02977cam a22003733u 450000100060000000300070000600500170001300600020003000700050003200800410003701000130007804000110009104100170010205000090011910000380012824500680016626400510023430000470028533600260033233700260035833800360038450000310042050504520045150801560090352011670105953400640222665300200229065300510231065300530236165300510241485600760246585600430254199900190258470630UtSlPG20260610134631.0mcr n260607r20231926utu|||||o|||||||||||||| d  a26016920  aUtSlPG 7aen2iso639-1 4aE1511 aPierce, Bessie Louise,d1888-197410aPublic opinion and the teaching of history in the United States 1aSalt Lake City, UT :bProject Gutenberg,c2023  a1 online resource :bmultiple file formats  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  aRelease date is 2023-04-230 aPart I: Statutory regulation of the teaching of history: The periods of beginnings -- Nationalism and localism in history legislation, 1860-1900 -- Laws for the expansion of the history curriculum, 1900-1917 -- The effect of the World War on laws for teaching history -- Disloyalty charges against teachers since 1917 -- Part II: The activities of propagandist agencies: Attempts to control textbooks -- The attack on history textbooks since 1917.  aThe Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)  a"Public Opinion and the Teaching of History in the United States" by Bessie Louise Pierce is a scholarly examination written in the early 20th century. This work analyzes the influence of public opinion and various legislative actions on the teaching of history in American public schools. It elucidates significant historical attempts to control the narrative of history in education, reflecting the unfolding relationship between patriotism, law, and education in the United States.  The opening of the book presents a preface indicating the author’s intent to document the historical and legislative frameworks that have shaped the teaching of history in American public schools. It introduces themes such as the impact of local and national influences, the foundational early educational laws, and the evolution of curriculum due to significant events such as the Civil War and the World War. Pierce notes the importance of diverse pressures—such as religious, educational, and political—on how history is taught, suggesting that these influences have significantly altered educational practices over time. (This is an automatically generated summary.)  pOriginally published:cUnited States: Alfred A. Knopf, 1926  aThesis (Ph. D.)  aHistory -- Study and teaching -- United States  aEducational law and legislation -- United States  aUnited States -- History -- Study and teaching4 uhttps://archive.org/details/publicopinionand00pierrich/page/n7/mode/2up40uhttps://www.gutenberg.org/ebooks/70630  c111356d111356