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United States History; State History; History Instruction; College Curriculum; Courses; State Universities; Reading Assignments; Supplementary Reading Materials; Anthologies; Primary Sources; Textbooks; College Faculty; Interests; Race; Social Class; Sex; Social History

Abstract:
In 1971, the state of Texas enacted a legislative requirement that students at public institutions complete two courses in American history. With that mandate in mind, the Texas Association of Scholars and the National Association of Scholars' Center for the Study of the Curriculum proposed to determine how students today meet the requirement, and what history departments offer as a means of doing so. What courses can students take, and what vision of U.S. history do those courses present? This study is the result of the authors' investigation. Their report focuses on the University of Texas at Austin (UT) and Texas A&M University at College Station (A&M), flagship institutions serving large undergraduate populations. For this study they examined all 85 sections of lower-division American history courses at A&M and UT in the Fall 2010 semester that satisfied the U.S. history requirement. They looked at the assigned readings for each course and the research interests of the forty-six faculty members who taught them. They also compared faculty members' research interests with the readings they chose to assign. They found that all too often the course readings gave strong emphasis to race, class, or gender (RCG) social history, an emphasis so strong that it diminished the attention given to other subjects in American history (such as military, diplomatic, religious, intellectual history). The result is that these institutions frequently offered students a less-than-comprehensive picture of U.S. history. They found, however, that the situation was far more problematic at the University of Texas than at Texas A&M University. If colleges and universities are to provide students with full and sound knowledge of American history, some things need to change. Teachers of American history should take race, class, and gender into account and should help students understand those aspects of history, but those perspectives should not take precedence over all others. The authors offer the following recommendations: (1) Review the curriculum; (2) If necessary, convene an external review; (3) Hire faculty members with a broader range of research interests; (4) Keep broad courses broad; (5) Identify essential reading; (6) Design better courses; (7) Diversify graduate programs; (8) Evaluate conformity with laws; (9) Publish better books; and (10) Depoliticize history. Appended are: (1) Tables; (2) Texas State History Requirement; and (3) Broad Characteristics of Eleven Discipline Categories. (Contains 17 tables, 32 figures and 54 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Freedom; Religion; Medicine; American Indians; American Indian History; State Government; State History; Federal Indian Relationship; American Indian Reservations; Constitutional Law; Citizenship; State Legislation; Hearings

Abstract:
In the five hundred years of European and American globalization of the world, seldom have Indigenous peoples been invited to a constitutional convention and first legislature to express their perspectives and concerns. Rarely in the five-hundred-year history of the European and American colonization of the world were the rights of the Indigenous peoples considered at the juncture when new political entities established their constitutions and first laws. Typically, nation-states attempt to extinguish Indigenous rights to land and resources, refuse to grant their political legitimacy, and severely persecute traditional healing and religious practices. Not until 1978 did the United States grant religious freedom to Native Americans. Peyotists were not protected by federal law until 1994, when President Clinton signed the amendments to the American Indian Religious Freedom Act. Not until September 2007 did the United Nations declare that nations recognize Indigenous rights to their spiritual and religious traditions as well as their traditional medicines and health practices. This article portrays a critical juncture in 1907 when the American nation-state imposed its full legal, economic, political, and value system upon more than forty Indigenous nations by merging Indian Territory and Oklahoma Territory into the state of Oklahoma. (Contains 80 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Studies; History Instruction; Politics of Education; Academic Standards; Role of Religion; Mass Media Role; Educational Environment; Role of Education; Educational Policy; Policy Analysis; Policy Formation; Educational History; United States History; Curriculum Development; Social History; State History

Abstract:
The politicians and pastors who revised the Texas social studies standards made national and international headlines. However, much of that coverage was sensational and squeezed the process into a narrow "culture war" storyline. Politics and the History Curriculum sets the debate over the Texas standards within a broader context by exploring the tangled and powerful mixture of politics, religion, media, and education. This volume provides a clear analysis of what happened and why, along with sensible recommendations for teachers and policy makers. (Contains 16 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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United States History; State History; Politics; Presidents; Federal Government; Change; Political Attitudes; Social Action

Abstract:
Many forces occupied America's sociopolitical terrain to the left of New Dealers who dominated U.S. President Franklin Roosevelt's administration of the 1930s. Some fastened themselves temporarily to the New Dealers' coattails. Ideologically motivated, others touted their special panaceas for ending the Great Depression that had begun in 1929, and certain of the mainstream Democratic Party's expatriates added to this cacophony by pursuing their own agendas. Comprised principally of the Democratic Party's out-of-power people, another group wanted to restore Roosevelt's reforming to its 1933-34 height, change the federal government's thrust to the leftward in certain particulars, and impose New Deal-style reform programs in states where the Democratic Party's conservative wing had gained the upper hand. Subscribing to the last proposals, self-defined New Deal Leftists in Montana, a group whose members often labeled themselves as "progressives," in part because they traced their political identities to the Bull Moosers' Progressive movement in 1912, judged themselves as Roosevelt's only truly committed followers in the state. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Political Attitudes; Political Candidates; Jews; Social Discrimination; State History

Abstract:
In the summer of 1893 financial panic struck Colorado. The price of silver, in a protracted downward spiral since the conclusion of the Civil War, finally crashed. With economic and political turmoil come angry responses, as people search for scape-goats to explain their new and unexpected poverty. And in Gilded Age Colorado, one of those angry responses was the rise of antisemitism in politics. Ideological antisemitism was overt at a key moment of economic and political dislocation and a powerful tool of exclusion and control among some prominent Populists, Democrats, and other allies of the silver cause in Colorado at that time. Specifically, antisemitism was an important theme in the political discourse of those groups during the 1898 gubernatorial campaign of Jewish industrialist Simon Guggenheim. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State History; Class Activities; Learning Activities; History Instruction; Change Agents; United States History; Portraiture; Role Models; Recognition (Achievement); Legislators

Abstract:
As anyone in the classroom knows, connecting historical learning to a real situation magnifies that learning tremendously. Helping students understand that they can indeed play a role in policymaking is invaluable. In this article, the author invites young students to consider weighing the importance of different historical figures--and possibly proposing a new statue in the U.S. Capitol to represent their state. Creating a new statue would require a lot of work and money, but anyone can begin the investigation. The author suggests a visit to the National Statuary Hall website to learn how to start, at www.aoc.gov/cc/art/nsh/index.cfm. This website is a valuable resource for many classroom activities relating to heroes and geography, state history, and representative government. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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History Instruction; Social Sciences; Academic Standards; Course Content; State History; Grade 8; Grade 10; Grade 11; Student Evaluation; Case Studies; Writing (Composition); Revision (Written Composition); Politics of Education; Context Effect; Institutional Environment; State Government; Government School Relationship; Alignment (Education); Educational Change

Abstract:
The California history and social science standards-based reform has been touted as the "gold standard" for state history curricula. But the standards, framework, and tests that constitute this reform provide inconsistent and contradictory criteria for teaching and assessing history and social science. An examination of the political process that resulted in these standards and tests shows that the conflicting pedagogical messages are poor models for emulation. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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African Americans; War; African American History; Genealogy; Historians; Males; Military Personnel; Cultural Background; Heritage Education; United States History; State History; Local History; Historic Sites

Abstract:
In this article, the author describes how historians and history buffs work to close the knowledge gap about the Black Civil War experience. The war is being revisited in some college history courses and is being championed this year by the Association for the Study of African American Life and History. The nation's oldest and largest organization of Black historians, ASALH was founded by the late Carter G. Woodson, who also founded what is now Black History Month. The group's theme for Black History Month 2011 is "African Americans and the Civil War." The role of Blacks in the Civil War is being rediscovered, talked about and relived on historic Civil War battlefields across the Midwest and South by Black men and women participating in Civil War re-enactment groups as members of United States Colored Troops (USCT) regiments. The search for a greater sense of the history of Black men in the Civil War is being casually and formally explored by other history and genealogy enthusiasts. Moreover, Black history advocates and others are hoping for a boost from Civil War sesquicentennial commemoration activities planned throughout the country over the next four years. Collectively, they hope to generate a groundswell of interest in reading, understanding and appreciating the full role of Blacks in the Civil War. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Childrens Literature; Readability; Academic Standards; State Standards; Social Studies; Differences; Regional Characteristics; Cultural Differences; Human Resources; Natural Resources; State History; Alphabets; Numbers; Natural Disasters; Migration

Abstract:
An annotated list of children's books published within the last 15 years and related to Louisiana culture, environment, and economics are linked to the Louisiana Content Standards. Readability levels of selected books are included, providing guidance as to whether a book is appropriate for independent student use. The thirty-three books listed are categorized as either appropriate for grades K-5 or grades 6-8. Within each grade level listing, books are categorized according to related Louisiana social studies content standards. Annotations provide useful information regarding both general content and specific text content. Bulleted comments are included in some annotations to alert the teacher to interesting/useful specific content, inaccuracies/misinformation, or appropriateness of content for the intended grade levels. Books selected were those readily found in public libraries and in popular book stores in Louisiana, as well as newly published books publicized in regional newspapers. The list contains a wide variety of texts useful for whole class use and for student research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Government Libraries; Cultural Background; Library Automation; Library Development; Library Materials; Archives; Electronic Libraries; State History; Program Descriptions; Partnerships in Education; Financial Support; Barriers; Library Services

Abstract:
In 2009, after a year of planning and preparation, the second generation of Ohio Memory was launched. A collaborative effort of the Ohio Historical Society (OHS) and the State Library of Ohio, Ohio Memory is a repository for more than 75,000 digital items, including photographs, journals, and other manuscript materials, as well as print documents and archived web content. Since its launch, numerous other cultural heritage institutions in Ohio have contributed to Ohio Memory as well, resulting in a rich source for reformatted primary Ohio documents of interest to researchers of all types in Ohio and beyond. This was not the first time Ohio Memory went live; in 2002 an early version of Ohio Memory debuted as part of Ohio's bicentennial, which took place in 2003. The new Ohio Memory, however, is far larger in scope and content and has become a hallmark for partnerships between cultural heritage institutions. In this article, the author discusses how Ohio Memory was built, why it was built, the challenges faced along the way, its plans for sustainability, and its vision for the future of its digital repository. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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