Digging Trenches: Nationalism and the First National Report on the Elementary History Curriculum

Bohan, Chara Haeussler

doi:10.1080/00933104.2005.10473282

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…During the Progressive Era, the purpose of schooling "became the core upon which Americans relied to assure the continuity and evolution of their government, their economy, and their social values" (Graham, 2005, p. 3). Traditionally, the aim of history in American public schools focused on promoting virtues and morals necessary to cultivate citizenship in the early republic through teacher-centered instruction of the classics (Bohan, 2005;Evans, 2004;Reese, 2007). After the Civil War, the influx of immigrants and abolition of slavery spurred a rapid urbanization that changed the stated purpose of American public schooling, particularly in history and social studies education.…”

Section: The Early Progressive Era 1880-1900smentioning

confidence: 99%

More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890–1940s

Perrotta

Bohan

2018

The Journal of Social Studies Research

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Understanding historical empathy is a bourgeoning subfield of social studies education research. Students demonstrate historical empathy by analyzing sources 1) to determine historical context, 2) identify perspectives of historical figures, and 3) make affective connections to historical content. Therefore, the purpose of this research is to examine primary sources from educational leaders and organizations during the Progressive Era in American public school education in order to trace the origins of historical empathy as an implicit goal in the social studies curriculum. Our guiding research question is “How does the work of Progressive Era organizations and educational leaders impact how Americans viewed historical empathy?” We purposefully selected documents from Progressive Era organizations and certain leaders whose work formed a strong foundation of social studies education history. We conclude with an examination of the importance of historical empathy today in order to demonstrate the importance of historical empathy as a curricular aim of social studies education.

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Section: The Early Progressive Era 1880-1900smentioning

confidence: 99%

More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890–1940s

Perrotta

Bohan

2018

The Journal of Social Studies Research

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“…For the purposes of this article, I define the origins of the social studies narrowly as the ideological, institutional, and epistemological origins of the CSS report, which addressed education at the high school and middle school levels. I do not address the equally important literature on the origins of the social studies at the elementary level (Akenson, 1987; Barton, 2006; Bohan, 2005; Egan, 1980; LeRiche, 1987; Ravitch, 1987; Stallones, 2003; Zilversmit, 1976), nor do I address biographical accounts of social studies pioneers who were not directly involved with the CSS report or its immediate context (Keels, 1988, 1994; McAninch, 1990; Nelson, 1987; Osborne, 2003). I exclude significant work on the Committee of Ten (Nelson, 1992; Sizer, 1964) because these studies do not explicitly link the contents of these reports to subsequent developments.…”

Section: Methodsmentioning

confidence: 99%

John Dewey’s Influence on the Origins of the Social Studies: An Analysis of the Historiography and New Interpretation

Fallace

2009

Review of Educational Research

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This article offers a critical review of the historical literature on the National Education Association’s (NEA) 1916 Committee on Social Studies (CSS) report, the document generally believed to have launched the social studies movement in American secondary schools. The review begins with a critical analysis of the four most pervasive interpretations of the report. Drawing upon these interpretations, the author suggests that there are three central issues at the heart of these disputes. The first is over the ideological origins of the report; the second, its institutional origins; and the third, its epistemological position. It is argued that the influence of John Dewey is the key to overcoming these disagreements by suggesting that the members of the Committee agreed upon a core of shared beliefs that reflected his philosophical ideas.

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“…Thus, citizenship education is in the core of public schooling. Nationalism and allegiance to the nation-state were a product of mandatory public schooling and its corresponding core curriculum (Bohan, 2005;Cremin, 1988;Tyack, 1974). As a result, the socially constructed symbiosis of citizenship and national identity has influenced statesupported citizenship education in the most profound way.…”

Section: Traditionalistic Approach To Citizenship and Focus On Nationmentioning

confidence: 99%

Nation-Building and History Education in a Global Culture

2015

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Aims and ScopeThe Globalisation, Comparative Education and Policy Research series (volumes 13-24) aims to present a global overview of strategic comparative and international education policy statements on recent reforms and shifts in education globally, and offers new approaches to further exploration, development and improvement of comparative education and policy research globally. In general, the book series seeks to address the nexus between comparative education, policy, reforms and forces of globalisation.The series will present up-to-date scholarly research on global trends in comparative education and policy research. The idea is to advance research and scholarship by providing an easily accessible, practical yet scholarly source of information for researchers, policy-makers, college academics, and practitioners in the field. Different volumes will provide substantive contributions to knowledge and understanding of comparative education and policy research globally. This new book series will offer major disciplinary perspectives from all world regions. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer Science+Business Media B.V. Dordrecht is part of Springer Science+Business Media (www. springer.com) To Dorothy, Rea, Nikolai, Sophie and Belinda ForewordA major aim of Nation-Building and History Education in a Global Culture, which is volume 13 in the 24-volume book series Globalisation, Comparative Education and Policy Research, edited by Joseph Zajda, is to present a global overview of selected scholarly research on global and comparative trends in dominant discourses of identity politics and nation-building in history education and school history textbooks. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of nation-building, identity and citizenship education. Above all, the book offers the latest findings on discourses surrounding national identity,...

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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)

Cited by 7 publications

References 8 publications

More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890–1940s

More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890–1940s

John Dewey’s Influence on the Origins of the Social Studies: An Analysis of the Historiography and New Interpretation

Nation-Building and History Education in a Global Culture

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