{"id":{"repo_id":"unf","oai_identifier":"oai:digitalcommons.unf.edu:etd-1728"},"canonical_url":"https://search.dev.ndltd.org/etd/unf/oai:digitalcommons.unf.edu:etd-1728","repository":{"repo_id":"unf","name":"University of North Florida","base_url":"https://digitalcommons.unf.edu/do/oai/"},"display":{"title":"Nuclear Armament/Disarmament as a Topic in Decision-Making Models in Secondary Social Studies Classrooms","abstract":"This study sought to determine the current status of the nuclear armament/disarmament issue as a topic for the moral decision-making model in secondary social studies curriculums and to establish guidelines for its inclusion in future lessons. A review of the relevant literature provided the basis for a questionnaire mailed to four hundred, randomly selected social studies department chairpersons. Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of the respondents indicated they taught lessons regarding nuclear disarmament and employed at least a portion of the commonly accepted steps of the decision-making model. The related literature and questionnaire results suggested certain recommendations for the development of effective units of instruction in this area.","abstract_html":"This study sought to determine the current status of the nuclear armament/disarmament issue as a topic for the moral decision-making model in secondary social studies curriculums and to establish guidelines for its inclusion in future lessons. A review of the relevant literature provided the basis for a questionnaire mailed to four hundred, randomly selected social studies department chairpersons. Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of the respondents indicated they taught lessons regarding nuclear disarmament and employed at least a portion of the commonly accepted steps of the decision-making model. The related literature and questionnaire results suggested certain recommendations for the development of effective units of instruction in this area.","abstract_has_math":false,"creators":["Reeves, Karen Holman"],"institution":"UNF Digital Commons","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1984,"date_issued":"1984-01-01T08:00:00Z","date_published":"1984-01-01T08:00:00Z","updated_at":"2026-07-24T05:21:49Z","subjects":["University of North Florida; UNF; Thesis; Academic -- UNF -- Master of Education in History Education: Thesis; Academic -- UNF – College of Education","Curriculum and Instruction","Education","History","Secondary Education and Teaching","United States History"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.unf.edu/etd/680","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Reeves, Karen Holman"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1984-01-01T08:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["UNF Digital Commons"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["University of North Florida; UNF; Thesis; Academic -- UNF -- Master of Education in History Education: Thesis; Academic -- UNF – College of Education","Curriculum and Instruction","Education","History","Secondary Education and Teaching","United States History"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.unf.edu/etd/680","https://digitalcommons.unf.edu/context/etd/article/1728/viewcontent/ETD061PA.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study sought to determine the current status of the nuclear armament/disarmament issue as a topic for the moral decision-making model in secondary social studies curriculums and to establish guidelines for its inclusion in future lessons. A review of the relevant literature provided the basis for a questionnaire mailed to four hundred, randomly selected social studies department chairpersons. Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of the respondents indicated they taught lessons regarding nuclear disarmament and employed at least a portion of the commonly accepted steps of the decision-making model. 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Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of the respondents indicated they taught lessons regarding nuclear disarmament and employed at least a portion of the commonly accepted steps of the decision-making model. 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