Asserts that student attitudes toward history textbooks are important because the perceptions may affect how much or how well they learn. Describes how 17 11th-grade U.S. history students evaluated their textbook. Found that 71% of the students perceived the book to be a presentation of knowledge. (CFR)

Maintains that, although slavery is a major topic in U.S. history, the geographical focus is primarily on the South. Discusses slavery and two slave revolts in colonial New York in the early 1700s. Includes descriptions of the slave revolts and two information tables. (CFR)

Maintains that the early years of the National Council for the Social Studies (NCSS) set the tone for its later developments. Discusses the significance of early organizational leaders; the development of the NCSS journal, "Social Education"; and the influence of both the National Education Association and the American Historical…

Reports on an interview with General Wilma L. Vaught, president of the Board of Directors of the Women in Military Service for America Memorial Foundation. Discusses a memorial to women in military service to be built in Arlington Cemetery near Washington, DC. (CFR)

Describes the history and growth of the National Council for the Social Studies (NCSS) during the Great Depression and World War II years. Discusses the NCSS publications program and the role of author James A. Michener in the organization. (CFR)

Contends that recent historical research has found strong and growing evidence of the presence of women on Civil War battlefields in numbers far beyond what previously had been believed. Discusses women who fought in disguise, those who served as nurses, and women who were given the title "daughters of the regiment." (CFR)

Describes the organization's break with the National Education Association and development of an organizational structure and a code of professional ethics. Discusses the identity crisis and tension between social studies education and the social science disciplines that continue to be issues within the organization. (CFR)

Discusses the organizational development of the National Council for the Social Studies (NCSS) during the years 1982-1995. Describes the effort to establish national social studies standards in response to the national Goals 2000 movement. Describes the reorganization of the NCSS committee structure and central office staff. (CFR)

Discusses the origins and development of social studies education from the Populist/Progressive era to the present. Contends that, because of the influence of politics on programs of study in schools, the social studies curriculum has been affected by the rise and fall of ideological and political trends. (CFR)

Contends that, although women participated as a group and as individuals in every war, they rarely are acknowledged in history books or commemorated with monuments. Describes nine roles that women played during the American War for Independence and the Civil War. (CFR)

Maintains that social studies education arose out of a concern for an educational system that prepared citizens for a democratic society. Describes the influence of the National Education Association and the American Historical Association on the National Council for the Social Studies. (CFR)

Describes government efforts to mobilize U.S. women during World War II. Discusses the need for women's participation and the problems confronted by women who joined the wartime labor force. Describes efforts to increase participation by women in the armed forces. (CFR)

Contends that women experienced World War I differently from any other war. Asserts that, although thorough physical examinations prevented women from fighting while disguised as men, women played significant roles as nurses and on the home front. Relates accounts of women who participated as volunteers, clerical workers, and journalists. (CFR)

Describes how the National Council for the Social Studies (NCSS) grew into a major professional organization during the years 1947-1968. Discusses the NCSS response to domestic and social issues such as civil rights, the Cold War, and educational reform following Sputnik. (CFR)

Describes the origins and work of the Women's Land Army, a World War I British volunteer agricultural production unit. Details similar program in the United States. Identifies the impact of the Women's Land Army including enhanced political, economic, and physical freedom for the participants and future generations of women. (CFR)