<italic>A Charter for the Social Sciences in the Schools</italic>. By <sc>Charles A. Beard</sc>. [American Historical Association, Report of the Commission on Social Studies, Part I.] (New York: Charles Scribner's Sons. 1932. Pp. xii, 122. $1.25.)

Journal Article Report of the Commission on the Social Studies. Part II., An Introduction to the History of the Social Sciences in Schools. By Henry Johnson, Professor of History, Teachers College, Columbia University. [American Historical Association, Investigation of the Social Studies in the Schools.] (New York: Charles Scribner's Sons. 1932. Pp. vi, 145. $1.25.) Get access Report of the Commission on the Social Studies. Part II., An Introduction to the History of the Social Sciences in Schools. By Johnson Henry, Professor of History, Teachers College, Columbia University. [American Historical Association, Investigation of the Social Studies in the Schools.] (New York: Charles Scribner's Sons. 1932. Pp. vi, 145. $1.25.) William E. Lingelbach William E. Lingelbach The University of Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 38, Issue 4, July 1933, Pages 721–723, https://doi.org/10.1086/ahr/38.4.721 Published: 01 July 1933

Conclusions and Recommendations of the Commission. Report of the Commission on the Social Studies. [American Historical Association.] (New York: Charles Scribner's Sons. 1934. Pp. xi, 168. $1.25.) Get access Conclusions and Recommendations of the Commission. Report of the Commission on the Social Studies. [American Historical Association.] (New York: Charles Scribner's Sons. 1934. Pp. xi, 168. $1.25) John S. Brubacher John S. Brubacher Yale University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 40, Issue 2, January 1935, Pages 301–305, https://doi.org/10.1086/ahr/40.2.301 Published: 01 January 1935

Journal Article A History of Freedom of Teaching in American Schools. By Howard K. Beale, Professor of History at the University of North Carolina. [Report of the Commission on the Social Studies, the American Historical Association, Part XVI.] (New York: Charles Scribner's Sons. 1941. Pp. xviii, 343. $2.00.) Get access A History of Freedom of Teaching in American Schools. By Beale Howard K., Professor of History at the University of North Carolina. [Report of the Commission on the Social Studies, the American Historical Association, Part XVI.] (New York: Charles Scribner's Sons. 1941. Pp. xviii, 343. $2.00.) Erling M. Hunt Erling M. Hunt Columbia University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 48, Issue 2, January 1943, Pages 380–381, https://doi.org/10.1086/ahr/48.2.380 Published: 01 January 1943

Court Records of Prince Georges County, Maryland, 1696–1699. Edited by Joseph H. Smith and Philip A. Crowl. [American Legal Records, Volume IX.] (Washington, D. C.: American Historical Association in collaboration with the Hall of Records Commission of the State of Maryland. 1964. Pp. cxvii, 674. $10.00.) Get access Court Records of Prince Georges County, Maryland, 1696–1699. Edited by Smith Joseph H. and Crowl Philip A.. [American Legal Records, Volume IX.] (Washington, D. C.: American Historical Association in collaboration with the Hall of Records Commission of the State of Maryland. 1964. Pp. cxvii, 674. $10.00.) Richard B. Morris Richard B. Morris Columbia University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 70, Issue 4, July 1965, Pages 1124–1126, https://doi.org/10.1086/ahr/70.4.1124 Published: 01 July 1965

Henry Bennet, Earl of Arlington, Secretary of State to Charles II. By Violet Barbour, Instructor in History, Vassar College. [Prize Essays of the American Historical Association, 1913.] (Washington: American Historical Association; London: Humphrey Milford, Oxford University Press. 1914. Pp. xii, 303.) Get access Henry Bennet, Earl of Arlington, Secretary of State to Charles II. By Barbour Violet, Instructor in History, Vassar College. [Prize Essays of the American Historical Association, 1913.] (Washington: American Historical Association; London: Humphrey Milford, Oxford University Press. 1914. Pp. xii, 303) W. C. Abbott W. C. Abbott Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 20, Issue 4, July 1915, Pages 845–846, https://doi.org/10.1086/ahr/20.4.845 Published: 01 July 1915

Journal Article A History of Witchcraft in England from 1558 to 1718. By Wallace Notestein, Assistant Professor of History, University of Minnesota. (Washington: American Historical Association. 1911. Pp. xi, 442.) Get access A History of Witchcraft in England from 1558 to 1718. By Notestein Wallace, Assistant Professor of History, University of Minnesota. (Washington: American Historical Association. 1911. Pp. xi, 442.) G. F. B. G. F. B. Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 18, Issue 1, October 1912, Pages 129–130, https://doi.org/10.1086/ahr/18.1.129 Published: 01 October 1912

Journal Article The South Carolina Rice Plantation as Revealed in the Papers of Robert F. W. Allston. Edited by J. H. Easterby, Professor of History, College of Charleston. [The American Historical Association, Albert J. Beveridge Memorial Fund.] (Chicago: University of Chicago Press. 1945. Pp. xxi, 478. $5.00.) Get access The South Carolina Rice Plantation as Revealed in the Papers of Robert F. W. Allston. Edited by Easterby J. H., Professor of History, College of Charleston. [The American Historical Association, Albert J. Beveridge Memorial Fund.] (Chicago: University of Chicago Press. 1945. Pp. xxi, 478. $5.00.) J. G. de Roulhac Hamilton J. G. de Roulhac Hamilton University of North Carolina Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 51, Issue 3, April 1946, Pages 516–517, https://doi.org/10.1086/ahr/51.3.516 Published: 01 April 1946

Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association’s Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association’s Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.

Women's History and Digital Media: Uniting Scholarship and Pedagogy Shelley E. Rose (bio) Thomas Dublin and Kathryn Kish Sklar. "Black Women Suffragists."Women and Social Movements in the United States, 1600–2000. Alexander Street Press. ISSN 2164-537X (Basic Edition); ISSN 2164-5361 (Scholar's Edition). http://wass.alexanderstreet.com. P. Gabrielle Foreman. Colored Conventions Project. http://coloredconven-tions.org/. "History of Women's Struggle in South Africa."South African History Online. http://www.sahistory.org.za/article/history-womens-struggle-south-africa. In the twenty-fifth anniversary issue of the Journal of Women's History( JWH), historian Claire Bond Potter asks, "Has the Internet made a difference to the practice of women'shistory? If so, what difference has it made?" 1Potter emphasizes the potential and challenges of a range of digital resources for women's and gender history, focusing on matters of access, creation of community, and the role of such "traditional" academic arenas as print journals and the standard of sole authored works in the process. This digital media review essay marks the beginning of a new JWHinitiative, connecting the traditional and digital realms of publishing while enhancing a sense of community among scholars of women's and gender history from diverse backgrounds and career paths. The Journal of Women's Historyjoins such peer-reviewed journals as the American Historical Review, the Journal of American History, Western Historical Quarterly, and Bulletin of the History of Medicinein vetting digital media. In a timely intervention, the historian Cameron Blevins calls for historians to seize and shape the current wave of reviews. He observes that peer-review of digital projects ranges from informal Twitter dialogues and blog posts to print journals and, in his analysis, falls into three general categories: pedagogy and public engagement, academic scholarship, and data and design criticism. 2Limiting a digital media review to only one or two of these categories, however, potentially obscures a major contribution of digital projects. 3This review therefore focuses on the primary strength [End Page 157]of digital media projects: the ability to bridge the gap between scholarship and pedagogy. Currently, many digital media reviews reinforce a false dichotomy between scholarship and pedagogy. The Journal of American History( JAH), for example, sponsored by the Organization of American Historians, began publishing "web site reviews" as early as June 2009 in collaboration with the educator resources site History Mattersjointly sponsored by American Social History Project and the Roy Rosenzweig Center for History and New Media. The JAHeditors explicitly name educators as their primary review audience. 4The American Historical Association (AHA) creates a similar separation between digital media scholarship and pedagogy. In 2016, the AHA Todayblog launched the excellent "Teaching with #DigHist" series, edited by historian and high school teacher John Rosinbum, which discusses the use of a range of digital projects in the secondary and university-level classroom. In terms of scholarship, Alex Lichtenstein's 2016 introduction to American Historical Review's "AHR Exchange: Reviewing Digital History," characterizes the AHR'sstrategy of pairing digital media reviews with responses from digital editors as an "opportunity to defend their approach and to clarify how the digital medium made it possible for them to push scholarship in new interpretive directions." 5This distinct focus on scholarly contributions in the traditional journal aligns with the AHA "Guidelines for the Professional Evaluation of Digital Scholarship by Historians," released in June 2015, where the terms "teaching" and "pedagogy" do not appear in the main section "Forms and Functions of Digital Scholarship." 6On the AHA website, however, these scholarship guidelines are found under the site heading "Teaching and Learning," which indicates the need for more focused discussions in the historical profession on the role of digital media projects in scholarship and teaching. Digital media consumers represent a broad audience, including academics who identify strongly with both scholar and educator communities. Early adopters of digital media, furthermore, are cognizant of statistics that reveal significant numbers of K-12 educators utilizing primary and secondary sources made available through large scale projects like German History in Documents and Images( GHDI) and the Library of Congress's American Memory. 7Data from...

The Negro in Pennsylvania: Slavery—Servitude—Freedom, 1639–1861. By Edward Raymond Turner, Ph.D., Professor of History, University of Michigan. (Washington: The American Historical Association. 1911. Pp. xii, 314.) Get access The Negro in Pennsylvania: Slavery—Servitude—Freedom, 1639–1861. By Turner Edward Raymond, Ph.D., Professor of History, University of Michigan. (Washington: The American Historical Association. 1911. Pp. xii, 314.) Herman V. Ames Herman V. Ames Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 17, Issue 4, July 1912, Pages 848–849, https://doi.org/10.1086/ahr/17.4.848 Published: 01 July 1912

The Foundations of American Diplomacy, 1775–1823. By Samuel Flagg Bemis, Farnam Professor of Diplomatic History, Yale University. Volume I, The Diplomacy of the American Revolution. [The American Historical Association] (New York: D. Appleton-Century Company. 1935. Pp. xiii, 293. $3.50.) Get access The Foundations of American Diplomacy, 1775–1823. By Bemis Samuel Flagg, Farnam Professor of Diplomatic History, Yale University. Volume I, The Diplomacy of the American Revolution. [The American Historical Association.] (New York: D. Appleton-Century Company. 1935. Pp. xiii, 293. $3.50.) Edward S. Corwin Edward S. Corwin Princeton University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 41, Issue 4, July 1936, Pages 769–771, https://doi.org/10.1086/ahr/41.4.769 Published: 01 July 1936

Journal Article The Estates General of 1789: the Problems of Composition and Organization. By Mitchell B. Garrett, Professor of Modern European History, The University of North Carolina. [The American Historical Association.] (New York: D. Appleton-Century Company. 1935. Pp. viii, 268. $3.50.) Get access The Estates General of 1789: the Problems of Composition and Organization. By Garrett Mitchell B., Professor of Modern European History, The University of North Carolina. [The American Historical Association.] (New York: D. Appleton-Century Company. 1935. Pp. viii, 268. $3.50.) George Gordon Andrews George Gordon Andrews The State University of Iowa Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 42, Issue 2, January 1937, Pages 314–315, https://doi.org/10.1086/ahr/42.2.314 Published: 01 January 1937

Journal Article Albert Gallatin Brown, Radical Southern Nationalist. By James Byrne Ranck, Professor of History, Hood College. [The American Historical Association.] (New York: D. Appleton-Century Company. 1937. Pp. xiv, 320. $5.00.) Get access Albert Gallatin Brown, Radical Southern Nationalist. By Ranck James Byrne, Professor of History, Hood College. [The American Historical Association.] (New York: D. Appleton-Century Company. 1937. Pp. xiv, 320. $5.00.) Avery Craven Avery Craven The University of Chicago Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 44, Issue 2, January 1939, Pages 411–412, https://doi.org/10.1086/ahr/44.2.411 Published: 01 January 1939

Journal Article Military Affairs in North America, 1748–1765 : Selected Documents from the Cumberland Papers in Windsor Castle. Edited by Stanley Pargellis. [The American Historical Association.] (New York: D. Appleton-Century Company. 1936. Pp. xxxi, 514. $8.00.) Get access Military Affairs in North America, 1748–1765 : Selected Documents from the Cumberland Papers in Windsor Castle. Edited by Pargellis Stanley. [The American Historical Association.] (New York: D. Appleton-Century Company. 1936. Pp. xxxi, 514. $8.00.) Clarence E. Carter Clarence E. Carter Department of State Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 43, Issue 1, October 1937, Pages 150–151, https://doi.org/10.1086/ahr/43.1.150 Published: 01 October 1937

The Whig Party in the South. By Arthur Charles Cole, Ph.D., Instructor in History in the University of Illinois. (Washington: American Historical Association; London: Humphrey Milford; Oxford University Press. 1913. Pp. xii, 392.) Get access The Whig Party in the South. By Cole Arthur Charles, Ph.D., Instructor in History in the University of Illinois. (Washington: American Historical Association; London: Humphrey Milford; Oxford University Press. 1913. Pp. xii, 392.) William E. Dodd William E. Dodd Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 20, Issue 3, April 1915, Pages 649–650, https://doi.org/10.1086/ahr/20.3.649 Published: 01 April 1915