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The Committee of Seven
The Committee of Seven developed a report that incorporated history in secondary schools. Four blocks were included, ancient history, medieval and modern European history, English history and American history. Textbook centered teaching was emphasized. The Committee of Seven had a large impact on the development and domination of Traditional history curriculum (Evans, 2004). “Their proposed program, however, was in many ways a curriculum for conformity and social control” (Evans, 2004, p. 11). -
The Social Studies in Secondary Education 1916 Report
Social studies emerged with a focus on social problems through an interdisciplinary & modern lens. Community Civics & Problems of American Democracy courses were included. The Hampton’s correlation between citizen and work was adopted in social studies curriculum (Lybarger, 1983).
“The Main objective of the Hampton social studies was to prepare students for their subordinate positions by instilling in them the traits of cheerfulness, obedience, punctuality and patience” (Lybarger, 1983, p. 466). -
IQ Tests were used to sort students
IQ tests were used to claim that Anglo-Saxon and Nordics were superior. Students were sorted into one specific education track including academic, business and manual training (Johnson, 2000). The IQ tests disproportionally separated students and forced them on a specific track, which excluded common curriculum, such as social studies.
“These IQ tests made it possible for administrators to sort out thousands of young students, like eggs, into their proper academic boxes” (Johnson, 2000, p.76). -
National Council for Social Studies
NCSS united social studies educators and promoted the NEA social studies vision. A compromise definition was adopted and included history, government, economics, geography and sociology (Evans, 2004). The unified organization allowed them to grow and influence social studies curriculum. “To bring about the association and cooperation of teachers of the social studies and others interested in obtaining the maximum results in education for citizenship from social studies” (Evans, 2004, p. 37). -
Harold Ruggs Textbook Series
Ruggs textbooks connected topics to social problems & encouraged students to find solutions. They developed a cohesive social studies curriculum & was widely accepted. The textbooks influence on social studies curriculum was significant but later criticized for being un-American and censored (Evans, 2004).
“The overarching aim was to make the study of history and the social sciences relevant, interesting, and meaningful to students with the goal of social melioriation” (Evans, 2004, p. 61). -
G.I. Bill of Rights
The G.I. Bill of Rights gave World War II veterans an opportunity to go to college on a federal scholarship (Race Forward, 2006). This meant there were now veterans in social studies courses, where they were subject to the propaganda that stemmed from Cold War fears. “At the end of World War 2, the G.I. Bill of Rights gives thousands of working class men college scholarships for the first time in U.S. history” (Race Forward, 2006, p. 1). -
Cold War Fears Late 40’s to early 50’s
Progressive education and social studies are labeled as communist ideals. Anti-communist propaganda was introduced into social studies curriculum. Students are taught to adopt the belief that it is patriotic to fight against communism if necessary (Gregg, 2016). “After the establishment of propaganda within the school system and the math and science initiatives were put into action, American children were now mentally prepared for the possibility of war against Communism” (Gregg, 2016, p. 11). -
New Social Studies Movement Late 50’s – Early 70’s
Social studies curriculum was reformed with the use of government funding. There were many projects aimed at challenging propaganda in social studies. Academic standards in teaching based scientific inquiry were established (Evans, 2004). “The projects and materials set a tone for an era of innovation and inquiry that spread to other curriculum materials, textbooks and curriculum guides” (Evans, 2004, p. 127). -
A Nation at Risk
The Nation at Risk report blamed U.S. schools for the decline in global economic competition. The report claimed that U.S. schools failed to educate students and proposed reforms and standards (Evans, 2004). The report influenced a shift away from progressive social studies and restored traditional history. “On the whole, the report of the National commission expressed a corporate agenda for schooling, and demanded more traditional education for human capital development” (Evans, 2004, p. 153). -
National Standards for History
Conservatives claimed the national standards were too politically correct and taught students that America is oppressive. Due to the major backlash, state and local standards were created with an emphasis on standardized testing. State and local standards focused on history, geography and civics and continued to be implemented. (Evans, 2004). “The senate, in a vote of 99 to 1, rejected the standards.” (Evans, 2004, p. 167).