The historical subject matter that ultimately matters most

Theory and Research in Social Education

Volumn 25, Issue 4, 1997, Pages 506-510

  Whelan, Michael ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85024011781     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.1997.10505827     Document Type: Article

References (9)

1. Carr, E. H. (1961). What is history? New York: Vintage.
2. Cuban, L. (1991). History of teaching in social studies. In D. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 197-209). New York: Macmillan
3. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
4. Hertzberg, H. W. (1988). Are method and content enemies? In B. R. Gifford (Ed.), History in the schools: What shall we teach? (pp. 13-40). New York: Macmillan.
5. National Center for History in the Schools. (1994a). National standards for United States history: Exploring the American experience. Los Angeles: University of California, Los Angeles.
6. National Center for History in the Schools. (1994b). National standards for world history: Exploring paths to the present. Los Angeles: University of California, Los Angeles.
7. National Center for History in Schools. (1996). National standards for history: Basic edition. Los Angeles: University of California, Los Angeles.
8. Whelan, M. (1995). National standards are not the answer [Review of the book Learning history in America: Schools, culture and politics]. Theory and Research in Social Education, 23, 278-282.
9. Whelan, M. (1996). Right for the wrong reasons on national standards. Social Education, 59, 38-40.