Profession,” Social Education , no. 58 (4/1986): 253.
83 Joan M. Shaughnessy and Thomas M. Haladyna, “Research on Student
Attitudes Toward Social Studies,” Social Education 49 (November 1985):
692-95. See Mark Schug et al., “Why Kids Don’t Like Social Studies,” Social
Education 48 (5/1984): 382-87; and Goodlad, “A Study of Schooling.”
84 McNeil, “Defensive Teaching and Classroom Control,” 117.
85 Ibid., 124; Jenness, Making Sense of Social Studies, 264-65, 291.
86 So teachers couldn’t fall back on these lists, we eliminated all questions at
the ends of chapters from Mississippi: Conflict and Change.
87 Patrick Ferguson, “Promoting Political Participation: Teachers’ Attitudes
and Instructional Practices” (San Francisco: American Educational Research
Association, 1989), 4-5. The new Pageant does use Eurocentric inside an
interesting boxed discussion of various scholars’ views of Europe’s influence
on the United States.
88 In two respects, the inquiry books stand out: they provide primary sources
and give much fuller treatment to the recent past. Inquiry textbooks in my
sample committed their share of errors of fact and interpretation, however.
Jenness faults these textbooks for failing to see that expertise is required in
order to reason appropriately about some controversies (Making Sense of
Social Studies, 292). In casually assigning questions requiring weeks of
research for a thoughtful answer, inquiry textbooks verge on being anti-
intellectual, because they imply they don’t really expect such thoroughness
from students or teachers.
89 In some states, teachers can be held accountable for teaching the concepts
that are in the adopted textbooks. See Sue Dueitt, “Textbooks and the Military,”
in Cole and Sticht, eds., The Textbook in American Society, 36.
90 Robert M. O’Neil, Classrooms in the Crossfire (Bloomington: Indiana
University Press, 1981), 9-12, 23. Every year, People for the American Way
documents what it calls Attacks on the Freedom to Learn in an annual by that
title (Washington, D.C.: People for the American Way, 1993 and prior years).
Jonathan Kozol tells of his own firing in Boston for teaching poetry by
Langston Hughes in Death at an Early Age (New York: New American
Library, 1985).
91 Carlson, “Academic Freedom in Hard Times,” 430.