Discusses the Bradley Commission on History in School recommendations as part of the 1980s curriculum reform movement. Examines the problem of too many social science disciplines competing for space within the limited core curriculum. Analyzes several major reports published on social studies curriculum reform. Concludes with further questions…

Discusses the Organization of American Historians (OAH) endorsement of the Bradley Commission on History in Schools recommendations. Identifies a gap in the OAH's support of precollegiate teaching, and urges the OAH to take an active role in improving precollegiate teaching. Considers why the OAH should support the Bradley Commission. Suggests how…

Discusses the thoughts, trepidations, and experiences of a history teacher serving on the Bradley Commission History in Schools. Recounts the conflicts that arose during the conference, especially the conflict between narrative versus social history. Outlines the Bradley Commission's recommendations that are most useful to teachers. (RW)

Discusses the genesis of the Bradley Commission on History in Schools. Provides a response to the following criticisms launched against the commission: that the commission was part of a neoconservative counterattack and that it failed to recommend a single curriculum for the nation. Maintains that neither of these criticisms are correct and…

Discusses the Schools History Project implemented in England in 1972. Traces the Project's history and development, and assesses problems that it has encountered. Elaborates on curriculum, curricular change, teaching methods utilized, inservice training of teachers, and the Project's future. Provides a sample syllabus developed by the Project. (RW)

Discusses the role of the historian and the purposes of history teaching. Stresses teaching methods and outlines six ways to enhance instruction for beginning teachers. Analyzes curriculum and raises objections to the concept of a core curriculum and emphasizes the importance of studying history. (RW)

Provides an account in 1988 of 23 university history departments in the United States from a British visitor's perspective. Traces the history of the curriculum, comparing history departments in terms of curriculum, curricular change, general education requirements, requirements for a history major, departmental academic planning, teaching methods…

Includes three papers from a panel on the teaching of medieval legal history held at 1985 American Society for Legal History: (1) "Medieval Legal History in the Core Curriculum" (J. Muldoon; D. Humphries); (2) "Teaching Early Medieval Law: A Comparative Approach" (J.A. Brundage); and (3) "Medieval Law and Society: An…

Criticizes historians for entrenching themselves behind barriers of methodology. Suggests that historians may be unable to see what is hidden beneath the surface of events. Urges that historians look to the subject matter of the literatures and cultures of all ages to effectively interpret events. (KO)

Examines increased interest in Latin American studies initiated by Cuban Revolution of Fidel Castro. Identifies and compares older historiography which evolved in Latin America and newer efforts which have emanated from the United States. Suggests that a changing political and economic climate and different emphasis in methodology are affecting…

Delineates why the National Commission for the Social Studies provides an excellent opportunity for improving social studies education. Identifies several issues the Commission must address, including the value of teaching social studies, the content of social studies curriculum, and when and how to teach the social studies. (LS)

Answers critics of the 1916 Social Studies Report. Stresses its continuity with earlier more widely favored curricular reports. Discusses the influence of James Harvey Robinson's new history with its focus on the whole of society rather than just political and military events. Urges a continuing synthesis of history and the social sciences. (DK)

Describes history's curriculum role as it fell from a status of prominence in the 1890s to one of unimportance, submerged in social studies. Notes that history is again becoming an important curriculum area. Suggests that the resurgence of history education is the result of history educators' focus on what to teach and exciting teaching methods.…

Examines the Marxist-Leninist curriculum assumptions about history instruction in East German schools on the legacy of Nazism. Suggests that questions raised to legitimize history instruction for East German students are relevant for students in capitalist countries. Discusses Hitler's rise to power, Soviet contributions to defeat fascism,…

Discusses the development of a world history curriculum for the Philadelphia (Pennsylvania) School District. Describes a program rooted in chronology and geography with interpretive frameworks for comparative study of change in diverse civilizations. Lists reawakening teachers' interest, updating training, and extending resource availability as…