Table Of ContentHistories of Social Studies and Race:
1865–2000
Also by Christine Woyshner
The National PTA, Race, and Civic Engagement, 1897–1970
The Educational Work of Women’s Organizations, 1890–1960. Edited with
Anne Meis Knupfer
Social Education in the Twentieth Century: Curriculum and Context for
Citizenship. Edited with Joseph Watras and Margaret Smith Crocco
Minding Women: Reshaping the Educational Realm. Edited with Holly
Gelfond
Also by Chara Haeussler Bohan
Clinical Teacher Education: Reflections from an Urban Professional
Development Network. Edited with Joyce Many
American Educational Thought: Essays from 1640–1940. Edited with
A. Milson, P. Glanzer, and J. W. Null
Go to the Sources: Lucy Maynard Salmon and the Teaching of History.
Readings in American Education Thought: From Puritanism to Progressivism.
Edited with A. Milson, P. Glanzer, and J. W. Null
Histories of Social Studies and Race:
1865–2000
Edited By
Christine Woyshner and
Chara Haeussler Bohan
HISTORIES OF SOCIAL STUDIES AND RACE: 1865–2000
Copyright © Christine Woyshner and Chara Haeussler Bohan, 2012.
All rights reserved.
First published in 2012 by
PALGRAVE MACMILLAN®
in the United States— a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN 978-1-349-43536-4 ISBN 978-1-137-00760-5 (eBook)
DOI 10.1057/9781137007605
Library of Congress Cataloging-in-Publication Data
Histories of social studies and race : 1865–2000 /
edited by Christine Woyshner and CharaHaeusslerBohan.
p. cm.
ISBN 978–1–137–00754–4
1. Social sciences—Study and teaching—United States—History.
2. Racism—Study and teaching—United States—History.
3. Discrimination in education—United States—History.
4. Educational sociology—United States—History. I. Woyshner, Christine
A. II. Bohan, CharaHaeussler, 1966–
H62.5.U5H57 2012
305.896(cid:2)0730071—dc23 2012010459
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: September 2012
10 9 8 7 6 5 4 3 2 1
To my sons, Jason and Joseph
—Christine Woyshner
To Tom, Caleb, and Chloë
—Chara Haeussler Bohan
Contents
List of fi gures ix
Acknowledgments xi
Introduction
Christine Woyshner and Chara Haeussler Bohan 1
One Race, Social Studies, and Culturally Relevant Curriculum
in Social Studies’ Prehistory: A Cautionary Meditation 19
Ronald E. Butchart
Two The Racial and Cultural Assumptions of the Early Social
Studies Educators, 1901–1922 37
Thomas D. Fallace
Three The Early Years of Negro History Week, 1926–1950 57
Sarah Bair
Four Notions of Citizenship: Discussing Race in the Shortridge
High School Senate, 1900–1928 79
J. Spencer Clark
Five Countering the Master Narrative in US Social Studies:
Nannie Helen Burroughs and New Narratives in
History Education 99
Alana D. Murray
Six Race in Elementary Geography Textbooks: Examples from
South Carolina, 1890–1927 115
Mindy Spearman
Seven Atlanta’s Desegregation-Era Social Studies Curriculum:
An Examination of Georgia History Textbooks 135
Chara Haeussler Bohan and Patricia Randolph
viii / contents
Eight Placing Social Justice at the Center of Standards-Based
Reform: Race and Social Studies at McDonogh #35
Senior High, New Orleans, 1980–2000 159
Erica DeCuir
Nine Black History, Multicultural Education, and Racial
Desegregation in Dayton, Ohio 179
Joseph Watras
Ten African-Centered Education in the Detroit Public
Schools, 1968–2000 195
Anne-Lise Halvorsen
Epilogue 213
Margaret Smith Crocco
Contributors 219
Index 223
Figures
6.1 “Your Conditions of Society.” Illustration from Daniel
Appleton, Elementary Geography (New York: D. Appleton
and Company, 1880), p. 16 119
6.2 “Homes of the Races.” Illustration from Alexis Everett
Frye, Primary Geography (Boston: Ginn & Company,
1894), p. 73, showing the five racial groups 120
6.3 African mother and child and Negro couple in the
United States. From Jacques Wardlaw Redway and
Russell Hinman, Natural Elementary Geography
(New York: American Book Company, 1897), p. 13 122
6.4 a. “Among enlightened people.” b. “Civilized life.
A Chinese city.” c. “Barbarous life. Arabs eating dinner
before the tent which is their only home.” d. “Savage life.
Photograph by Dr. Cook in South America.” From Maury,
New Elements of Geography (New York: American Book
Company, 1907), p. 22 124
6.5 a. “Indian, or red man.” b. “White man.” c. “Black man.”
d. “Yellow man.” From Brigham and McFarlane,
Essentials of Geography (New York: American
Book Company, 1920), pp. 88–89 127
6.6 “Native with boomerang.” Illustration from Brigham
and McFarlane, Essentials of Geography (New York:
American Book Company, 1920), p. 249 128
Acknowledgments
We would like to thank several people who made contributions to this
edited book. First, Jennifer Ulbrich, a doctoral student and graduate
research assistant at Georgia State University, helped immensely with
organization, structure, and formatting. She is intelligent and thoughtful,
and without her the manuscript would not have been as “clean,” especially
with respect to adherence to The Chicago Manual of Style.
We would also like to thank the many contributors who volunteered to
research, write, and revise manuscripts around the concepts of social stud-
ies and race. This earnest community of historians and social studies edu-
cation researchers work tireless hours in the face of ever-shrinking budgets
in both higher education and K-12 schools. The current era of high-stakes
standardized testing has relegated social studies teaching and learning
to low status in curriculum hierarchies, but these thoughtful individuals
believe in demonstrating how the field has contributed to the historical
narrative of American education.
We would also like to express our gratitude to our respective institu-
tions, Georgia State University and Temple University, for the support that
enabled us to pursue our research interests at a national level.
Of course, we also must acknowledge the support of family and friends.
As editors, we both have families that reflect the diversity of the human
race and also inspire our interest in the intersection of race and social stud-
ies education. Our families enhance our intellectual understanding by pro-
viding emotional connections, too.
We appreciate the anonymous reviewer(s) of the manuscript who offered
careful and detailed feedback for us as well as the chapter authors. Finally,
we would like to thank the editor at Palgrave, Burke Gerstenschlager, and
Kaylan Connally, assistant editor, for the opportunity to publish this col-
lective volume on the intersection of race and social studies education. We
hope that these contributions will advance a better understanding of the
influence of racial matters on social studies education.
CHARA HAEUSSLER BOHAN
Atlanta, Georgia
CHRISTINE WOYSHNER
Philadelphia, Pennsylvania
