ABSTRACT
I advocate that teachers become curriculum creators, not just implementors. This chapter defines curriculum and examines its various components, explores curriculum debates and teacher decision-making, and offers ideas for calendar development. A curriculum requires a long-range plan for achieving content, concept, academic skill, and social goals. It helps social studies teachers decide how to organize units, lessons, and activities for their classes. The most effective curricula offer teachers a range of options, rather than fixed guidelines. They provide direction for classroom decisions while allowing for continuous reevaluation and are open to change in response to student needs, new ideas, and classroom developments. This chapter also compares advanced placement, international baccalaureate, and dual enrollment programs. Key concepts include curriculum, curriculum calendar, directed experience, hidden curriculum, reflection, and standards.
