Table of Contents

Introduction: Persistent Dilemmas of Curriculum Improvement PART I: THE COLD WAR ORIGINS OF CURRICULUM REFORM Culture War Over the Schools The Ultimate Weapon PART II: FROM WOODS HOLE TO PROJECT SOCIAL STUDIES: EMERGENCE OF A REFORM Great Minds at Woods Hole Showdown at Endicott House PART III: INTO THE SCHOOLS The Projects PART IV: CONSIDERING ALTERNATIVES Critiques and Dilemmas Reform in Perspective Conclusion: Time of Hope, a Time of Fear

About the Author

Ronald W. Evans is Professor of Education at San Diego State University, USA.

Reviews

"Ronald W. Evans has crafted what will surely become the seminal answers to the question 'Where did the new social studies come from and why should we care?' In this important, carefully researched, and well-written book, Evans situates the 40 federally funded curriculum projects that together came to be known as the 'new social studies' in historical context, drawing attention to their conservative origins, the many ways in which they were pedagogically progressive, and the reasons why they did not have the long-term impact so many educators hoped for and expected. This well-researched and lively book is important for all social studies educators who seek to learn from the past in order to create a better social studies future." - Diana Hess, professor, School of Education, University of Wisconsin-Madison "Evans's latest book, like his earlier works, provides a meticulously researched history of social studies reform written in a style that is accessible to both scholars and lay readers. His narrative of the origins and reforms called for in the 'new social studies,' along with the concluding comparison to today's attempted educational reform movement, provides a cautionary tale about the motivations of politicians, reformers, and other political stakeholders as they attempt to change the direction of America's social studies/history program." - Barbara Slater Stern, professor, College of Education, James Madison University