Strategies for Bridging the History Gap in British Primary Schools: Valuable Models for American History Reform

Abstract

This article examines the growing public and professional concern with the diminished historical awareness among school children in contemporary Great Britain. Research concerning British responses to this perceived crisis was believed to be particularly pertinent to similar challenges facing the upgrading of the history curriculum in the United States. Extensive teaching and observation activities in British schools revealed a number of innovative strategies particularly concerned with the improvement of history instruction in the primary school. The activities seem to provide valuable models for consideration for application to American elementary school history programs.