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THE RATIONALE FOR THE TEACHING OF AMERICAN HISTORY IN THE SECONDARY SCHOOLS: A HISTORY OF THE DEVELOPMENT OF AIMS AND VALUES.
Abstract
American history as a separate subject has been identified as a part of the curriculum of the secondary schools since before the Civil war. From that time it has steadily increased in prominence, until its teaching is now required by law in most of the fifty states. That every student be required to study American history one or more times in the secondary school has, in a century, won universal acceptance. After tracing the development of history teaching in European and American schools up to the nineteenth century, Henry Johnson concluded that "by the close of the eighteenth century so much had been discovered about history teaching that little was left for later generations except to make the same dis- coveries."1 By 1909-1910, a list of more than two hundred aims for the teaching of history had been compiled.2 The problem facing American history teachers is not that there is a lack of aims. On the contrary, there are so many aims and values claimed for the teaching of American history that it is almost impossible to teach anything with assurance and conviction. And, in addition, it is obvious that at least some of the aims are contradictory.
Subject Area
Education history
Recommended Citation
BROWN, WARREN ROGER, "THE RATIONALE FOR THE TEACHING OF AMERICAN HISTORY IN THE SECONDARY SCHOOLS: A HISTORY OF THE DEVELOPMENT OF AIMS AND VALUES." (1963). ETD collection for University of Nebraska-Lincoln. AAI6304890.
https://digitalcommons.unl.edu/dissertations/AAI6304890