This essay is a critical analysis of elements of the Social Studies Toolkit and related materials developed by the New York State Education Department. It addresses misunderstandings of historical theory and method and the presentation of historical knowledge and information by department staff and affiliates, the consequences of which puts…

In this article, the authors discuss how to explore the agency of ordinary citizens using local institutions to combat Jim Crow segregation laws during Freedom Summer. Primary sources from Miami (OH) University website about Freedom Summer and Susan Goldman Rubin's trade book ground the inquiry. Through the series of activities discussed, middle…

This article describes the personal and pedagogical contexts for the development of a 9/11 curriculum. The author relates his own experiences learning of the event and teaching it soon afterwards and the subsequent development of a nationally distributed 9/11 curriculum.

Given the current national debate over immigration reform and the plethora of anti-immigrant policies, practices, and laws, school curriculums should include materials that will allow students to learn about, and reflect on, the impact this debate has on the lived realities of those most impacted. Specifically, teachers and their students will…

A review of "The September 11th Education Program: A National Interdisciplinary Curriculum" reveals a sensitive and well-created program for the 5-12 social studies teacher to use in teaching about the challenging subject of 9/11. This program provides an opportunity for teachers to find a balance among understanding, critical analysis,…

In this article, the author discusses the importance of continuing study of the events surrounding 9/11. She also provides ideas on how the 9/11 Education Trust's curriculum can be implemented in a variety of classroom settings.

This article describes the Native American History in a Box curriculum which is designed to introduce elementary and middle-level students to Native American cultures. The curriculum consists of a five day unit addressing the following concepts pertaining to Native American Nations: settlements, tools, sustenance, pottery, and contact with…

The thematic approach to teaching United States history is stressed and units are suggested such as resource exploitations, federalism, cultural change, pursuit of individual civil rights, foreign involvement, and the redefinition of national goals that illustrate particular themes. (ND)

Arguments for and against using social history in elementary social studies courses are presented. (JR)

Presents the source method that Mary Sheldon Barnes publicized in her book, "Studies in General History" in 1885. Defines the source method as the thorough examination of original source materials through the application of systematic inquiry tools. Points out that Barnes combined the study of history with the study of contemporary life.…

Describes an approach for including social issues in United States history classes. Provides examples of how specific issues were integrated with common course topics. (JDH)

Proposes a new approach to labor history that is to study working people rather than labor unions. (ND)

Discusses a collaboration among an educator, a historical archaeologist, and a historian in order to create a local history curriculum that focuses on the life of African Americans on a Texas farm. Discusses how the curriculum was actually developed focusing on the role of the three team members. (CMK)

This article notes that the May 1987 release of the College Board's advanced placement exam in American government gives high school social studies departments good reason to reassess and improve their advanced placement programs. It shows how Alexis de Toqueville's classic 1935 work, "Democracy in America," may be used as a central…