Examines the historical development of the expanding environments sequence in the elementary social studies curriculum. Concludes that the sequence is obsolete because it is based on the discredited idea that children relive the cultural history of their race as they develop. Argues for abandonment of expanding environments sequence because of its…

Describes the evolution and growth in popularity of the expanding environments framework for elementary social studies. Its reliance on developmental psychology and its portrayal of an artificial, conflict-free world suggest flaws of major dimensions. Concludes that the near-universal adoption of the expanding environments approach may sustain its…

States that World War I served as a catalyst for rapid change in the teaching of history, geography, and current events. Indicators of change were found in professional journals such as THE HISTORY TEACHER'S MAGAZINE. Concludes that post-World War I social studies was more like our current curriculum than that which existed prior to the War.…

Places the recommendations in the 1916 reports of the Committee on the Social Studies within the context of progressive reform--particularly, reformation of city governments through efforts of the National Municipal League. Information is presented on federal and state reforms between 1913 and 1920, civic education, political aims of civic…

Compares selected United States history and civics textbooks from the 19th century with textbooks written from 1960 to 1980. Findings from this comparison indicated that despite differences in size and emphasis, stress and artistic appearance, United States history and civics texts of the present are essentially what they have always…

Examines historical roots of major trends of the New Social Studies--social sciences v social studies, inquiry, ethnic and global perspectives, and future studies. The major objective is to improve social studies by helping social studies classroom teachers become aware of and understand the contributions of these trends to their discipline. (DB)

Explores the historiography of the social studies curriculum in the United States since the depression as presented by three educators who were most responsible for establishing a widely accepted social studies framework--Henry Johnson, Rolla Tryon, and Edgar Wesley. Topics discussed include characteristics of their view of the development of the…

Assesses the role played by revisionists in development of the social studies curriculum and reviews a movement in which revisionists consistently attempted to promote citizenship education through the problems of democracy course offered in high schools throughout the United States from 1916 to 1970. (Author/DB)

Investigates the founding of the social studies curriculum and suggests that researchers have tended to offer overly simplistic interpretations. Urges that researchers pay more attention to reassessing the role of historians in secondary social studies from 1890 to 1911, evaluating the broad institutional relationships of high schools and…

Discusses the 1916 Committee on Social Studies report. Describes the preparation of the report, who was involved and some of the social welfare and efficiency ideas of its authors. Observes that the report culminated in the introduction of the social studies into the U.S. secondary school curriculum. (SG)

Discusses the report of a subcommittee of the Committee of Ten dealing with history, civil government, and the political economy. Describes the makeup of the committee, its goals, and its findings on ways to improve the school curriculum. Explains that the committee advocated a broad social studies approach to the teaching of history. (DK)

Studies literature produced from 1920 to 1940 appropriate for children between 9 and 12 years of age. Critiques the values that are transmitted during this period. Maintains that, although children's literature should be integrated into the social studies curriculum, this should be done in a critical way. Includes a bibliography of books reviewed.…

Presents a study addressing the confusion over social studies skills. Documents the historical background leading to this confusion by reviewing the professional and research literature from the early 1900s to the 1980s. Stresses the problem of imprecise terminology, pointing out that the citizenship, inquiry, study, and thinking skills movements…