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With funding from the U.S. Department of Education under the Office of Innovation and Improvement, Teachinghistory.org, also known as the National History Education Clearinghouse, was developed through a collaboration between the Roy Rosenzweig Center for History and New Media (CHNM) at George Mason University and the Stanford History Education Group at Stanford University.
The Organization of American Historians (OAH), formerly known as the Mississippi Valley Historical Association, is the largest professional society dedicated to the teaching and study of American history.
The core purpose of this organization is to lead in the teaching and learning of history. One of the ways that NCHE sets out to accomplish this is to provide a communications network for all advocates of history education. These advocates include but are not limited to; schools, colleges, museums, historical councils, and community groups.
Hamilton's First Report on the Public Credit and his subsequent reports on a national bank and manufacturing stand as "the most important and influential state papers of their time and remain among the most brilliant government reports in American history." [115]
Credit scores can function as a form of social hierarchy that creates opportunities to exploit poor Americans. This can also prevent people from ever escaping their poverty or a poor financial past. [20] Credit scoring systems also act as a way to treat individuals as objects that are subject to a particular set of quantifiable attributes. [21]
A credit bureau is a data collection agency that gathers account information from various creditors and provides that information to a consumer reporting agency in the United States, a credit reference agency in the United Kingdom, a credit reporting body in Australia, a credit information company (CIC) in India, a Special Accessing Entity in the Philippines, and also to private lenders. [1]
These debates over state-school history curricula in the United States in the mid-1990s were influenced by the culture wars, in which education reform skeptics, including prominent public figures as Lynne Cheney, Rush Limbaugh, and American Enterprise Institute fellows responded to the "Standards" in numerous publications and interviews, starting in October 1994, before its official publication.
The NCHS has continued to develop materials for U.S. and world history including the Bring History Alive! series and The Big Eras: A Compact History of Humankind for Teachers and Students edited by Ross E. Dunn, professor and co-director of World History for Us All. In addition, the NCHS has published over 70 teaching units in U.S. and world ...