This study examined how U.S. entry into World War I and related pedagogical reforms of the early twentieth century impacted elementary social education at a local level. Analysis of state curriculum guides, records from the collection of a rural school educator, report cards, and daily attendance registers for four counties indicated that…

This article explores the potential of the graphic novel as a means to approach history and historiography in secondary school social studies and history classrooms. Because graphic novels convey their messages through the interaction of visuals and written text, they require reading that is across the grain. They have been likened to hypertext, a…

This article explores preservice teachers' resistance to elementary history teaching that makes explicit and accessible the construction of historical knowledge for students. Using qualitative data from a 3-semester-long critical action research study, the author examines two themes of resistance voiced by a majority of 70 preservice teachers:…

Explores the historiography of the social studies curriculum in the United States since the depression as presented by three educators who were most responsible for establishing a widely accepted social studies framework--Henry Johnson, Rolla Tryon, and Edgar Wesley. Topics discussed include characteristics of their view of the development of the…

This essay describes the results of an experimental class co-taught by an historian and a social studies educator. The class was designed to accomplish two things: to narrow the gap in disciplinary thinking between preservice teachers and historians, and to overcome the preservice teachers' compartmentalized thinking about the nature of their…

Responds to Lynda Stone's comments on the author's essay on the interpretation of history. Demonstrates the linkages between his argument and those of Stone. Concludes by contesting some of her interpretations of his philosophical forebear, Edmund Husserl, and by pointing to the common objectives of both his and Stone's research. (DSK)

Comments on Mark Blum's essay on the history of the interpretation of history. Applauds Blum's attempt but draws out problems associated with his argument's grounding in the philosophy of Edmund Husserl and John Toews. Concludes by discussing a new historicism and a need for a postmodern turn in historical interpretation. (DSK)

This article examines debates over teaching Australian history in schools and notes a pervasive anxiety about what "our children" should know. The article sketches some of these debates, and while noting the politics of history teaching both in Australia and abroad, argues that its heavily politicized discourse has been further…

This article examines the educational ideas of Fred Morrow Fling (1860-1934). A practitioner of "scientific history," Fling believed that the principal goal of history education was to teach the historical method through the analysis of primary sources. Unlike his contemporaries, who saw sources as useful for adding interest to lessons, Fling…

Examines ways in which history/social studies educators might respond to the challenges posed by the critical literature in and about history in order to reconsider why we learn history, what we do (and could do) with it, and for what (and whose) purposes. (CMK)

Explores how social-studies student teachers think about and write about history through an examination of their historical thinking, use of sources, and writing. Focuses on constructing historical accounts from multiple sources. Discusses common patterns in thinking and writing. Suggests way to improve student teachers' engagement with historical…

Discusses four types of historical understanding and argues for a developmental sequence in historical understanding. Suggests two frameworks: (1) the story-form framework (ages up to 8) and; (2) a romantic framework (ages 8-15), sketching a curriculum based on each. Argues that these forms are necessary for acquiring more sophisticated levels of…

Expresses concern that history as a school subject will continue to be manipulated by those with political power and will suffer by being diffused among other subject areas in the curriculum. Discusses the government role in the efforts to ensure the future of a history curriculum and the constraints of integrating history. (DAJ)

Reiterates the need for an understanding of the concepts of continuity and change, not simply in the representation of historical events, but in the writing and study of history. Uses Thomas Hobbes's riddle of Theseus to illustrate the need for multiple readings and critical analysis in history instruction. (MJP)

Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)