Argues that the role of economic reasoning can provide a powerful tool for understanding U.S. history. Lists six principles that articulate important aspects of economic reasoning that can be used in teaching U.S. history. Uses the Homestead Act of 1862 to illustrate how these principles can be used in the classroom. (CFR)

Argues that students seldom understand the history of U.S. popular culture, although such cultural attributes as shopping malls and advertising can be used to teach economic and historical understanding. Presents a model that indicates the interrelationship between U.S. popular culture and economic concepts. (CFR)

Uses data obtained from a national survey of middle school teachers, conducted in the 1989-90 academic year, to examine questions on the topics covered in the American history curriculum in public middle schools, the academic background and experience of middle school history teachers and teachers' views on what should be changed for a more…

Black Studies as a field appears to be in the stage of institutionalization, requiring that questions of who is qualified to teach and what is required to teach Black Studies be answered. Issues of scholarship defining an alternate history of the United States are discussed. (SLD)

Asserts that peace activism should be integrated into U.S. history. Traces the history of the peace movement and peace activism from the American Revolution to the 1980s. Concludes that the peace movement, although diverse and constantly changing, has made an appreciable difference in national attitudes toward war and civil violence. (CFR)

Discusses integrating information on the Japanese-American internment experience of World War II into the women's studies curriculum at the University of California Los Angeles (UCLA). Describes the author's experiences in using ideas and materials from a seminar on the internment issue. (SLD)

Describes plans to use material from a seminar on integrating material about the Japanese-American internment in World War II into the curriculum of the University of California Los Angeles. Describes efforts to develop a unit on the gender and racial dimensions of internment for a women's studies course. (SLD)

Examines a hypothetical curriculum development plan for Texas schools, focusing on the integration of technology skills into seventh-grade history, mathematics, language arts, and science, as well as teacher inservice training. A sidebar outlines technology integration activities for Texas history, the stock market, spreadsheets, creative and…

In 1996, New York's Bronx Community College (BCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The BCC action plan was drafted to improve both the core curriculum…

This paper summarizes responses of students in kindergarten and grades 1, 2, 4, and 5 to questions about Native Americans. The paper draws on findings from two studies, both done in a suburban school system deemed "average" on a variety of educational and socioeconomic indicators. In each study, samples of students stratified by gender…

This curriculum guide for seventh grade teachers outlines resource units for American studies. Although intended for use by teachers in Louisiana, the guide can be used or adapted by educators in any state. Teachers will find it necessary to develop the resource units structured by the curriculum guide into teaching units and lesson plans. The…

The document presents an historical review of art and art education at Ohio State University from 1874-1944, discussing various philosophies of art, educational trends, and important personalities. The objective is to use trends and events at Ohio State as a microcosm of art and art education in the United States. Emphasizing the dual nature of…

This resource guide is intended for use as a general guide for teachers who are designing elementary and secondary Bicentennial social studies units. The unit stresses three main topics in both an historical and contemporary framework: family life, transportation, and social conflict for the periods of 1776, 1876, and 1976. Emphasis is on the…

There are eighty-four current projects described in this directory. The discussions are organized by discipline: Anthropology, Civics-Government, Comprehensive (involving two or more Social Science disciplines), Conservation, Economics, Geography, Sociology, U. S. Culture (History), World Affairs, and World Cultures. Each individual project note…

The major thrust of the project dealt with the problems of current elementary, junior high, and senior high courses in United States history. Nine specified objectives were: 1) to encourage social scientists to participate in curriculum development; 2) to secure an identification of basic ideas and concepts concerning American society; 3) to…