High School History of the United States, being the "History of the United States for Schools"

1901 ◽  
Vol 7 (1) ◽  
pp. 157
Author(s):  
J. A. Woodburn ◽  
Alexander Johnston ◽  
Winthrop More Daniels ◽  
William MacDonald
1932 ◽  
Vol 1 (1) ◽  
pp. 18-25

Albert Abraham Michelson was born on December 19, 1852, at Strelno in Posen, now restored to Poland. When he was two years old, he was taken by his parents, Samuel Michelson and Rosalie (Przlubska), to the United States, and, after some fifteen years spent in Virgina City, Nevada, where his brother Charles was born, San Francisco became their home. There his sister Miriam, the author, was born, and the boy attended the high school. He was given, in unusual circumstances, an appointment in the U.S. Naval Academy at Annapolis, and after graduating in 1873 he became a midshipman in the U.S. Navy for two years and was afterwards appointed instructor in physics and chemistry in the Naval Academy in 1875, holding the appointment until 1879. His next year was spent in the Nautical Almanac Office in Washington, and then he studied for two years at the College of France, and at Heidelberg and Berlin. In 1882 he became Professor of Physics in the Case School of Applied Science at Cleveland, Ohio. After seven years he went as Professor of Physics to Clark University, Worcester, Mass., and remained there until 1892. He was then appointed Professor at the head of the Ryerson Physical Laboratory, Chicago ; this appointment he held until shortly before his death, which occurred on May 9, 1931. He married Miss Edna Stanton of Lake Forest, Illinois, in 1899, and they had a son and two daughters. This in brief contains the history of his official appointments : how he filled the various posts is another matter.


2005 ◽  
Vol 33 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Michael DeCesare

A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.


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