Abstract
When, in late 1994, the National Center for History in the Schools, funded jointly by the U.S. Department of Education and the National Endowment for the Humanities, unveiled the National Standards for United States and World History, the national landscape became illuminated by an eruption of history fireworks that engulfed scholars and laypersons alike. The reaction was no surprise to those who understood history as a contentious subject. The history debates in California' and the history wars in New York2 had been prophetic forerunners of troubled times.
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