Conclusions and Recommendations; Report of the Commission on the Social Studies. A. C. Krey, chairman (New York: Charles Scribner's Sons. 1934. Pp. xi, 168.) - Civic Education in the United States. By Charles E. Merriam. (New York: Charles Scribner's Sons. 1934. Pp. xxii, 196.)

The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. Modesty value type was observed the least in the USA (New York) and France textbooks. However, the least frequent category was prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook learning-instruction processes in the three countries were similar and the value explanation approach was adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The least frequent value instruction approaches in the textbooks were value instruction by observation in Turkish and French textbooks and moral reasoning method in the American (New York) social studies textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by observation approach.

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Fired by the Ideal

10.5406/illinois/9780252041051.003.0004 ◽

2018 ◽

Author(s):

Marcella Bencivenni

Keyword(s):

United States ◽

New York ◽

New York City ◽

Historical Context ◽

The United States ◽

Late Nineteenth Century ◽

Italian Immigration ◽

The Social ◽

Late Nineteenth ◽

The Ideal

This chapter details the social, political and historical context out of which Italian anarchism emerged in New York City. Embracing a transnational approach, she charts the movement's early roots, its main leaders, geopolitical spaces and distinctive subculture starting from the late nineteenth century when the great Italian immigration to the United States began through the 1920s when the movement started to decline under the blows of governmental repression and postwar nativist calls for 100 percent Americanism.

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TAUSSIG, FRANK WILLIAM. Selected Readings in International Trade and Tariff Problems. Pp. x, 566. New York: Ginn and Company, 1921. BARNES, H. E. The Social History of the Western World. An Outline Syllabus. Pp. xii, 126. New York: D. Appleton & Co., 1921. MITCHELL, WESLEY C., et al. The Income in the United States. Its Amount and Distribution, 1909-1919. Volume I. New York: Harcourt, Brace & Company, 1921

The Annals of the American Academy of Political and Social Science ◽

10.1177/000271622210000147 ◽

1922 ◽

Vol 100 (1) ◽

pp. 211-213

Author(s):

Karl Scholz

Keyword(s):

United States ◽

New York ◽

International Trade ◽

Social History ◽

The United States ◽

Western World ◽

The Social ◽

History Of

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Drowning Voices and Drowning Shoreline: A Riverside View of the Social and Ecological Impacts of the St. Lawrence Seaway and Power Project

Rural History ◽

10.1017/s0956793300001801 ◽

1999 ◽

Vol 10 (2) ◽

pp. 235-257 ◽

Cited By ~ 2

Author(s):

Heather M. Cox ◽

Brendan G. DeMelle ◽

Glenn R. Harris ◽

Christopher P. Lee ◽

Laura K. Montondo

Keyword(s):

United States ◽

New York ◽

Twentieth Century ◽

Private Sector ◽

The United States ◽

Ecological Impacts ◽

Commercial Vehicles ◽

The Social ◽

Power Project ◽

St Lawrence River

The St. Lawrence Seaway and Power Project was a massive restructuring of the St. Lawrence River bordering Canada and the United States. The river had always been used for human transportation, and a shipping canal for commercial vehicles was constructed and enhanced throughout the nineteenth century. However, the river grew increasingly incapable of handling an international fleet composed of larger boats during the twentieth century. Proposals to undertake major renovations for shipping were debated at the highest levels of policy for several decades. Finally, the St. Lawrence River was substantially altered during the 1950s. These changes created a Seaway able to accommodate vessels with deeper drafts and permitted the development of hydro-electric generating facilities through the construction of dikes and dams. All of this activity involved numerous agencies in the governments of the United States, Canada, the Iroquois Confederacy, New York, Ontario, other states and provinces, as well as commercial and industrial entities in the private sector.

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Origins of American Sociology. The Social Science Movement in the United States. By L. L. Bernard and Jessie Bernard. New York: Thomas Y. Crowell Co., 1943. 866 pp. $6.50

Social Forces ◽

10.2307/2571462 ◽

1943 ◽

Vol 22 (1) ◽

pp. 107-108

Author(s):

C. A. Ellwood

Keyword(s):

United States ◽

New York ◽

Social Science ◽

The United States ◽

American Sociology ◽

The Social ◽

Science Movement

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The Challenges Facing Civic Education in the 21st Century

Daedalus ◽

10.1162/daed_a_00204 ◽

2013 ◽

Vol 142 (2) ◽

pp. 65-83 ◽

Cited By ~ 4

Author(s):

Kathleen Hall Jamieson

Keyword(s):

United States ◽

Social Studies ◽

Civic Education ◽

21St Century ◽

The United States ◽

Lower Income ◽

Civics Education ◽

Social Studies Textbooks ◽

Civic Skills

This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.

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The Comic Grotesque

How the Other Half Laughs ◽

10.14325/mississippi/9781496826527.003.0002 ◽

2020 ◽

pp. 29-66

Author(s):

Jean Lee Cole

Keyword(s):

United States ◽

Nineteenth Century ◽

New York ◽

Social Order ◽

The United States ◽

Comic Strip ◽

Melting Pot ◽

Logical Basis ◽

Ethnic Populations ◽

The Social

A particularly grotesque form of the comic sensibility emerged in the closing years of the nineteenth century in the works of George Luks. Luks was called on to take over Richard Outcault’s phenomenally popular Yellow Kid comic strip at Joseph Pulitzer’s New York World in 1896; he soon made the Yellow Kid his own. As Outcault’s duplicate or twin, Luks capitalized on the grotesque potential of twinning, doubling, and replication to question the social order from below, laying bare—and then savagely mocking—fears of the rapidly growing immigrant and ethnic populations in the United States. In subsequent strips, including The Little Nippers and Mose’s Incubator, his representations of polyglot America become positively fantastical, even monstrous, reflecting the interchangeability and reproducibility of ethnic identity that formed the logical basis of the “melting pot.”

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