Offers advice on revising the general education curriculum based on Miami-Dade Community College's (MDCC) experiences. Proposes a rationale, goals, courses and objectives for goal attainment and evaluation as essential components of general education. Describes MDCC's comprehensive program, which includes developmental education, a student flow…

Outlines a framework for designing enriched learning activities in social studies for gifted students. Two examples of learning activities are presented, and analyzed in terms of the framework. The examples, because of their structure and open-endedness, can be used with many age and ability levels. (RM)

Discusses the Hessian General Guidelines for Social Education and the Guidelines for Political Education of North Rhine-Westphalia which have led to curricular innovations since the mid-1970s. Also discusses advantages and limitations of integration of history, politics, and geography or history, politics, and social sciences. (KC)

Discusses a study to determine whether using a specially-designed taxonomy-linked curriculum unit on cities teaches the higher level thinking process of analysis, synthesis, and evaluation to academically gifted students more effectively than a curriculum without such specific materials. Concludes that it does. Results are presented. (Author/DB)

Outlines the differences between left-brain and right-brain functioning and between left-brain and right-brain dominant individuals, and concludes that creativity uses both halves of the brain. Discusses how both students and curriculum can become more "whole-brained." (Author/JM)

A flexible approach to curriculum development begins with staff development, uses curriculum mapping, and results in a loose-leaf notebook useful to teachers. (Author)

Provides a critique and a defense of Maryland's Project Basic, a curriculum design that uses adult activities as the source of objectives for the curriculum. (Author/MLF)

A chronology of activities which have led to the design of a comprehensive mathematics algebra program is described. (Author/MK)

The authors cite a need to foster happiness in young people, which they feel can be partially accomplished by teaching students to solve problems. They briefly describe their implementation of curriculum developed by the Institute for the Advancement of Philosophy for Children (IAPC) to promote logical thinking through philosophy instruction. (SJL)

A money skill curriculum in which trainable mentally retarded students raise money and manage it, is given as an example of an appropriate curriculum for this group. The importance of using simulations and encouraging the help of normal peers is emphasized. (CL)

Suggests how ideas from the history of sports may be integrated into secondary-level Canadian social studies school programs. (RM)

Describes a history project that was used to teach students in grades one through six data interpretation and other methods of the historian. (AM)

Assumptions underlying certain aspects of discovery-inquiry learning are examined. Inductive and hypothetico-deductive reasoning, principles which are now more or less taken for granted, will not always proceed smoothly. There do exist some identifiable human tendencies which can lead to bias in perception and interpretation of data. (AM)

Discusses the need for and development of a secondary course in death education focusing on general goals, the need for objectivity and sensitivity, major causes of death for teenagers (accidents, suicide) and a wide range of important topics, questions, and resources. (DC)

Outlines an English program based on three principles: (1) the content of English should be words that matter to someone, (2) students get better at something by doing it, and (3) opportunities for pupil choice should be built into the course. (FL)