This new report from the Thomas B. Fordham Foundation consists of penetrating critiques by renegade social studies educators who fault the regnant teaching methods and curricular ideas of their field and suggest how it can be reformed. While nearly everyone recognizes that American students don't know much about history and civics, these analysts probe the causes of this ignorance-and lay primary responsibility at the feet of the social studies "establishment" to which they belong.

Kathleen is the Superintendent and Chief Academic Officer at the Partnership for Inner-City education and a Senior Visiting Fellow at the Thomas B. Fordham Institute. Before joining the Partnership, Kathleen served as the Senior Advisor for Policy and Instruction at the College Board, as the Director of Curriculum and Professional Development at Achievement First, and the Director of Teacher and Principal Professional…

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Lucien Ellington is UC professor of Education at the University of Tennessee at Chattanooga. Ellington teaches courses in social studies education and East Asian history, and is editor of Education About Asia.  He also has considerable experience with K-12 curricula, works with the Core Knowledge Foundation, and has evaluated and developed world history standards and materials for states as well as private…

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