The Constitution and Bill of Rights in the Curricula of Our Schools: Coverage, Materials, and Methods.

Autor/in	Patrick, John J.
Titel	The Constitution and Bill of Rights in the Curricula of Our Schools: Coverage, Materials, and Methods.
Quelle	(1991), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Citizenship Education; Constitutional History; Constitutional Law; Curriculum Development; Curriculum Evaluation; Educational Change; Elementary Secondary Education; Law Related Education; Social Studies; Teaching Methods + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Verfassungsgeschichte; Staatsrecht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsreform; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper assesses efforts undertaken to promote teaching and learning about the U.S. Constitution and the Bill of Rights during the years leading up to and including the bicentennial celebrations of these two documents. The assessment focuses on three specific topics: (1) patterns of content coverage; (2) materials for teachers and students; and (3) methods of instruction. Most students are taught about the Constitution and Bill of Rights at least four times: (1) in a fifth-grade U.S. history course; (2) in a middle school or junior high U.S. American history course; (3) in a high school U.S. history course; and (4) in a high school government or civics course. This content coverage pattern has remained constant throughout the bicentennial period. The bicentennial period has been a time of extraordinary production of curricular materials about every facet of the Constitution and Bill of Rights in U.S. history and contemporary society. Examples of materials produced in this period are cited. Hundreds of teachers have been exposed to new teaching materials and methods through special bicentennial institutes and workshops; however, most teachers appear to rely on standard textbooks and not the materials and methods developed during the bicentennial period. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC