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1. National History Day: Developing Digital Native Historians (EJ791653)
Author(s):
Scheuerell, Scott
Source:
History Teacher, v40 n3 p417-425 May 2007
Pub Date:
2007-05-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: United States History; Textbooks; Learning Activities; Primary Sources; Memorization; Historians; Teaching Methods; Computer Software; Student Projects; Research Projects; Videotape Recordings; Case Studies; Competition; Qualitative Research; High School Students
Abstract: Unfortunately, many students, are failing to learn history. Fifty-seven percent of high school students scored "below basic understanding" on their knowledge of United States history. Interestingly, less than half of the students were familiar with Patrick Henry, the War of 1812, the Marshall Plan, or the Great Society. Perhaps the time has come for history teachers to consider other instructional approaches. Traditionally, students listen to lectures, read textbooks, and memorize facts for tests. Students are usually asked to memorize an endless number of names, dates, and details that they do not find interesting. The documentary category of the National History Day program offers a promising alternative to the traditional instructional approach. Students can be set to work doing research and can present their findings in a documentary using video editing software. In this article, the author presents the findings of a case study that he conducted of the National History Day program which demonstrates that students are becoming historians when they produce a documentary for the contest. (Contains 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Textbooks as a Vehicle for Segregation and Domination: State Efforts to Shape Palestinian Israelis' Identities as Citizens (EJ812420)
Nasser, Riad; Nasser, Irene
Journal of Curriculum Studies, v40 n5 p627-650 Oct 2008
2008-10-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Cultural Context; Textbook Evaluation; Textbook Content; National Curriculum; Curriculum Evaluation; Racial Segregation; History Instruction; Social Change; Minority Group Children; Middle Eastern Studies; Bibliometrics; Politics of Education; Cross Cultural Studies
Abstract: The paper discusses the collective identity of the Palestinian citizens of Israel as it is filtered to school students through the state-commissioned school textbooks. Since it was established in 1948, Israel has maintained two separate education systems, one for Palestinian-Israelis, who are now approximately 20% of the population, and the other for Jewish Israelis. Each system has its own curriculum, transmitting its own cultural and national messages. This paper compares Palestinian school textbooks (grades 5-12) currently in use to earlier textbooks of the 1960s. The analysis shows how the segregated school system for Palestinians in Israel forges a mechanism of domination of the national history and collective memory of the Palestinians. Through processes of exclusion and selection, the state narrative, as it is manifested in the Palestinian school textbooks, renders the Palestinian identity non-existent and rootless. Palestinians are presented as a collective detached from their past and from their immediate surroundings in the region. (Contains 37 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Politics of Religion: Modernity, Nationhood and Education in Japan (EJ815950)
Shibata, Masako
Intercultural Education, v19 n4 p353-361 Aug 2008
2008-08-00
Descriptors: World History; Nationalism; Religion; Foreign Countries; Development; Social Change; Christianity
Abstract: While religion in Japan is traditionally linked to nationhood and nation-building, the post-war period has seen Shinto consciously invoked to restore a sense of national identity through a focus on Japan's victimhood. In this context, there is a focus on the Yasukuni Shrine, dedicated to the war dead and an icon of contemporary Japanese cultural nationalism symbolizing the use of indigenous religion in an interpretation of the war and post-war nationhood. This, together with the influence of the US, has contributed to a more pluralisitic view of national history in schools. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Elementary Students Quilting through Social Studies (EJ784582)
Bennett, Linda
Journal of Aesthetic Education, v42 n1 p90-99 Spr 2008
2008-00-00
Descriptors: Class Activities; Grade 5; Social Studies; Elementary School Students; Handicrafts; Thematic Approach; Creative Teaching; Teaching Methods
Abstract: It is enchanting when over twenty students' quilt squares make a quilt. The common, yet diverse techniques for making a quilt transform the students' quilt squares into a shared quilting experience. A quilt made by students in one classroom can demonstrate a unique characteristic of each student by combining their squares into a quilt about a common theme in the social studies curriculum. The quilts become a lasting record of the students' depictions of the theme under study and contributions to a class project. This article describes six quilts which demonstrate how to make class quilts using social studies themes. Families, friends, the school, local or national history, state or national symbols, and social issues are among the themes of quilts made by first through fifth grade students. The lessons learned by the students and teachers are shared and additional resources are provided to extend the experiences of elementary students quilting through social studies. (Contains 6 figures and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Experiential Learning of History through Youth Journeys to Poland: Israeli Jewish Youth and the Holocaust (EJ780812)
Romi, Shlomo; Lev, Michal
Research in Education, v78 p88-102 Nov 2007
2007-11-00
Descriptors: Jews; Experiential Learning; Program Effectiveness; Foreign Countries; Followup Studies; World History; War; Racial Bias; Violence; Consciousness Raising; Emotional Response; Comparative Analysis; Teaching Methods; Adolescents; Affective Behavior; History Instruction
Abstract: National history and collective memory and their impact on adolescents' knowledge and attitudes are the topic of this article. A follow-up study, it examines the long-term impact of a journey to historical monuments. Israeli Jewish high-school students have the option of experiential study, visiting cities and death camps in Poland. The first study, conducted immediately after the journey, revealed greater in-depth knowledge alongside participants' strong emotional reactions, and no impact on Jewish identity. The present study, conducted one to five years later, confirmed the long-term stability of the first results. It also revealed significant differences between recent participants and a contrast group-students who had never undertaken the journey to Poland-although no significant differences were found between veteran participants and the contrast group in most categories. The educational implications of these findings are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Rethinking Social Studies for a Critical Democracy in American Indian/Alaska Native Education (EJ784821)
Locke, Steven; Lindley, Lorinda
Journal of American Indian Education, v46 n1 p1-19 2007
2007-00-00
Descriptors: American Indian History; Critical Theory; Teacher Education Curriculum; American Indians; Values; North Americans; Social Studies; Methods Courses; Democracy; Elementary Education; American Indian Reservations; Interviews; Homework; Observation; Teaching Methods; State Universities; Alaska Natives
Abstract: This investigation examines an elementary social studies methods course taught on an American Indian reservation through a state university. Data were collected from American Indian pre-service teachers over four years through taped interviews, classroom observations, and a review of homework and in-class assignments. A Freirean critical pedagogy framework was utilized to analyze the data. Analysis revealed that the course replicated and reproduced dominant cultural values and knowledge of the state university and was insensitive to American Indian history, values, and pedagogy. Suggestions include the need for the course to interrogate historical interpretations and the economic and social structures of the local Indian community. The course also needed to emphasize the cultural strengths of the local community and its contributions and place in the context of state and national history. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. What of History? Historical Knowledge within a System of Standards and Accountability (EJ779675)
Kelly, Timothy; Meuwissen, Kevin; Vansledright, Bruce
International Journal of Social Education, v22 n1 p115-145 2007
Journal Articles; Opinion Papers
Descriptors: National Standards; Social Sciences; Academic Standards; Instructional Materials; Accountability; History Instruction; Guidelines; Public Schools; Criticism; World History; Educational Policy
Abstract: In this essay, the authors explore the structures, processes, and messages that accountability reforms communicate about the goals and means of coming to know history. In other words, how do existing history standards and formal curricula officialize certain orientations toward historical knowledge and traditions through which that knowledge is taught? Specifically, they begin by examining the "National History Standards" and the "History and Social Science Standards of Learning for Virginia Public Schools." These standards documents are viewed through several overlapping lenses, including a typology of historical knowledge, a conceptual framework of teaching and learning history, as well as research, philosophy, and criticism related to the domain. They utilize these conceptual frameworks for their analytic, organizational, and pedagogical power, not because they represent reality in some undistorted way. The progression of their analysis, from a set of national standards to state-level standards, aims to address particular patterns of coherence "and" variability among these systems of reform. The inferences that can be drawn from a comparison of these documents and the contexts in which they were created, will call attention to examples of processes by which official school knowledge gets constituted. By examining the conceptions of history forwarded by these policy instruments, they explore the intersection of knowledge, culture, politics, and the institutional structures of school organization and practice. Ultimately, the authors are interested in how students and teachers interpret and interact with these systems of accountability and the conceptions of history they forward. They eventually narrow their focus even further to a specific local context, Fairfax County, Virginia, concentrating their analysis on a modern world history curriculum and related instructional materials designed to prepare students for the "Virginia Standards of Learning Assessments." (Contains 50 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Doi Moi, Education and Identity Formation in Contemporary Vietnam (EJ768499)
Salomon, Matthieu; Ket, Vu Doan
Compare: A Journal of Comparative Education, v37 n3 p345-363 Jun 2007
2007-06-00
Descriptors: Foreign Countries; History Instruction; Global Approach; National Curriculum; Agenda Setting; Politics of Education; Educational Development; Educational Improvement; Educational Indicators; Educational Assessment; Educational Policy; Policy Analysis
Abstract: In 2006 Vietnam had experienced more than two decades of reform. However, while the reforms have transformed the entire Vietnamese economy and opened the country to globalization, the education system is still very much under the Vietnamese Communist Party's control. The schoolbooks are published under close supervision of the authorities. The national autobiography in which children are instructed has not changed much since the first conceptions of the Vietnamese revolutionaries and nationalists: as in many young nations, myths and legends have a fundamental place in the national history. Moreover the historical narrative youngsters are educated in serves the purpose of justifying communist rule and the leading role of the VCP in this process: the VCP is pictured as the midwife of the Vietnamese modern nation. Since the start of the reform process, the pressures and challenges on this system of history education have been growing. However, even if some voices have now started to call for a more subdued national autobiography, the national story is clearly not to be "de-nationalized" any time soon. (Contains 51 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Keepers of the Sacred Flame: Patriotism, Politics and the Chinese History Subject Community in Hong Kong (EJ766153)
Kan, Flora; Vickers, Edward; Morris, Paul
Cambridge Journal of Education, v37 n2 p229-247 Jun 2007
Descriptors: Foreign Countries; Administrative Organization; Patriotism; History Instruction; Asian Culture; Educational Policy; Educational History; Political Attitudes
Abstract: Chinese history (a subject entirely separate and distinct from "history") has long been the most politically sensitive subject in Hong Kong's school curriculum. Previous studies have analysed the policies of the colonial and postcolonial Governments towards this subject. Here, we examine the role played by the Chinese history subject community (comprising teachers, academics and officials in the Government's educational bureaucracy), and look at the way in which this has operated as an autonomous interest group. We conclude that the influence of this subject community has been a key factor limiting the extent to which the local educational authorities have been able to develop a coherent policy in relation to history education in general, and the teaching of national history in particular. Specifically, advocates of the maintenance of Chinese history as a separate subject within the school curriculum have been able, by associating themselves with the post-1997 agenda of "patriotic education", to effectively hoist the local educational bureaucracy with its own petard. (Contains 1 table and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Engaging Adolescents with LD in Higher Order Thinking about History Concepts Using Integrated Content Enhancement Routines (EJ758039)
Bulgren, Janis; Deshler, Donald D.; Lenz, B. Keith
Journal of Learning Disabilities, v40 n2 p121-133 Mar-Apr 2007
Descriptors: United States History; Instructional Development; Adolescents; National Standards; Learning Disabilities; Democracy; History Instruction
Abstract: The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes "Content Enhancement Routines" (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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