Guidelines for undergraduate, entry-level survey courses in United States history: A case study

Purpose of the study. This study formulated guidelines for an entry-level United States history sequence. A comparison of existing entry-level survey courses in United States history also was made with the resulting developed guidelines.;Procedure. A case study design was implemented to obtain information about the purpose, content, and teaching methodology of history education at the entry-level. Eight participants, five male and three female instructors, were selected from two junior/community colleges and two universities. The procedures employed in collecting data included interviews, naturalistic observations, and document collection.;Results. For the entry-level United States history survey courses, no clear-cut purpose was ascertained. Although many participants indicated classroom discussion was one of their teaching methodologies for these courses, classroom observation indicated that lecture was the predominant mode of instructional delivery. More emphasis on social history was suggested by the participants; however, great men and political history were the focal points upon which the content of the courses were based. Purpose, content, and teaching methodology of courses for non-majors were the same as the existing United States history sequence. Although a few changes were indicated in the purpose, content, and teaching methodology of courses designed for history majors, the basic structure of these courses as described by the participants was essentially the same as the presently taught sequence.