Reviews the history of ideas about the proper role of history in high school curricula. Asserts that the acceptance of social efficiency as the touchstone of curricula, as well as history's absorption into social studies, proved disastrous. Calls for reassessment of the inherent values of studying history. (KH)

Recognizes the decline of history instruction and reports the results of the recent pilot test of the history knowledge of 17-year-old high school students by the National Assessment of Educational Progress. Lists the various projects of the National Endowment for the Humanities designed to strengthen United States History instruction. (JDH)

Educators can construct practices that provoke processes of remembrance to alter the way the past is made present in desires, plans, and actions. The paper highlights the collective aspect of living memory to emphasize the organized, nonidiosyncratic quality of such memories. Four historical events are examined. (SM)

Seen as a vehicle for transforming the pre-tertiary education and training system of South Africa, the new Curriculum Framework of 1997 looks to empower people for participation in a democratic society. This paper contends that, although the Curriculum Framework policy document articulates the need for a partnership between parents, teachers, the…

Assesses the extent to which policies and practices of Georgia school districts conformed to state recommendations in 3 areas: social studies curriculum requirements, teacher certification, and the teacher/classroom situation. Reaffirms the significance of teaching history and the value of the subject itself. Offers 8 recommendations in regard to…

Illustrates the enormous range of citizens who entered curricular disputes, the diverse strategies they employed, and the disparate results of their efforts, suggesting a new explanation for the decline of the traditional three-R's and the rise of a differentiated curriculum during the early 20th century. Highlights citizen effects on history,…

Presents the National History Standards for United States History, grades 5 through 12. Includes an overview of 10 chronological time periods. Provides student objectives and recommended learning activities. (CFR)

Based on the premise that technology can assist teachers in bringing about student learning about the past, this paper contends that technology must be integrated into the curriculum (in this case, the history curriculum) as a whole and it must complement the philosophy and the practice of the teacher. The paper is divided into sections: (1)…