"Johnny" may be learning more about reading and mathematics, but he may have little time to study the discoveries of Columbus, the tenets of the U.S. Constitution, or the social and political causes of the Civil War. Those time-honored topics--as well as lesser-known events and figures throughout history--are fighting to maintain their place in the curriculum, many experts say, as schools allocate more time and attention to reading and math instruction to meet state and federal goals for student achievement. Although evidence is mostly anecdotal, history educators say there is a groundswell of concern from teachers and parents around the country. There are also widespread reports of schools pinching valuable minutes from the school day--some from social studies, others from the arts, physical education, foreign language, and other subjects--to make room for more reading activities and math lessons. The National Council for History Education, which represents history teachers and scholars, is circulating a statement on what it sees as "A Crisis in History." Signed by dozens of prominent historians and educators, it calls for the infusion of more history into reading programs and instruction at large. Although history is considered a core subject under the No Child Left Behind Act, the pressure to meet reading and mathematics standards has forced schools and teachers to make tough decisions on what to teach, and how much time to devote to each subject.