Digging Trenches: Nationalism and the First National Report on the Elementary History Curriculum
ABSTRACT The objective of this historical analysis is to determine the origins of the American elementary history/social studies curriculum and to determine how nationalism affected the curriculum as it progressed in the early twentieth century. The Committee of Eight (Co8), established by the American Historical Association in 1905, created the first national report on the teaching of elementary history and civics. Factors influencing the resultant curriculum, such as the pressure for diverse membership, the curriculum established in European countries, the growth and development of American identity and pride, the massive expansion of public schooling, and regulations on teacher certification are examined. A combination of demands resulted in an elementary history curriculum that was nationalistic in perspective, as the report recommended American history to be the sole focus of study in grades one through eight. Comparisons and implications for the present day elementary history curriculum are discussed. (Contains 1 table and 4 notes.)
- History of Education Quarterly 01/2007; 43(3):325 - 349.
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ABSTRACT: Emma Willard had an important impact on teaching social studies and on the education of women in general in the 19th century through her efforts in training teachers and through her writing. Willard's writing included both textbooks and books on educational philosophy. She began teaching at age 17 in a village school. After further education, she began to campaign for a female seminary to train teachers. In 1821, the first such school in the United States opened as the Troy Female Seminary. Her educational philosophy stressed the importance of adjusting the material covered to the age of the child and developing reasoning rather than rote memorization. Her textbooks on geography and history were widely used and reflected the prejudices of her day. She was a crucial figure in extending education to women; however, she did not consider herself a feminist. (IS)Theory and Research in Social Education - THEOR RES SOCIAL EDUC. 01/1985; 15(4).