Should We Be Teaching More History?

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Abstract
Since the middle of the 1980s, there has arisen a social studies reform movement. The most striking common feature of this movement has been the call for an increase in the amount of history incorporated in social studies programs. Although the reformers do not speak with one voice, they are united in the emphasis they place on the role of history in the curriculum. In this article, I question whether the reforms are well-founded. More specifically, will the incorporation of more history improve social studies programs? Is curriculum reform the most urgent need in social studies education? Should we expect widespread change in how social studies is taught?

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