On a hot summer day, Mr. Putter, his cat, Tabby, their neighbor, Mrs. Teaberry, and her dog, Zeke, go for a picnic and a rowboat ride.

This book analyzes the common narrative residing in American History textbooks published in the first half of the 19th century. That story, what the author identifies as the American “creation” or “origins” narrative, is simultaneously examined as both historic and “mythic” in composition. It offers a fresh, multidisciplinary perspective on an enduring aspect of these works. The book begins with a provocative thesis that proposes the importance of the relationship between myth and history in the creation of America’s textbook narrative. It ends with a passionate call for a truly inclusive story of who Americans are and what Americans aspire to become. The book is organized into three related sections. The first section provides the context for the emergence of American History textbooks. It analyzes the structure and utility of these school histories within the context of antebellum American society and educational practices. The second section is the heart of the book. It recounts and scrutinizes the textbook narrative as it tells the story of America’s emergence from “prehistory” through the American Revolution—the origins story of America. This section identifies the recurring themes and images that together constitute what early educators conceived as a unified cultural narrative. Section three examines the sectional bifurcation and eventual re-unification of the American History textbook narrative from the 1850s into the early 20th century. The book concludes by revisiting the relationship between textbooks, the American story, and mythic narratives in light of current debates and controversies over textbooks, American history curriculum and a common American narrative.

This supplemental text is an historical account of the beginning years of the social studies. Using the 1916 Social Studies report as a base, the book outlines the issues, contexts, and individuals that were influential in the genesis of the seminal social studies prototype program. The author explains that many of our present interests such as critical thinking, decision making, inquiry, reflective thinking, foundational studies, and cultural literacy can be found within the texts of the 1916 social studies program. Saxe also shows that the roots of the social studies program are found in the social sciences and not the traditional history curriculum. Included are chronological time lines that serve to illustrate the growth of the social studies, as well as an extensive bibliography of the primary foundational works of the social studies, including the 1916 report. These materials greatly enhance the value of Saxe's work for social studies educators and students.

Ronald Evans describes and interprets the continuing battles over the purposes, content, methods, and theorectical foundations of the social studies curriculum. This facinating volume: addresses the failure of social studies to reach its potential for dynamic teaching because of a lack of consensus in the field; links the ever-changing rhetoric and policy decisions to their influence on classroom practice; and helps to clarify the meaning, direction, and purposes of social studies instruction in schools.

Please note this is a 'Palgrave to Order' title. Stock of this book requires shipment from an overseas supplier. It will be delivered to you within 12 weeks. This book grapples with two basic questions. What is history? And How can history help illuminate contemporary concerns about the nature and character of America's schools? From antiquity to the postmodern present, history has served multiple purposes, including a basic human need to learn from what came before. Americans have long invested considerable time, energy, and emotion in their schools, both private and public, and a knowledge of history helps explain why.