social studies, gradually changed. Beginning with the revision of the elementary curriculum in 1957 a more traditional view of education held that knowledge was an important goal of social studies. The concept of social studies as a social science finally developed in the revisions for both elementary and high school which began in 1966. As the concept of social studies as a social science developed there was a demand for the inclusion of more geography in the curriculum. This coincided with the growth of departments of geography in Canadian universities, and resulted in the inclusion of geography in the 1966-68 revisions of the social studies curriculum on a basis equal to that of history. Until this last revision, the social studies curriculum had been based almost entirely on history though the definition of social studies had always included a list of the social sciences from which social studies would be drawn. Since this list was almost entirely ignored by the teachers who drew up the course outlines, it can be said that social studies, as defined by the Programmes of Study, has not been taught in British Columbia. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The outline course of study in this thesis is offered as a suggested solution of a problem which arises from an effort to adopt for the use of the seventh and eighth grades of elementary schools, books which have been written for use in the junior high school. The problem arises primarily because the two schools are organized on different plans. The older school is organized upon what is know in educational circles as the 8-4 plan. That is, eight years of study in the elementary and four years in the secondary school. The junior high school was created to bridge the gap between the eight year elementary and the four year high school, and is organized on what is known as the 6-3-3 plan.That is, six years in the elementary, three years is the junior high, and three years in the senior high school The social studies course arranged for the junior high school cover three years and the major emphasis in civics is placed in the third year. In adapting the books written for the junior high school for use in the seventh and eighth grades of the elementary school, only the books for the first and second years are used. Consequently a vert fundamental training in citizenship is omitted unless the pupil's training is continued in the high school. Even then the courses of the high school may not be coordinated with the first two years of the junior high school, in which case the pupil would again be deprived of this very essential training in citizenship. The problem is rendered still more acute from the fact that many of the pupils finishing the eighth grade of the elementary school leave school entirely. To remedy the difficulties noted in the preceding paragraphs, the following outline course of study is offered. It rearranges the material of the first and second years of the junior high school course and supplements the with the necessary training in civil government. California state adopted textbooks are used wherever possible.

The social studies, in some form, has had a significant part in the curricula of our schools almost from the beginning of public education. Today, the social studies is conceived as having certain primary functions in relation to the total school program. The social studies affords social experiences, both direct and vicarious, for children. Through the acquisition of these social experiences it is hoped that the participant will learn skills, techniques, and procedures that can be applied to subsequent situations. The study skills of reading and writing are important outcomes of social studies instruction but they should be the foundations for the more valuable skills necessary for carrying on human relations. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 91-95).

"The social studies are a very important aspect of the present day curriculum. But the past in order to have meaning for this generation must be re-interpreted by them in terms of their environmental, moral, social, economic, and political needs. Thus historical knowledge gives perspective and serves as a point of departure for building today and tomorrow's practices in government, religion, and social living. Reading about the lives of leaders in various realms of American life can make history more enjoyable as well as more realistic. As a librarian the writer would like to see biography used more widely as a correlative material to stimulate greater interest in the social studies. Consequently the purpose of this paper is: (1) to suggest the value of biography in developing desirable social concepts and democratic principles which will benefit the student in his daily living as well as make it possible for him to become a better citizen of tomorrow's world; and (2) to suggest biographies suitable for correlation with junior high school social studies"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Agnes Gregory, Professor Directing Paper. / Includes bibliographical references (leaves 55-56).

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This study explores three Korean American social studies teachers' experiences of teaching social studies, focusing on their curricular and pedagogical perceptions and practices. Framed by sociocultural theory, this study aims to shed light on the heterogeneous stories and socially and culturally contextualized teaching experiences of Korean American social studies teachers, which have been largely undocumented in the social studies scholarship. The major research question for this study is: How do three Korean American social studies teachers perceive social studies curriculum and implement pedagogy in the realities of their classrooms? Subsidiary questions are: (a) What are these Korean American social studies teachers' perceptions and experiences of teaching profession in American public schools?; (b) How do these Korean American social studies teachers perceive social studies curriculum and implement pedagogy in the realities of classrooms?; and (c) How do sociocultural experiences of these teachers influence their curricular and pedagogical practices? This qualitative multicase study investigates three Korean American teachers who taught global history in urban public high schools in the Northeast. Data sources include a semester-long classroom observation, interviews, and artifacts. Findings indicate these three Korean American teachers exhibited diverse, complex, and contextualized experiences of teaching profession, and particularly teaching social studies. The racial minority teachers' experiences of racism and academic struggles during K-12 schooling, cross-cultural/international experiences, and familial immigration backgrounds served as a springboard for them to have better understandings of their culturally and linguistically diverse students and to teach for global/multicultural perspectives. Powerful teacher education infused with social justice perspectives and supportive, autonomous, and cooperative school atmosphere aided them to implement student-centered, inquiry-based pedagogies which improved academic engagement of their students. Meanwhile, misguided curricular beliefs and philosophical stance, rigid school culture, bureaucratic school personnel, pressure from high-stakes tests, test-driven contexts, and racism pervasive in school culture became barriers for the teachers to practice culturally relevant and meaningful pedagogy in their classrooms.