Abstract
Since Thomas Jefferson promoted the need for education in the fledgling United States in the eighteenth century, citizenship has stood as the core purpose of schooling. Jefferson reasoned that democracies rely for their health and well-being on an engaged and educated electorate, however the body politic was to be defined. Over several centuries, the groups of Americans included among those who could call themselves citizens and vote changed dramatically—from a small slice of the population who were White, male, and landowners to a group that included women, individuals from all races, people as young as 18 years, the rich, and the poor.
The function of education is to teach one to think intensively and to think critically.
Intelligence plus character—that is the goal of education.
—Reverend Dr. Martin L. King, Jr.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Notes
James Madison, “Federalist Paper No. 10,” in The Federalist Papers, by Alexander Hamilton, John Jay, and James Madison, edited by Clinton Rossiter (New York: Mentor, 1999).
Edmund Morgan, American Slavery, American Freedom: The Ordeal of Colonial Virginia (New York: W. W. Norton, 2003, originally published in 1975).
Eric Foner, The Story of American Freedom (New York: W. W. Norton, 1999).
Margaret Smith Crocco, “Dealing with Difference in the Social Studies: A Historical Perspective,” International Journal of Social Education 18, no. 2. Fall 2003/Winter 2004: 106–126.
Margaret Smith Crocco, Social Studies and the Press: Keeping the Beast at Bay? (Greenwich, CT: Information Age, 2005).
Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1880–1990, 2nd edition (New York: Teachers College Press, 1993).
The classical work is Arthur M. Schlesinger, Jr, The Cycles of American History (New York: Mariner Books, 1999), but for a more contemporary work with a related theme,
see Rogers M. Smith, Civic Ideals: Competing Visions of Citizenship in U.S. History (New Haven: Yale University Press, 1999).
E. D. Hirsch, Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987).
For example, Nathan Glazer, We Are All Multiculturalists Now (Cambridge, MA: Harvard University Press, 1997);
David Hollinger, Post-ethnic America: Beyond Multiculturalism (New York: Basic Books, 1995).
For example, Jeffrey Mirel, “Civic Education and Changing Definitions of American Identity, 1900–1950,” Educational Review 54, no. 2: 143–52; David Tyack, “Constructing Difference: Historical Reflections on Schooling and Social Diversity,” Teachers College Record 95 (1993): 8–34.
For example, Herbert Kliebard, The Struggle for the American Curriculum, 1893–1958 (New York: Routledge, 2004);
Ivor Goodson, “Aspects of Social History of Curriculum,” Journal of Curriculum Studies 15, no. 4 (1983): 391–408.
Editor information
Copyright information
© 2012 Christine Woyshner and Chara Haeussler Bohan
About this chapter
Cite this chapter
Crocco, M.S. (2012). Epilogue. In: Woyshner, C., Bohan, C.H. (eds) Histories of Social Studies and Race. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137007605_12
Download citation
DOI: https://doi.org/10.1057/9781137007605_12
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-43536-4
Online ISBN: 978-1-137-00760-5
eBook Packages: Palgrave Education CollectionEducation (R0)