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Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

Labor history is an important social studies topic often neglected in both textbooks and classrooms. We argue for the importance of including labor history in social studies and for the unique value of editorial cartoons as an educational resource to meet the challenge of making labor history relevant and engaging to students. Editorial cartoons are a unique form of visual rhetoric. To understand the meanings contemporary readers would have made from the cartoons, students need to engage both visual and written symbols that were current at the time of publication. These efforts help develop essential historical thinking skills by bridging semiotic gaps that impede meaningful understandings of history. A critical analysis of labor-related editorial cartoons not only helps students understand labor history, but also develops the skill of analyzing visual rhetoric, an invaluable tool for civic life in an information society saturated with images designed to persuade. Additionally, political cartoons that illustrate issues of exploitation, marginalization, and oppression provide unique and engaging points of entry for classroom discussions about issues of social justice, particularly as it relates to labor. To aid practicing social studies teachers, this article includes specific pedagogical approaches, resources, and examples of labor-related editorial cartoons that social studies teachers can introduce into their classrooms.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

For many students, studying history is a boring and irrelevant endeavor. Traditional, teacher-centered teaching strategies contribute to this unfortunate reality. While the lecture method and textbook readings can and should be used in the teaching of history, these methods should not be used to the exclusion of student-centered, engaging strategies. One strategy which has been theorized to motivate and instruct students is the use of popular music in the classroom. The following paper examines the use of popular music in the history classroom and the various ways in which its use can engage, motivate, and instruct students. It is suggested that the use of popular music can serve to capture students’ attention, create a positive classroom atmosphere, introduce and illustrate a time and place, generate interest in history, and enhance students’ knowledge and understanding of history, specifically that of the Vietnam War and the era surrounding it.

This study analyzed gender balance in the texts and illustrations of three recently published, high school US history textbooks and one alternate volume of American history. In all of the American history texts analyzed there were significantly more males than females in text content and illustrations. These textbooks focused on the contributions of those famous Americans who have been a part of the historical record. The record is skewed with regard to gender, leaving teachers and students with the arduous task of acknowledging the absence of women while attempting to fill in the gaps through their own research and resources. Standards committees and textbook publishers should change their focus and teachers and students should confront gender imbalance by integrating high quality women’s history resources into the classroom with web-based resources, family and community history projects, young adult literature, history textbook analysis, and the vision of the C3 Framework.

This paper aims to explore the relationship between historiography and archival practices. It takes the new social history approach to history as a case study for examining how historians' changing theories and methods may affect solicitation, acquisition, appraisal, arrangement, description, reference, outreach, and other aspects of archival administration.

The paper presents a review of the archival and historical literature since the late 1970s.

The paper finds that many aspects of archival administration have been and continue to be affected by the new social history trend in historical scholarship. The paper suggests that archivists and archival educators be trained in historiography as a way to understand historians' craft and develop strong documentation strategies to anticipate future archival needs.

Because the paper is primarily a literature review, it does not test real‐life examples or case studies that would be useful in understanding the relationship between historians and archivists.

The paper includes implications for the development of archival administration and education strategies.

The paper draws from a range of literature to consider the impact of scholarly practices on professional archival work.

A gap in the literature on digital history was explored through the use of a survey of 104 high school social studies teachers, administered in a large urban/suburban school district in the southeastern United States. The survey examined the extent to which social studies teachers were using non-digital and digital historical resources and the ways in which they were using them. Results indicated that social studies and history teachers were using primary historical sources, but important questions remained regarding the nature of this use. Specifically, it was found that while the teachers in this survey reported using digital and non-digital primary historical sources in their classrooms, they did not report using these resources in a manner consistent with literature-based best practices for social studies and history education.

This article presents an ecologically informed approach for comprehending the nature of and perceived changes to the relationship between Indiana’s kindergarten-5 classrooms and public history institutions. This perspective offers a lens for understanding the degree to which public history institutions actualize social studies learning and how public policy currently influences their associations with kindergarten-5 classrooms. Consideration was given to how respondents reported exchanges with kindergarten-5 learners, elementary educators, and the extent to which state public history organizations encouraged schools to utilize their resources for extending social studies instruction outside of the classroom. Baseline data gathered in 2007 indicated that: (1) state public history organizations adapted their mission statements to better reflect federal and state educational policy and (2) federal and state educational policy were contributing to both children and teachers being left out of the museum experience. Based on the results, the authors call for sustained inquiry to ascertain the impact such changes are having on the status and quality of kindergarten-5 social studies instruction across the United States.

A team of five researchers set out to document pre-service teachers’ experiences interviewing elementary-aged children about social studies topics. Nearly 200 pre-service teachers across three universities participated in this longitudinal study. Collected data include: course readings, syllabi, and pre-service teachers’ History Through a Child’s Eye essays. Themes from the data include: pre-service teachers’ understanding of multiple perspectives, integration of digital primary sources, and development of historical evidences based upon evidences.