Article developed from a paper presented at the NCTE convention in Milwaukee.

Describes the manner in which an analysis of Gagne's Domains of Learning will yield comprehensive behaviors that can serve as models for program and curriculum design. (Author/JJD)

An ad hoc committee of National Council for the Social Studies members conducted a study to determine significant content for social studies education and the grade levels in which it should be taught. The findings are listed by subject matter, concepts, and grade level. (AM)

Proposes a three-dimensional model of content for the study of technology. The dimensions are elements (humans, information, energy, tools, processes, materials); contexts (transportation, production, communication); and levels (cybernation, mechanization, handcraft). (CT)

Detailed are the critical aspects of competency-based education, the development of appropriate curricula to support it, and the systems model of a professional competency network. A sample curriculum is presented. (RE)

Reviews the general education curriculum today and offers suggestions for using the author's curriculum model. (Author/WD)

Catalogues past experience in haphazard curriculum planning and offers suggestions for ensuring that curriculum design occurs through logical, orderly, and comprehensive planning. (Author/WD)

Literature, which deals with truth, should be the focus of the English department instead of writing, which is a trivial technology. (DD)

Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

Curriculum revision is cyclical in nature. Over the years emphases shift because no one approach satisfies all the needs of a school system. However, as a curriculum moves from philosophies to program plans, to instruction, to evaluation, and to revision, new ideas are added, adopted, or adapted. (Author)

Formulating a curriculum for library education should involve all the library school faculty members in determining objectives, approaches and criteria, selecting and organizing contents, deciding on teaching-learning strategies, preparing instructional materials, and examining assessment methods. (FM)

Several examples of how alcohol education can be integrated into social studies, English, foreign language, and art classes are offered along with a discussion of the interdisciplinary approach to alcohol education. (MM)

Considering technology as a process of curriculum planning may lead to more effective use of it. Taking into account the curriculum orientation of teachers (intellectual traditionalist, social behaviorist, experimentalist) helps identify specific facilitators and barriers to their use of technology. (SK)