| The purpose of this study is to examine trends in content and methodology used in teaching government in secondary schools in the United States between 1930 and 1980. Through an examination of different studies, conclusions were drawn regarding various curriculum changes in government courses taught during this time. Although many attempts were made to change and improve the government course throughout this period, curriculum and instruction actually changed very little. Further, although the American government teacher had a wide range of alternatives from which to organize instruction, he generally adhered to teaching facts and descriptions of government institutions.; During the 1930's the primary objective of the social studies curriculum was the teaching of democratic values. By the end of the 1930's, Civics, American Government and Problems of Democracy were an integral part of the social studies curriculum.; During the 1940's and 1950's the government course was utilized to teach good citizenship and to develop national patriotism. Educators called for participation through practical experience and encouraged students to become involved in the actual operation of their government.; The New Social Studies Movement began in the 1960's, emphasizing concepts, generalization and analysis. Inquiry, discovery, self-directed learning and creativity were methods encouraged during this period. By the 1970's statistics revealed that students were not learning basic facts about government. The public demanded a "Back to Basics" curriculum, and citizenship education became a primary goal of the social studies curriculum. Students were again taught basic knowledge and skills to help them become participating and productive citizens. |
