American history surveys and monographs have been dominated by discourses on war. The vocabulary itself--the inter-war period, postwar planning, the prewar economy, the revolutionary war generation, the irrepressible conflict--strongly suggests that the United States has been in a virtual state of war throughout its history. Ironically, this…

Using the New York state social studies 11th grade syllabus as a guide, the developer of this guide has adapted statements of understandings and has added resources and research questions to give students a better perspective on the role of women in United States history. Five broad topics are explored: The American People (immigrants, culture…

This paper discusses Thomas Jefferson's evolving concept of the form and manner of education most useful for republican citizens. Jefferson both respected and resented Europe's claims of superiority in cultural matters. But as captivated as Jefferson was by European artistic and literary attainments, he was appalled at the misery and squalor that…

Developed for California high school teachers, this guide is designed to help them clarify the role of the state government and improve students' understanding of the democratic process through their acquisition of knowledge, skills and attitudes. The guide provides the tools necessary to help students inform themselves about: current economic,…

Critical reports that history is not being taught have touched off an extensive reappraisal of history in the schools. Contains summaries of the major reports of the past year and suggestions for school boards. (MLF)

Describes Louisiana's "Black Americans in United States History" course which is designed to increase student knowledge of Black accomplishments and enhance student self-image through identification with past and present Blacks. Recommends using the inquiry method of instruction, giving special consideration to springboards and the group…

Describes a course taught to U.S. Air Force officers at Air University in Alabama. Discusses special problems confronted when teaching veterans of the war and new officers looking for answers. Maintains that studies of the war should look beyond "lessons learned" to search for the processes of policy analysis which will enable the nation…

Notes the decrease in programs and courses on women's studies at the high school level and attributes this decrease to the national drive for educational reform. Provides an overview of recent efforts to increase teaching about women's history, and includes an introduction to the theme articles in this issue of SOCIAL EDUCATION. (JDH)

This article illustrates changes in the thinking which have occurred over the past 15 years about how to incorporate women into the discipline of history. It identifies five different phases of feminist scholarship and illustrates how women's studies have influenced the author's and other teachers' thinking about history. (JDH)

This article presents an alternative structure for social studies. The structure is based on studying people as grouped by culture rather than by political boundaries. Provides an example of how the cultural grouping might change a standard United States history course. (JDH)

Recognizes the decline of history instruction and reports the results of the recent pilot test of the history knowledge of 17-year-old high school students by the National Assessment of Educational Progress. Lists the various projects of the National Endowment for the Humanities designed to strengthen United States History instruction. (JDH)

Offers the opinions of four high school students about the importance of United States history. The students express opinions regarding teaching practices, course content, course requirements, and the sequencing of history courses within the high school curriculum. (JDH)

Presents an eight-step process for developing and presenting a supplementary unit to help students in grades 5-12 understand in greater depth the story of America's cities. (RM)

Argues that history is worth studying because it alone can begin to help us find who we are and what choices we may have before us. Discusses the particular significance of history within self-governing, democratic societies. Asserts that American students must be familiar with history of other cultures and periods before Columbus. (KH)

The state of research and the need for new and productive directions are examined while exploring the relationship of the historian to the study of the film industry. (Author/KM)