This study reviews interventions in history teaching history from 1985 and 1995, an era of major redefinition in the field of instruction. Kindergarten through grade 12 are the focus population for the research. The study examines the context for educational change and addresses four central questions about the development of new curriculum programs for teaching history and the social sciences. The questions include: (1) What vision of history has recently emerged in an era of school reform? (2) What cognitive processes need to be developed in students for such a study of history? (3) What do successful examples of recent curricular interventions in the teaching of history look like and what makes them effective? and (4) What does this research tell us about educators' future work in the teaching of history? Research related to each of these questions is examined with recommendations offered for future action. (EH)