This article argues that the emphasis on teaching history as a separate subject is of recent origin and is misguided for both cognitive and philosophical reasons. Rather than emphasizing the uniqueness of history, advocates of improved history education would be better served by recognizing the natural and long-standing place of history within the broader field of social studies.

Using a qualitative methodology, this study examines the relationship between a professional development effort centered on teaching history through a cultural encounters approach, and the history teaching practice of 21 teachers. Findings demonstrate that the participants’ conceptual frameworks toward history, grounded in their own professional knowledge and teaching expertise, were important factors in how they reconceptualized their views of curriculum.

This article addresses the growing diversity in religious and ethnic backgrounds among students at primary and secondary schools in Western Europe. Presented are the outcomes of international comparative anthropological (qualitative) research on multiculturalism, citizenship, and nation building in schools in Paris, Berlin, London, and Rotterdam.

This article examines social studies curriculum and instruction in two teachers' classrooms at an elementary school where instructional time for social studies was reduced in response to state testing in language arts and mathematics. Findings suggest that the institution of an accountability system meant to improve teaching and learning is instead undermining teachers' efforts to enact a thoughtful social studies curriculum in their classrooms.

This is a study of assessment of groupwork. Students are informed of evaluation criteria. As hypothesized, groups that knew the criteria used to evaluate their group product, had higher quality discussions and better group products than groups without these criteria.

This paper offers an analysis of Mead’s contributions and contradictions in two sections, one on her ethnography, the other on her legacy applied to the problems of education in the contemporary United States, particularly her rarely noticed contributions to a theory of learning.

The author presents case studies of two high school social studies teachers and influence of state-level testing on their teaching practices.

The authors investigated middle graders’ understanding of significance in U.S. history through open-ended interviews with forty-eight students in grades five through eight. Students pointed to steadily expanding rights and opportunities as a central theme in U.S. history, but they also had difficulty incorporating some historical patterns and events into their image of progress. This study suggests that students need experience with the complexities of the past within a context that provides some framework for making critical sense out of both legitimating stories and alternative, vernacular histories.

Thomas S. Kuhn’s The Structure of Scientific Revolutions (1962) and the new social history each challenged the reigning orthodoxy in their field. The author details his own personal account of how each had much to do with the development of his own sense of what history is and how to practice his craft.

The author presents a conception of democratic citizenship and considers the implications for the renewal of citizenship education.

Responds to the New York State Commissioner of Education's paper calling for multicultural, historically accurate public school curricula. The paper emphasizes the importance of students being able to recognize the relationship between the historian's perspective and his/her shaping of the historical narrative in textbooks.

This article discusses the need to revise New York State's social studies curriculum to reflect the nation's diversity in a fair way, presenting a less biased, more realistic view of history. The curriculum should cultivate multiple perspectives, teach about common traditions, include examples of many peoples, and tell the whole story.

The author describes her experience observing a semester-long curricular unit entitled "Facing History and Ourselves" (FHAO). FHAO seeks to provide a model for teaching history in a way that helps adolescents reflect critically on social issues today.

Our purpose in this article is to explore several issues that are raised when one reflects on how budding anthropologists, historians, and political scientists, fresh from their undergraduate and teacher training, think about history. We also discuss some of the differences in teaching styles we observed while watching our four novices in their respective classrooms. Finally, we suggest some of the implications of our research for teacher education and research on teaching.

Understanding our history means knowing what the hopeful influences on the curriculum were (in terms of democratic ends) as well as the harmful influences. Students can use this knowledge to distinguish what needs strengthening from what needs to be reckoned with in the present situation. Kliebard’s book has clear methodological implications for future work in curriculum history.

There is no longer any such thing as citizenship in the modern industrial world. The science of ecology must inspire the innovative curricula of tomorrow.

The humanities are described as the custodians of the human image. Today's humanities have burdens which are social and conceptual. Higher education training in critical thinking works against the image of man, which keeps civilization vital.

Humanistic studies are defined by several characteristics: the temporal view of values and a refusal to repudiate the past as irrelevant; the importance of human actions and beliefs; and the dual qualities of objectivity and subjectivity.

Values and benefits derived from the study of American history have changed over the years. Historians must more adequately describe the principal benefits to be obtained from the study of American history and consider ways in which history instruction can be revitalized to help those benefits to be realized.

The purpose of this paper is to analyze the moral, political, and epistemological consequences of the methodology of and theoretical commitments to a behavioral research pattern and its application to education.

Drawing on memoranda and other materials in the federal archives, and interviews with more than a score of officials in the Johnson and Nixon administrations, this essay attempts to trace the development of the policy impact of the Coleman Report from its origins in 1964 to the end of Nixon's first term.

This article discusses the influence of society and culture on the goals and content of educational problems.

The problem at this point is that so few schools, especially those in urban areas, have the money for the more recent texts and therefore continue to use the older books. It is difficult to speculate on the potential damage of these distortions—in particular, what effect they might have on the formation of prejudicial attitudes and beliefs.

When school began this fall the pupils in the eighth grade had at the best but a "passive interest" in history and geography. In fact there seemed no enthusiasm for any study except literature and composition.

To the question, what should be the cost of domestic science equipment for school work, the answers are as varied as the conditions where needs are to be met. In the United States and Canada there are in existence equipments of all grades, ranging from those used in the country district or city settlement school, to laboratories and appointments not to be surpassed by those in the best equipped university laboratories for work in the natural sciences.

THE ROOMS Two situations will be considered: (1) The planning for rooms in a new building, and (2) the refitting of rooms used for other purposes. 1. The Number. In elementary school work it is often possible to devote only one room to domestic science and this is usually the kitchen.