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TEACHING AMERICANS ABOUT THEIR PAST:...

WOODWARD, ARTHUR LESLIE.

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TEACHING AMERICANS ABOUT THEIR PAST: HISTORY IN SCHOOLS 1880-1930.

Record Type:	Electronic resources : Monograph/item
Title/Author:	TEACHING AMERICANS ABOUT THEIR PAST: HISTORY IN SCHOOLS 1880-1930./
Author:	WOODWARD, ARTHUR LESLIE.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
Description:	276 p.
Notes:	Source: Dissertations Abstracts International, Volume: 43-07, Section: A.
Contained By:	Dissertations Abstracts International43-07A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8218594

TEACHING AMERICANS ABOUT THEIR PAST: HISTORY IN SCHOOLS 1880-1930.
WOODWARD, ARTHUR LESLIE.

TEACHING AMERICANS ABOUT THEIR PAST: HISTORY IN SCHOOLS 1880-1930. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 276 p.

Source: Dissertations Abstracts International, Volume: 43-07, Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.

This item must not be sold to any third party vendors.

The development of the history program of high schools was described for the years 1880 to 1930; this description was based on an analysis of school Annual Reports of the Teachers College Annual Report collection and on supplementary sources. It was found that changes in the history program were related to the changing nature and function of the high school; in the Classical high school, which covered 1880 to about 1900 in this study, the dominant history subjects were General History with an emphasis on ancient history, Civics, and to a lesser extent English History. In the Transition high school which covered the years 1890 to about 1925, Ancient History, Medieval and Modern History, U.S. History, Civics and sometimes English History were the dominant history subjects. With the metamorphosis of the high school into the Mass high school after 1925 the history program contracted into U.S. History, World History and civics. The Annual Report and supplementary data yielded information on which textbooks were used in the high school General History, Ancient History, Medieval and Modern History, English History, and U.S. History courses between 1880 and 1930--the first time such data has been reported. Textbooks which were often used in history subjects during this period were described as was information on how many times these books were reissued in reprint form or in new editions. P. V. N. Myers, Willis Mason West, Hutton Webster, and James Harvey Robinson (with co-authors) were identified as authors of widely used European history textbooks, whose works covered most or all of the 1880-1930 period. It was found that European history textbooks changed from the omnibus General History textbook, to separate Ancient History and Medieval and Modern History textbooks and then to a general "World" History textbook. Over the period covered by this study, textbooks written by the same authors became progressively simpler in sentence structure and vocabulary. The study demonstrates the relationship between the function and growth of the high school, the changing nature of the history program, and the adaption of textbooks by authors and publishers in accommodations of that relationship.Subjects--Topical Terms:

3422445
Curricula.

TEACHING AMERICANS ABOUT THEIR PAST: HISTORY IN SCHOOLS 1880-1930.
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500 $a Source: Dissertations Abstracts International, Volume: 43-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The development of the history program of high schools was described for the years 1880 to 1930; this description was based on an analysis of school Annual Reports of the Teachers College Annual Report collection and on supplementary sources. It was found that changes in the history program were related to the changing nature and function of the high school; in the Classical high school, which covered 1880 to about 1900 in this study, the dominant history subjects were General History with an emphasis on ancient history, Civics, and to a lesser extent English History. In the Transition high school which covered the years 1890 to about 1925, Ancient History, Medieval and Modern History, U.S. History, Civics and sometimes English History were the dominant history subjects. With the metamorphosis of the high school into the Mass high school after 1925 the history program contracted into U.S. History, World History and civics. The Annual Report and supplementary data yielded information on which textbooks were used in the high school General History, Ancient History, Medieval and Modern History, English History, and U.S. History courses between 1880 and 1930--the first time such data has been reported. Textbooks which were often used in history subjects during this period were described as was information on how many times these books were reissued in reprint form or in new editions. P. V. N. Myers, Willis Mason West, Hutton Webster, and James Harvey Robinson (with co-authors) were identified as authors of widely used European history textbooks, whose works covered most or all of the 1880-1930 period. It was found that European history textbooks changed from the omnibus General History textbook, to separate Ancient History and Medieval and Modern History textbooks and then to a general "World" History textbook. Over the period covered by this study, textbooks written by the same authors became progressively simpler in sentence structure and vocabulary. The study demonstrates the relationship between the function and growth of the high school, the changing nature of the history program, and the adaption of textbooks by authors and publishers in accommodations of that relationship.
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