Economics in History: What Every High School Student and Teacher Needs to Know. Footnotes. Volume 15, Number 8

Foreign Policy Research Institute. 1528 Walnut Street Suite 610, Philadelphia, PA 19102. Tel: 215-732-3774; Fax: 215-732-4401; e-mail: [email protected]; Web site: http://www.fpri.org

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Foreign Countries; World History; Economic Research; State Standards; Conflict; National Standards; Historians; History Instruction; Textbooks; United States History; European History; Asian History; Historical Interpretation; Historiography; Economics; Misconceptions; Free Enterprise System; Economics Education; Secondary School Curriculum

China; Greece; Italy; United States

Historians work in a discipline with few inherent concepts and are obliged to draw upon many fields in recreating the past. Yet authors of most school history texts, state and national standards and curriculum materials seldom incorporate economic analysis in their work. Just look at state standards that include Adam Smith and John Locke but draw no connections between their economic thought and contemporary institutions, to world history texts that treat the British Industrial Revolution as a virtual crime against humanity. This essay's objective is to integrate an economic perspective into five common topics that are taught, depending upon the course, in every world or U.S. history survey class; Ancient Greece and Rome, Imperial China, Colonial English America, the British Industrial Revolution, and the U.S. depression of the 1930s. An annotated list of pedagogical resources for topics is also included along with general resources. (Contains 1 table.)

As Provided

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2011

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