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)

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)

Comments on Kenneth Boulding's address to the 1991 Social Science Education Consortium Conference. Compares Boulding's approach to knowledge to the scientific community's correction of errors. Suggests that social studies might do better for the future by focusing on multicultural understanding with the realization that all people share many of…

Presents an interview by National Endowment for the Humanities chairman, Sheldon Hackney, with historian John Higham on multiculturalism and national identity. Contends that the centrifugal forces of national, ethnic, and religious diversity need countervailing forces to hold the nation together. (CFR)

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)

Contends that 1960 and 1970 social studies projects reflected institutionalized mainstream academic knowledge in the social sciences. Calls for closing the gap between transformational knowledge and the teaching of social studies in public schools. (CFR)

Presents three reactions to James A. Banks' article, "Transformative Challenges to the Social Science Disciplines: Implications for Social Studies Teaching and Learning." Calls for more emphasis on global education, agrees that teaching and learning strategies should be changed, and recommends changes in preservice teacher education.…