Surveying State Standards: National History Education Network's 1997 Report on State Social Studies Standards

1998 ◽  
Vol 31 (2) ◽  
pp. 221 ◽  
Author(s):  
Loretta Sullivan Lobes
Keyword(s):  
Social Studies ◽  
History Education ◽  
State Standards ◽  
National History

Improving History Education for All Students: The Massachusetts History and Social Science Curriculum Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 1-13
Author(s):  
Sheldon M. Stern
Keyword(s):  
Social Science ◽  
American History ◽  
Science Curriculum ◽  
History Education ◽  
Education For All ◽  
National History ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
National History Standards

The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.

National History Education Network

1991 ◽  
Vol 6 (1) ◽  
pp. 44-45
Author(s):  
J. Gardner
Keyword(s):  
History Education ◽  
National History ◽  
Education Network

Teaching World History in a Swirl of Standards

2017 ◽  
Author(s):  
Merry E. Wiesner-Hanks
Keyword(s):  
Social Studies ◽  
Education Reform ◽  
Common Core ◽  
Grade Level ◽  
World History ◽  
High Stakes Testing ◽  
State Standards ◽  
High Stakes ◽  
History Teaching ◽  
Single State

Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these standards single out history as a separate subject or strand, and many include world history as a subset within history as a whole. These standards are highly variable, idiosyncratic, and sometimes error-ridden, and they have been the source of enormous controversy. Some world history standards are completely skills-based, with only one sentence about content, and many are very Eurocentric, especially in the lists of individuals and events students should know. Recent efforts to develop better standards, such as the C3 Framework, have become embroiled in the controversy over Common Core, but because high-stakes testing is often based on state standards, world historians should get involved in improving them, and advocate for better world history teaching.

Can History Stand Alone? Drawbacks and Blind Spots of a “Disciplinary” Curriculum

2010 ◽  
Vol 112 (9) ◽  
pp. 2471-2495 ◽  
Author(s):  
Stephen J. Thornton ◽  
Keith C. Barton
Keyword(s):  
Social Studies ◽  
General Education ◽  
20Th Century ◽  
Academic Discipline ◽  
Research Question ◽  
History Education ◽  
Historical Sources ◽  
Quarter Century ◽  
Content Selection ◽  
The Subject

Background/Context Over the past quarter-century, many historians, politicians, and educators have argued for an increase in the amount of history taught in schools, for a clear separation of history and social studies, and for an emphasis on disciplinary structures and norms as the proper focus for the subject. Unfortunately, discussions of history education too often rest on the problematic belief that the academic discipline can provide direction for the nature of the subject in general education. Description of Prior Research Throughout much of the 20th century, U.S. history educators made common cause with other social educators to promote principled and critical understandings of society. Both groups stood in opposition to calls for more nationalist views of history education. In the mid-1980s, however, this situation began to change, as a coalition of historians, educational researchers, and political pressure groups promoted history as a subject distinct from and independent of the larger realm of the social studies. This new coalition has been unable to avoid conflicts over the selection of content, however, and approaches favored by nationalists often clash with the more critical and inclusive perspectives of historians. Purpose/Objective/Research Question/Focus of Study In this article, we trace the relationship between historians and other social educators during the 20th century and explore how the forces favoring a realignment of history and social studies coalesced in the mid-1980s. We argue that this coalition has led to an unproductive emphasis on history as a “separate subject” and a resulting lack of attention to the goals of history in general education. Research Design This analytic essay draws on curriculum theory, historical sources, and contemporary cognitive research to outline the changing relationships between historians and other social educators and to examine the limitations of a purportedly disciplinary curriculum. Conclusions/Recommendations The academic discipline of history cannot, by itself, provide guidance for content selection because educators face restrictions of time and coverage that are not relevant in the context of academic historical research. In addition, educators must concern themselves with developing students’ conceptual understanding, and this necessarily requires drawing on other social science disciplines. If students are to develop the insights that historians have most often promoted for the subject, historians must return to their place within the conversation of social studies education.

Music and Social Studies

2020 ◽  
pp. 103-150
Author(s):  
Kristin Harney
Keyword(s):  
Social Studies ◽  
Teaching Strategies ◽  
National Curriculum ◽  
Classroom Community ◽  
State Standards ◽  
Full Length ◽  
Curriculum Standards ◽  
The Holocaust ◽  
Specific Teaching

This chapter explores connections between music and social studies. It includes rationales for integrating music and social studies, common links between the two disciplines, and a discussion of National Curriculum Standards for Social Studies, the C3 Framework for Social Studies State Standards, and the National Core Arts Standards for Music. Tables clearly show the standards that are incorporated throughout the lessons and examples. The chapter contains four detailed, full-length lessons that integrate music and social studies. These include a lesson that examines the importance of a classroom community; a two-part exploration of historical and musical aspects of the blues; and an introduction to the Holocaust through Górecki’s Symphony No. 3. The chapter ends with an inventory of ideas detailing nineteen additional lesson topics, specific teaching strategies, and recommended activities.

scholarly journals Economics and the civic mission of social studies education: Two critiques of neoclassicism

2019 ◽  
Vol 18 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Erin C Adams
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Studies Education ◽  
State Standards ◽  
Democratic Society ◽  
Content Standards ◽  
Neoclassical Theory ◽  
Good Citizenship ◽  
Theoretical Assumptions ◽  
K 12

This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory’s role in influencing the Voluntary National Content Standards in Economics and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is unrealistic and impersonal. Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

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