In 1892 the National Education Association appointed a committee of ten to examine the general secondary school curricula. The Committee's report presents, for the first time, a history program approaching the comprehensive programs observed in European education. In 1896, the American Historical Association appointed the Committee of Seven to conduct a comprehensive study of history in secondary schools here and in Europe. The Committee's report had a significant impact on the secondary school social studies curriculum. The report on the study of history in schools recommended that the secondary school history curriculum should include ancient history, European history, English history and American history. These four blocks of study were recognized in secondary school curricula and in college entry requirements. Textbook writers also adopted these study blocks, and teachers using the textbooks followed suit (Barth, 1996; Kliebard, 1987). In 1912, the National Education Association created the Commission for the Reorganization of Secondary Education. In 1916, the Social Studies Committee of the Commission published a report entitled Social Studies in Secondary Education. This report draws heavily on the historical perspective of James Robinson and the pedagogical views of John Dewey, and shifts the focus of social studies from "scientific history" to citizenship and social effectiveness (Davis , 1981; The Progressive movement saw schools, and the social sciences in particular, as the means to train the burgeoning student population of the early 20th century in social efficiency. Educational goals had to be consistent with social goals, and public education meant that society had to determine what it should... middle of paper ...... Applegate, J. and Shaklee, B. (1992) . Stimulating thinking while learning to teach: ATTEP at Kent State University. In L. Valli (Ed.), Reflective teacher education: Cases and reviews (pp. 65-81). Albany, NY: State University of New York Press. Atwood, V.A. (Ed.). (1986). Elementary social studies: research as a guide to practice. Washington, DC: National Council for the Social Studies. Banks, J. and Parker, W. (1990). Training of teachers in social sciences. In W. R. Houston (Ed.), Handbook of Research on Teacher Education, New York, NY: Macmillan. Barell, J. (1995). Teaching for thinking: Classroom strategies to enhance intellectual development. White Plains, NY: Longman. Barth, J. L. (1996). NCSS and the nature of social studies. In O. L. Davis (Ed.), NCSS in Retrospect (p. 108). Washington, DC: National Council for the Social Studies.