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Descriptors:
Females; African American History; United States History; Content Analysis; Conferences (Gatherings); Textbooks; High Schools; Disproportionate Representation; Heuristics; Visual Aids

Abstract:
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30-50 percent of the images in two mainstream texts that the authors analyzed. The authors use Rachel Mattson's five heuristics to show how to incorporate images of black women in more meaningful ways in the curriculum: sourcing, inside-the-frame/outside-the-frame, intertextuality, framing historical questions, and using visual codes and conventions. (Contains 1 table and 8 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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United States History; War; Social History; Mexican Americans; Case Studies; Teaching Methods; Conflict; Social Problems; Military Personnel; Lesson Plans

Abstract:
The Zoot Suit Riots provide students with a case study of social unrest in American history. The influx of Latinos into the Los Angeles area prior to World War II created high levels of social unrest between Mexican Americans, military servicemen, and local residences. With large numbers of soldiers stationed in the area during the Second World War, conflicts broke out between the young Latinos and the soldiers. The following material provides a short historical review of the events related to the riots, a lesson plan, and resources to engage the students in exploring the events of this time period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Civil Engineering; Transportation; Role; National Security; Economic Progress; United States History; Migration Patterns; Construction (Process); Strategic Planning; Physical Environment; Influence of Technology; Context Effect; Costs; STEM Education; Class Activities

Abstract:
Few people truly recognize the influence of modern transportation on society. In the United States, that includes the influence of highways that allow the citizenry to travel freely, the strength of the economy, and the country's national security. In all cases, the geography of the United States influenced the evolution of transportation and transportation technology. The U.S. is the third largest country in the world and includes a vast area of land (Central Intelligence Agency, 2012a). In 2008, the U.S. had the most kilometers of roads in the world--6,506,204 km--almost twice as many as China with the second most (Central Intelligence Agency, 2012b). The U.S. continues to construct highways because they are vital to the country's national security and economic growth. What are the costs of building, upgrading, and maintaining America's highways? What are the costs of not building and maintaining highways? How does the U.S. highway system compare to the highway systems of other countries? Why has the U.S. highway system evolved the way that it has? These questions are discussed in this article. A classroom activity about highway construction is also offered. (Contains 5 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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Federal Government; Legislators; Federal Legislation; Constitutional Law; Debate; Rhetoric; Voting; Civil Rights; Females; Feminism; United States History; Race; Immigrants; Politics

Abstract:
Through its analysis of the rhetorical means by which the US Congress overcame jurisdictional objections to federal action on the issue of woman suffrage, this essay argues that the stasis of jurisdiction operates as a mode of assemblage of discourses, institutions, and populations. In Congress, the woman suffrage issue helped re-organize federal and state prerogatives over the management of racial and ethnic relations at home and US leadership abroad. Thus, from a governmental perspective women did not emerge as constituents but as tools of public policy. As a legislative precedent, the 19th Amendment debates prompt critical attention to the particular constraints that the discourses of state institutions pose for feminist political change. (Contains 84 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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Student Attitudes; United States History; Race; Culturally Relevant Education; History Instruction; Ethnicity; Whites; Teacher Attitudes; Learning Experience; Critical Theory; Journal Writing; Teaching Methods; Minority Group Students; High School Students

Abstract:
In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students' race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the students of color. The results showed that the teacher's attempt to use culturally relevant pedagogy had a positive impact on his students of color, but his pedagogy could also be improved with a greater inclusion of more ethnic and racial histories and examinations of U.S. history from international perspectives. This study highlights the importance of White teachers listening to the voices of their students of color when planning instruction. (Contains 3 tables and 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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Elementary Education; Illiteracy; Slavery; Foreign Countries; Social Change; Letters (Correspondence); Educational History; United States History; Civil Rights; Access to Education; Social Systems; Conflict; Poverty; Racial Bias; Social Bias; Educational Administration; Administrative Organization; Public Officials

Abstract:
The objective of this article is to analyse the process of institutionalisation of public elementary schooling associated with the political organisation of the constitutional monarchy and the legislation regarding citizen rights and prerogatives in Brazil, especially in the province of Minas Gerais, during the nineteenth century. During this century, two characteristics in Brazil were significant: the existence of a constitutional monarchy from 1822 to 1889 and the continuity of slavery until 1888. Paradoxically, the development of the idea of citizen rights and duties, and steps taken to provide access to elementary school, coexisted with these characteristics. Education was considered a decisive step for the effective implementation of social change. My hypothesis is that the new political structure also led to a new dynamic of interdependence between rulers and ruled as constituents of the civilising process underway. Even so, this was an extremely tense process whose results fell short of those intended by the elite governing authorities; by the end of the nineteenth century, Brazil still had an illiteracy rate of 85%. In order to understand this situation, an analysis of situations and conflicts present in the process of implementing public elementary education is essential. Important among these are poverty, ethnic and racial prejudice, political decentralisation of elementary education administration, disputes among local politicians and the definition of teachers as public servants and funding of school supplies. For this study, documents consulted included government reports, laws, official letters and correspondence among government officers, parents and teachers. The main theoretical concepts used were Norbert Elias' sociological theory for analysis of the civilising process and the dynamics of interdependence in the organisation of society, and the characteristics of postcolonial society discussed by Hilda Sabato, Marcelo Caruso and Miriam Dolhnikoff. (Contains 1 table and 27 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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Descriptors:
Females; Social Action; Delinquency; Definitions; Gender Issues; Classification; Educational Change; Social Class; Social Influences; Social Change; United States History; Institutionalized Persons

Abstract:
This article presents a review on "Defining deviance: sex, science, and delinquent girls, 1890-1960," by Michael A. Rembis. This is the first book by Michael A. Rembis, an Associate Professor and Director of the Center for Disability Studies at the University of Buffalo. Drawing on thousands of case files from the Illinois State Training School in Geneva, Rembis examines the social and scientific discourses that classified, pathologized, and institutionalized delinquent girls in an attempt by reformers to "rebuild the nation." Through his analysis, Rembis reveals "the centrality of sex, class, gender, and disability in the formation of both scientific and social reform discourse". With only minor missteps, this work substantively contributes to Disability Studies through its compelling firsthand narratives and thought-provoking analyses. 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; 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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Descriptors:
Access to Education; Partnerships in Education; African American History; Black Colleges; United States History; Civil Rights; Biographies; Public Officials; African American Organizations; Religious Cultural Groups; Equal Education

Abstract:
The 2013 Black History Month Programs at the U.S. Department of Education highlighted and celebrated emancipation, Civil Rights, the histories of key Black organizations and the contributions of Historically Black Colleges and Universities through a series of programs offered both in Barnard Auditorium at headquarters on Maryland Avenue, S.W, Washington, D.C. and in the Training and Development Center as lunch time activities. The Secretary of Education, Arne Duncan, represented the administration and expressed his personal and professional commitment to eliminating barriers to educational access and equity in the first program on February 6, 2013. The Deputy Secretary, Tony Miller, emphasized the importance of Historically Black Colleges and Universities and the White House's commitment to the students these institutions serve. National figures and experts presented data and historical facts from American history with a Black perspective. Appendixes include: (1) Introduction of Margaret Young and Darius Gray of the Latter Day Saints and Producers of the Documentary on Black Mormons; (2) Agenda for the February 6, 2013 Black History Month Program; (3) Bios of Presenters at the February 6, 2013 Program; (4) Secretary Duncan's Remarks at the February 6, 2013 Black History Month Program; (5) Transcript of February 6, 2013 Program; (6) Agenda of the February 19, 2013 Black History Month Program; (7) Biographies of Presenters at February 19, 2013 Program; (8) Tony Miller's Remarks at February 19, 2013 Program; (9) Dr. John Wolfe's Power Point Presentation; (10) Power Point of Jerry Isaac's Presentation; (11) Pictures from the February 6, 2013 Program; (12) Pictures from the February 19, 2013 Program; (13) Picture and Biography of Bernard Demczuk; (14) History of National Blacks In Government; (15) Flyers of Black History Month Programs; and (16) Article Based on February 6, 2013 appearing online at AllAfrica.com. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Affirmative Action; Racial Integration; African Americans; United States History; Racial Segregation; Civil Rights; Social Sciences; Civil Rights Legislation; Disadvantaged; Social Indicators; Democracy; Social Justice; Racial Discrimination; Social Behavior; Behavior Standards; Philosophy; Theories

Abstract:
More than forty years have passed since Congress, in response to the Civil Rights Movement, enacted sweeping antidiscrimination laws in the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. As a signal achievement of that legacy, in 2008, Americans elected their first African American president. Some would argue that we have finally arrived at a postracial America, but "The Imperative of Integration" indicates otherwise. Elizabeth Anderson demonstrates that, despite progress toward racial equality, African Americans remain disadvantaged on virtually all measures of well-being. Segregation remains a key cause of these problems, and Anderson skillfully shows why racial integration is needed to address these issues. Weaving together extensive social science findings--in economics, sociology, and psychology--with political theory, this book provides a compelling argument for reviving the ideal of racial integration to overcome injustice and inequality, and to build a better democracy. Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action. Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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