| This study is to aid secondary school teachers in formulating their own rationales for teaching American history by providing information about the various rationales featured in the popular and professional literature from 1960 to 1980. This information includes definitions, explanations, descriptions, goals, assumptions, and expectations of each rationale giving justification of its importance in teaching American history.;Through the use of content analysis, 638 journal and magazine articles are selected and analyzed in determining what rationales are discussed during these two decades. From these writings, the proponents of the subject proclaim at least 12 rationales: (1) History trains in the use of the historical method and inquiry mode. (2) History encourages the development of a historical frame of reference, mindedness, and perspective. (3) History strengthens the educated mind in accumulating historical knowledge. (4) History advances the understanding of human nature through the study of man. (5) History promotes training for citizenship. (6) History expands an understanding of society. (7) History helps to develop a system of values. (8) History fosters self-identity, self-knowledge, and self-awareness. (9) History establishes continuity and the process of socialization through cultural heritage. (10) History provides opportunity for multiethnic and minority study. (11) History stresses the enjoyment of aesthetic experience. (12) History generates international understanding. By being able to define appropriate rationales, teachers should be able to more effectively and efficiently identify the means and ends necessary to make American history a worthwhile course for secondary school students. |
