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ERIC Number: EJ824454
Record Type: Journal
Publication Date: 2002-Feb
Pages: 26
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0018-2745
Teaching the French Revolution: Lessons and Imagery from Nineteenth and Twentieth Century Textbooks
Harison, Casey
History Teacher, v35 n2 p137-162 Feb 2002
This article considers the "myths" and negative images of the French Revolution which were fashioned in the United States by examining interpretations found in nineteenth and twentieth-century American school texts. The texts are part of the Floyd Family Collection at Indiana State University, representing books used in Indiana schools, although most were used across the country. The books range from the primary through the college level. The paper situates these textbook views of the French Revolution in the historiography of the Atlantic Revolution and republicanism in the United States and France. The author concludes with a broad survey of interpretive trends in twentieth-century high school and college texts, describing how some themes have remained static, but also how changes have made their way into the literature. (Contains 90 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France; Indiana