This article revisits and explores the promises and challenges of reverse chronology history instruction within the social studies. In response to student disinterest in social studies, changes in our educational culture that often value content knowledge exclusively, and marginalization of instructional time stemming from testing burdens, reverse chronology curriculum design focuses on connections, meaning, relationships between past and present, and the harnessing of history’s explanatory powers for understanding today and formulating normative decisions about the future. Reverse chronology bridges more traditional chronological history instruction in social studies classes and issues-centered learning. Ultimately it serves as a pathway to ensure the aims and goals of social studies education are consciously and deliberately realized.
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