Asserts that the study of history involves more than the passive absorption facts, dates, names, and places. Maintains that real historical understanding requires students to engage in historical thinking, to raise questions, and to marshal evidence. Describes skills for five types of historical thinking. (CFR)

Maintains that over 50 years ago the American Historical Association began to reshape history and social education. Asserts that only recently have professional historians begun to become reinvolved in history instruction in the schools. Describes the efforts to create National History Standards in both world and U.S. history. (CFR)

Maintains that the National History Standards are a collaboration among classroom teachers, scholars, and curriculum specialists. Discusses the process used to develop the history standards. Asserts that the most contentious issue was the treatment of western civilization in the presentation of historical criteria. (CFR)

Discusses the controversy surrounding the National Standards for World History and the National Standards for United States History. Maintains that people are finding out how unjust the criticism of the History Standards is. Includes supportive quotes about the standards from teachers and historians. (CFR)

Reports on the controversy about the National History Standards, released in 1994 as part of the Goals 2000 program. Argues that the standards encourage critical thinking skills, active learning, use of primary sources, and integration of art and literature into history. (CFR)

Asserts that professors of U.S. history have an important stake in the publication of standards for teaching history in the public schools. Discusses the development of the standards and controversies that emerged. Concludes that college historians will benefit if the voluntary standards are implemented. (CFR)

Presents the National History Standards for United States History, grades 5 through 12. Includes an overview of 10 chronological time periods. Provides student objectives and recommended learning activities. (CFR)

Presents a classroom scenario in which music education and social studies topics are integrated. Maintains that the National Standards for Arts Education encourage interdisciplinary approaches. Presents suggested learning activities incorporating topics from social studies and music education. (CFR)

Contends that teachers as well as students function in a gender-biased environment. Asserts that the history and social studies curriculum regularly is taught in a patriarchal manner and that this denial of the past is harmful to young women and men. Questions whether or not a scholarly backlash against women has begun. (CFR)