Discusses opposing tendencies in the interpretation of Western Civilization. Describes the expanded definition that includes Byzantine and Islamic cultures as heirs of the Greco-Roman cultures. Suggests that a limited definition of Western culture will facilitate a problems approach, emphasize diversity among cultures, and integrate the classical…

Reviews criticism of history instruction and historical knowledge in the United States since 1939. Contends that critics have shared almost identical concerns during that period. Suggests that, although efforts must continually be made to strengthen history instruction, the "crisis" in history is ephemeral and usually linked to…

Discusses five history textbooks commonly used in schools and homes in the United States prior to the Civil War. Describes the style, reading level, and content of the books. Concludes that the books promoted a sense of nationalism related to the political development and ideals of the United States at that time. (CFR)

Recent literature has made little attempt to apply historical studies to the problems of contemporary educational administration or to use historical studies as the basis for analysis or prediction. This article examines the role of historical insights in relation to educational administration and proposes approaches that might enhance their…

Maintains that over 50 years ago the American Historical Association began to reshape history and social education. Asserts that only recently have professional historians begun to become reinvolved in history instruction in the schools. Describes the efforts to create National History Standards in both world and U.S. history. (CFR)

Reports on a European teachers' seminar. Points out the difficulties of making generalizations about history instruction in European nations. Concludes that it is essential to emphasize societal aspects that bind people together and that national history should be taught in a European and global context. (CFR)

One of a series of booklets designed to make available to a wide audience thoughtful perspectives on issues of domestic and foreign policy, this booklet contains two essays which provide a solid base for elementary and secondary teachers to communicate the nature of America's place in the world, its responsibilities, ideals, and traditions to…

Maintains that the National History Standards are a collaboration among classroom teachers, scholars, and curriculum specialists. Discusses the process used to develop the history standards. Asserts that the most contentious issue was the treatment of western civilization in the presentation of historical criteria. (CFR)

Describes the "History with Civics" course taught in upper level secondary schools in Denmark. Discusses course content, student assessment, teacher qualifications, instructional materials, and teaching methods. Includes an appendix that presents a topical course syllabus. (CFR)

Reviews descriptions of history courses in catalogs of 24 public universities from 1910-90. Finds consistent trends in the history curriculum to be expanding coverage of geographical areas; reduced coverage of specific historical periods; and a striking and recent expansion of subgroups. (CFR)

This document consists of the proceedings of a conference that reflected the vision of history held by the Bradley Commission. The theme of the conference was the nature of the history curriculum. The presenters at the conference focused on the impact that the report of the Bradley Commission has had during the previous five years. The document…

Contends that the sociology of U.S. organized religion is undergoing a period of ferment. Discusses the development of an open market in the historiography and sociology of U.S. religion studies. Concludes with suggestions for further research. (CFR)

Maintains that higher education in the former East Germany is facing a new beginning highlighted by the restoration of academic freedom in teaching and research. Describes how the faculty of the Historical Institute at the University of Griefswald dealt with political censorship before German reunification. Concludes that administrative and…

Traces educational reform related to history education in Great Britain since the first Margaret Thatcher administration. Outlines the work of the History Working Group and two competing approaches to the study of history. Describes how conservative forces rejected pluralistic history in favor of traditional nationalist-based history. (CFR)

Asserts that professors of U.S. history have an important stake in the publication of standards for teaching history in the public schools. Discusses the development of the standards and controversies that emerged. Concludes that college historians will benefit if the voluntary standards are implemented. (CFR)