This article examines the changing role of American studies in a British primary educational system. Research concerning British perceptions of the value of American topics in meeting the newly mandated national attainment goals in history may be particularly pertinent to similar challenges facing American teachers dealing with public mandates to upgrade the history and social studies curriculum on the elementary and middle school level. A review of literature, classroom observations, and teacher interviews in the United Kingdom revealed a fascinating yet controversial, new role for American studies which may provide models for consideration in United States schools.
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