Abstract
D URING the past few years there has been considerable experimentation with the college and university history curriculum. Some of it has focused on the method of presentation-the use of visual media, for example. Some has stressed the debates among historians about historical problems-the Amherst Series and its successors. Some has dealt with current issues of race, poverty, and war, organizing past material to cope with current problems. Here I wish to develop an argument for a different alternative, for a curriculum based on different contexts of human life in terms of social structure and social change. We should organize our courses, so the argument goes, so as to facilitate the student's understanding of systematic varieties of human experience in the past, and thereby facilitate entry into varieties of human experience in the present. The basic problem in any history curriculum is conceptual: what are the ideas about past society which serve as the organizing principles
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