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A long recommended central purpose of civic education has been preparation of students for responsible democratic life. The authors of this paper contend that teaching students the domain-specific process of historical thinking and the habits of mind that are incorporated into this discipline-specific act will contribute to students' ability to engage in civic life. They maintain that history must be central to civics and government courses, and that civics must be central to history courses. This article addresses the intellectual focus, direction, and content that the discipline of history provides for civic education, with a specific focus on the ways in which history and civics standards in Indiana contribute to this end and provide a model for other states. Appendix A provides Indiana Standards (USH and USG) Pertaining to the Constitutional Period. (Contains 31 endnotes.)

The article introduces the final issue of the Journal for the Study of the Historical Jesus for 2024. The issue features contributions that challenge established conventions in historical Jesus scholarship. One article presents a fictitious scholarly essay to disrupt students' assumptions about studying ancient history. Another article explores a previously overlooked life of Jesus from the nineteenth century, highlighting the influence of gender on interpretations of Jesus. The issue also includes book reviews, which aim to keep the scholarly conversation going and help scholars stay up-to-date with the latest scholarship. Overall, the issue pushes the envelope and showcases creative possibilities for future historical Jesus research. [Extracted from the article]

The article discusses the author's views about the use of objects and materials in the teaching of history in a classroom setting, and it mentions how material culture can lead to collaboration and provide students with an inclusive environment to pose history-related questions. An Object Analysis Worksheet is addressed, as well as a lesson plan focusing on American Civil War images, objects, and texts. Classroom activities and stereoview images are also assessed.

Despite the many contributions of nonhuman animals in history, nonhuman animal representations are seldom crafted with care and accuracy in curricular texts. Because of the anthropocentric vantage point of textbook creation, the nonhuman animal is often portrayed as an object, but as our relationship with the nonhuman world continues to deteriorate, we need now more than ever to consider the agency and subjectivity of nonhuman entities across time and space. In this article, I will use critical contextual analysis as a research method to examine the representation of the horse in a commonly used textbook in middle and high schools in the United States titled World History: Patterns of Interaction to raise larger questions about how to engage with nonhuman animal presence in history with students. Using critical animal studies as a theoretical framework to illuminate the data, the findings reveal that the horse is depicted as agentless and is shown merely as a means for human animals to expand empire and perpetuate social norms. The exploration identifies a gap in the social studies scholarship that neglects the historical contributions of nonhuman animals in curriculum. This article will argue that juxtaposing anthropocentric curricular texts such as the one under investigation with narratives that illuminate nonhuman animal subjectivity is essential for building a more empathetic world and for cultivating a more inclusive historical narrative. [ABSTRACT FROM AUTHOR]

The Grade 9 South African history curriculum teaches the history of the Holocaust as an introduction to the study of apartheid. Students are taught how racial identities are constructed, codified into law, and weaponized for the purposes of discrimination and genocide. They are taught that racialized discrimination can happen anywhere—not only in South Africa—and that we must be vigilant lest it happens again. Curriculum developers—supported by international literature (e.g. UNESCO publications)—believe that learning about the Holocaust will act as a "bridge" to learning about apartheid. 1 By teaching young South Africans difficult history that is emotionally, geographically, and temporally removed from their own country, educators believed that students will be better prepared to study the complex history of apartheid. Yet what is the impact of this comparative approach? 2 The author's ten-month ethnographic study explores how Grade 9 students in one majority-White history classroom in Cape Town learned about the Holocaust and apartheid. Developing Epstein's idea of an "interpretive frame," 3 this empirical study contributes to ongoing debates on whether and how genocides and other atrocities can be meaningfully compared in the history classroom. 4 Furthermore, it questions whether using Holocaust education as a "bridge" 5 to domestic injustices and persecution will significantly improve historical understanding, tolerance, and moral reasoning. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to "decolonise the curriculum". While barriers to the teaching of "diverse" British histories in England's classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice. [ABSTRACT FROM AUTHOR]

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict‐affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk‐taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity‐based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies. [ABSTRACT FROM AUTHOR]

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study's objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber. [ABSTRACT FROM AUTHOR]

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism. The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning. [ABSTRACT FROM AUTHOR]

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry. [ABSTRACT FROM AUTHOR]

AbstractEmotions and feelings play an important role within history education. Yet, the affective dimensions (feelings, emotions, connections) of learning about the past are understudied within research on historical empathy—defined here as a cognitive-affective process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within their historical contexts. Drawing from interviews with secondary school history teachers in Canada, this article offers insight into teachers’ perspectives on constructive ways that they approach the affective dimensions within history classrooms, as well as problems and challenges that arise when they intentionally elicit emotions or encounter them unexpectedly. In doing so, the article aims to further conceptualize the affective dimensions of historical empathy and expand understandings of emotions in history and social studies education, while positioning these discussions in relation to history education in Canada. [ABSTRACT FROM AUTHOR]

The author examines the portrayal of former U.S. President George Washington in children's biographies using critical multicultural analysis and a justice-oriented approach to teaching history. Topics discussed include the selection of books for the study, facts about Washington's will to free his enslaved people, the use of glossary terms in nonfiction books for young readers, and the choices on layout made by the biography books as an exercise of power over civic discourse.

Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories, critiques, and proposals for change focused on (1) enhancing teacher education in ethnic studies pedagogy and curriculum; (2) inclusive and community-led process of ethnic studies curriculum development; (3) utilizing multimodal and local community-relevant resources; and (4) centering ethnic communities' resistance and agency as well as power and oppression in the curriculum. By delving into the teachers' experiences, hopes, and insights regarding the AAPI history curriculum implementation, this article adds to the literature on the current and future praxis of ethnic studies in K-12 education and teacher education. [ABSTRACT FROM AUTHOR]

Learning history is vital for students' intellectual, spiritual, emotional, and physical development. Students perceive history subject as difficult and boring because they must memorize facts and understandthose facts, concepts, time, and historical events. Interactive multimedia can increase students' enthusiasm and make the teaching and learning process more interesting to make the history "alive." Game-based learning uses game elements and principles to effectively deliver teaching and learning process in the classrooms. Yamashita's Treasure: A Quest to Find the Treasure is a game-based instructional material designed for grade 7 students of the Philippine K-12 curriculum that aims to teach significant lessons and events occurred in the Philippines over the last century. In this paper, we present findings from an assessment of an instructional material in teaching Philippine history. A System Usability Scale (SUS) was used to test the system's usability which generated a positive score. Respondents were highly satisfied with the game's usability scoring 87.5 on the SUS. Future work includes developing a programmed system, conducting quasi-experimental research design, and consultations with the experts for further enhancement. [ABSTRACT FROM AUTHOR]

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey (n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos-short, easily accessible, and fun-fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. [ABSTRACT FROM AUTHOR]

The digital revolution has widened the array of curriculum materials available to history teachers. Given the variable quality of these new materials and the deeply contextual nature of teaching, educators need better tools for selecting among the vast options available. This study aimed to validate a device designed for that purpose, called the Curriculum Materials Evaluation Tool (CMET). Using a questionnaire and think-aloud interview, the study examined how four social studies teachers evaluated a novel material set for potential classroom use, and how the CMET mediated their analysis. Findings showed that the teachers preferred when materials are readily accessible and adaptable for their specific teaching context, in contrast to "one-size-fits-all" resources that dominate the Web. The CMET appeared to foster a deeper and broader analysis of the given material set, especially regarding its political and cultural orientation. The study suggests that teachers' role in vetting and adapting digital materials be recognized and embraced. The CMET can contribute to that end through its use in district adoption committees, teacher professional development, and collaborative curriculum research. [ABSTRACT FROM AUTHOR]

History education holds strong potential for students to examine how racism and other intersecting forms of oppression embedded within U.S. institutions have and still impact today's social fabric. When rooted in Martell and Stevens' "thinking like an activist" framework, history education provides opportunities for preservice teachers (PSTs) to see, understand, and disrupt the dominant narrative. They can begin to reimagine their roles as future leaders in the classroom and beyond to ensure that all students thrive and not just survive. Thus, for this qualitative study, we engaged our PST in a book study of A Different Mirror for Young People: A History for Multicultural America. Through intentional content and pedagogical choices, we investigated the question, "How do preservice teachers make sense of history using the 'thinking like an activist' framework?" Findings indicated how Takaki's different mirror, as a counternarrative centering the perspectives and experiences of historically marginalized groups, allowed PSTs 1) to unlearn oppressive structures (cultural preparation), 2) begin to develop a sociopolitical consciousness of systemic oppression, albeit through an outsider's perspective (critical analysis), and 3) to analyze how collective action in the past enacted change-although through an already, but not yet, understanding of their role in social change in the present (collective action). [ABSTRACT FROM AUTHOR]

Historical awareness related to Indonesia is mandatory for all Indonesians, namely awareness that we started from the same historical journey of the nation. This research aims to develop the 'CABASA' application as Sragen cultural heritage-based historical learning media is capable of displaying descriptions, as well as photos of cultural heritage. This Development uses three main steps adopted by Borg and Gall: the preliminary stage, the planning stage, and the testing stage. The trial results of the 'CABASA' product developed are suitable for use in the history learning process. The conclusion is the development method adopted in this research is simplified into three main steps. Preliminary development studies and the final stage are product trials. With the product trial results being very feasible, it can be concluded that 'CABASA' can be used as an interactive learning media based on cultural heritage in the Sragen district, which is following current developments where this learning media is straightforward to use. [ABSTRACT FROM AUTHOR]

This article examines the gaps in relation to the Sámi people and the colonization of Sápmi (Sámi homeland) in Finnish history textbooks. In the Finnish school system, there is very little knowledge about the Sámi and the colonization of Sápmi. The article uses the concept of the absent curriculum in order to highlight the gaps in history textbooks. The absent curriculum refers to topics and themes that could have, but have not, been included in the curriculum. Using discourse analysis, the article analyzes two different time periods described in textbooks: The 19th and 20th centuries, as well as “prehistory.” The results show that colonialist interventions in Sápmi are not conceptually tied to colonialism in textbooks, even though some textbooks include descriptions of Finnish assimilation acts in Sápmi. With regard to “prehistory,” the textbooks vary in their descriptions of the Sámi: Some textbooks clearly define them as a distinct Indigenous people, whereas others do not mention them at all. [ABSTRACT FROM AUTHOR]

In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students' visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students. [ABSTRACT FROM AUTHOR]

A trend in history education has been a transition from a more banking approach where students are expected to memorize discrete dates, names, and places, towards a focus on historical thinking skills. In this quantitative research, the self-reported historical thinking skills of education students measured through a validated tool (Meral, et al., 2022) across seven specializations at Bohol Island State University are described and compared along with demographic profile. Results indicate that students exhibit proficient levels of historical thinking, with overall mean scores of 3.69 across the components. Significant differences were found in self-reported historical thinking skills based on the Senior High School (SHS) strand (p=0.039) and specialization (p=0.006), while no significant differences were observed based on age (p=0.723) or religious affiliation (p=0.663). The limited explanatory power of demographic factors (1.2%) highlights the need for future research to explore other potential influences, such as instructional strategies and cognitive differences. The study's limitations include its reliance on self-reported data and the specificity to students, calling for broader and more comprehensive future studies. [ABSTRACT FROM AUTHOR]

The question of history learning at school and its improvement has long been a subject of discussion, but it continues to present unresolved critical issues due to pupils’ difficulties in understanding this discipline, difficulties in defining clear and accountable learning objectives and the lack of adequate assessment systems. In line with international research, this article intends to show how it is possible to overcome these critical issues by identifying the development of historical thinking as the purpose of learning history, making explicit the dimensions of which it is composed and matching them with a taxonomy of learning objectives that can be translated into adequate assessment tests. The work presents an example of this process in the construction of a model test applied in the final year of primary school as part of an instructional intervention for progressive improvement of whose objectives the pupils were made aware.

This study explores how Hong Kong’s latest Chinese history curriculum hybridizes Romantic and Enlightened approaches and how that hybridization converges with/diverges from mainland China’s, given the two societies’ increased integration in the People’s Republic of China. Data were drawn from Hong Kong’s and mainland China’s latest junior-secondary Chinese history curricula policies and textbooks and Hong Kong’s earlier curriculum. Despite approaching mainland China’s Chinese history in curriculum structure and promoting China as a unified multi-ethnic nation, Hong Kong’s latest history curriculum retains its earlier orientation towards the Communist Party of China and the Enlightened approach. Hong Kong’s junior-secondary Chinese history curricula try to balance Romantic and Enlightened approaches, while mainland China’s symbolically promotes and selectively uses the latter to serve the former. Theoretical and practical implications and directions for future study are provided. [ABSTRACT FROM AUTHOR]

This study focused on how historical contextualisation is reflected in 12 history textbooks for primary schools in Ghana. The study employed a content analysis design to analyse how historical contextualisation is reflected in history textbooks. A multi-stage sampling technique was used in selecting 12 textbooks to represent the 6 classes in the Ghanaian primary school. A thematic matrix was developed from historical thinking frameworks to collect data from the textbooks. Microsoft Excel functions were used to rate the textbooks on a scale of 0–5, depending on the amount of evidence of historical contextualisation. Descriptive statistics and Maton's (2013) principle of shift in the Semantic Wave were used in the analysis to determine the level of evidence of historical contextualisation in the textbooks. The study established that historical contextualisation is reflected in the history textbooks used in the study. This study contributes to understanding how textbook writers incorporate historical contextualisation within textbook narratives to meet history curriculum requirements. It gives an understanding of how historical contextualisation is needed in history textbooks to promote historical reasoning among textbook users such as teachers and students. Possible implications of the findings are discussed in the main text. [ABSTRACT FROM AUTHOR]

"Digital Thrace: Mapping the History and Culture to Enhance the Tourist Economy" is a three-year (2021–2023) research project conducted by the Democritus University of Thrace. "Thrace," a geographical rather than a regional or political designation, is divided into three nation-states (Greece, Bulgaria, and Turkey). Despite historical nationalist conflicts and ethnic stereotypes, Thrace maintains its multicultural character. This article shows that the Digital Thrace Project not only generates research but also transforms it into knowledge and cultural experiences for visitors. It bridges the gap between academic historiography and cultural studies on one side and the public space on the other. This multidisciplinary and interdisciplinary project employs cutting-edge technologies to provide two main components to its users: a digital platform primarily aimed at researchers and educators, and a digital tour application for the general public. Special attention is devoted to the project's pedagogical section. Based on the principles and methodologies of intercultural and democratic education, over 30 educational projects have been designed for primary and secondary school classes. These projects aim to engage students in exploring not only the history and culture of their own communities but also those of the others. [ABSTRACT FROM AUTHOR]

Stephen Jackson, the 2023 AHA Eugene Asher Distinguished Teaching Award winner, traces the controversial rise and uses of state history standards for K-12 education and offers teachers a flexible lesson plan that encourages them to draw upon the standards in their own state to help students better understand the complexities of how local constructions of official knowledge are formulated. Jackson provides a quick history of the rise of state history standards in the American context beginning in the 1970s and 1980s; an ensemble of discussion questions about what history standards include, what they leave out, and how they balance critical thinking and content coverage; and a writing assignment that asks students to identify and revise what they see as a problematic single history standard. [ABSTRACT FROM AUTHOR]

This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations' polities are unfolding. [ABSTRACT FROM AUTHOR]

National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education. [ABSTRACT FROM AUTHOR]

In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15–16) from schools with low or high socio‐economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of historical content knowledge, we situate the concept in relation to other aspects of the history school subject. This is done to visualize historical content knowledge's central role in more complex aspects of the subject. The empirical material used in the study is pupils' responses on both selected and constructed response items on the Swedish national test in history. In the study, a combination of qualitative and quantitative approaches is used. The results show not only that pupils in low‐SES schools provide fewer examples of historical content knowledge. We can also establish that the historical content knowledge of pupils from high‐SES schools represents several perspectives while there are few perspectives present in the responses from pupils in low‐SES schools. The results are used to discuss how the differences between pupils in low‐ and high‐SES schools may affect their possibilities for educational success and active participation in society. [ABSTRACT FROM AUTHOR]

This article explores the use of WWII films as educational tools in history classrooms. It emphasizes the power of films to engage audiences and bring history to life, particularly as the generation with lived memory of WWII diminishes. The article emphasizes the importance of considering the biases and perspectives presented in these films and encourages students to critically analyze them. It also provides a framework for teaching with film, including fostering empathy, developing interpretive skills, exploring difficult topics, and visualizing the past. The article acknowledges the challenges and limitations of using film as an educational tool but highlights its potential to motivate students and enhance historical film literacy. [Extracted from the article]

This document titled "The Cinema is a History Classroom: Interpreting the Past Through Historical Film" is a teaching resource that provides a lesson plan for exploring the purpose and role of historical fiction in film. The lesson includes activities such as defining historical fiction, discussing the purposes of historical fiction, examining the role of historians in the filmmaking process, brainstorming incentives and disincentives for filmmakers to present accurate representations of the past, discussing sensitive topics in film, and considering the critical engagement of audiences with filmic interpretations. The document also suggests further reading for teachers interested in exploring the topic in more depth. [Extracted from the article]

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The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities. [ABSTRACT FROM AUTHOR]

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers' practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement. [ABSTRACT FROM AUTHOR]

The article explores an experiential learning approach for undergraduate and graduate students through a potions lesson experiment, which is part of the history course offering Secrets of Nature in the Iberian World. Topics discussed include students' creation of ink using recipes from herbal notes and manuscripts, the study of Iberian bookmaking traditions, and the preparation and execution of the experiment.

The article discusses the benefits of including more hands-on experimental archaeological projects into history college curriculum. These benefits include facilitating deeper transformative student learning, providing opportunities for interdisciplinary and community connections, and reinforcing teaching of historiography. Other benefits include expanding student experiences and providing photo opportunities.

In recent decades, history and education scholars in the Western world have argued for a constructivist approach to disciplinary thinking in the teaching and learning of History, known as historical thinking. Yet, there has been little classroom-based empirical research exploring how teachers engage with historical thinking theory, enact related practices in the classroom, and, in Canada, utilize historical thinking concepts. The multiple-case study outlined here addresses this gap, by offering descriptive details and insights regarding four Canadian secondary school teachers’ attitudes, understandings, implementation, and applications of historical thinking in lessons and assessments. Differences among these teachers’ perceptions and practices indicate that historical thinking is not a singular pedagogical approach. Yet, common elements revealed two broadly drawn typologies that may serve as inspiration and provide concrete examples for history teachers wishing to develop their own historical thinking practices. Rich descriptions also provide unique insights into how the teachers use their judgment and knowledge in the choices and decisions they make to move theory to practice. Finally, this study offers a methodology for the continued classroom-based study of historical thinking. [ABSTRACT FROM AUTHOR]

Understanding local history is fundamental to fostering a comprehensive global viewpoint. As technological advances shape our pedagogical tools, Virtual Reality (VR) stands out for its potential educational impact. Though its promise in educational settings is widely acknowledged, especially in science, technology, engineering and mathematics (STEM) fields, there is a noticeable decrease in research exploring VR's efficacy in arts. The present study examines the effects of VR-mediated interventions on cultural education. In greater detail, secondary school adolescents (N = 52) embarked on a journey into local history through an immersive 360° VR experience. As part of our research approach, we conducted pre- and post-intervention assessments to gauge participants' grasp of the content and further distributed psychometric instruments to evaluate their reception of VR as an instructional approach. The analysis indicates that VR's immersive elements enhance knowledge acquisition but the impact is modulated by the complexity of the subject matter. Additionally, the study reveals that a tailored, context-sensitive, instructional design is paramount for optimising learning outcomes and mitigating educational inequities. This work challenges the "one-size-fits-all" approach to educational VR, advocating for a more targeted instructional approach. Consequently, it emphasises the need for educators and VR developers to collaboratively tailor interventions that are both culturally and contextually relevant. [ABSTRACT FROM AUTHOR]

History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the Asia Minor Catastrophe. The goal was to design an alternative method of learning history and investigate if it would engage students and foster their independence. A mixed-methods research design was applied. Thirty-four (n = 34) adult participants engaged in the interactive book and VR space over the course of three weeks. After an online workshop, feedback was collected from participants through a custom questionnaire. The quantitative data from the questionnaire were analyzed statistically utilizing IBM SPSS, while the qualitative responses were coded thematically. This study reveals that these two tools can enhance historical education by increasing student engagement, interaction, and understanding. Participants appreciated the immersive and participatory nature of the material. This study concludes that these technologies have the potential to enhance history education by promoting active participation and engagement. [ABSTRACT FROM AUTHOR]

History curricula are shaped by factors such as historiography, pedagogical ideals, political goals, international initiatives, and broader societal conditions and processes. This article examines ideas about purposes, content, and methods, of history education, in history curricula that were used in Swedish and Norwegian theoretical upper secondary schools between 1920 and 1960. These schools aimed at preparing students for university studies and providing general education (Bildung). While having close connections to academic disciplines, these schools were also influenced by political goals of democratization and ideas of progressive pedagogy. There are tensions in the curricula between material aspects of Bildung, focusing on content, and formal aspects of Bildung, focusing on students' development. Although material aspects remain essential, formal aspects are increasingly emphasized through individual projects, student interaction, more active use of historical sources, and, in the latest Swedish documents, critical thinking. Limitations of progressive methods are also acknowledged. The Norwegian and Swedish curricula differ in attitudes to nationalism and the state. These differences can be explained by different starting points for nation-building and differences between Norwegian and Swedish historiography. There is a more dramatic shift in the Norwegian curricula, from a highly teacher/material-centred approach, to an ideal of active and independent students. [ABSTRACT FROM AUTHOR]

The article focuses on integrating artificial intelligence (AI) technology, specifically Inworld Studio, to create AI-generated characters based on historical figures, facilitating deeper student engagement and empathy in history lessons. Topics include leveraging AI for interactive historical simulations, ethical considerations in portraying historical figures through AI, and practical lesson plans that align with educational objectives in Victoria's History curriculum.

The article focuses on harnessing generative artificial intelligence (AI) tools through prompt engineering in the history classroom. Topics include the strategic creation of prompts to customize learning experiences, encourage critical thinking, and facilitate ethical reflections on AI use. By employing principles like clarity, relevance, and iterative refinement, educators can effectively integrate AI to enhance student engagement and achieve educational objectives in history education.

The article focuses on revolutionizing history education through the strategic use of generative AI tools, emphasizing the creation of precise prompts, customized ChatGPT settings, and integration of external data for interactive learning experiences. It highlights the role of well-crafted prompts in minimizing AI errors, the process of customizing ChatGPT to meet specific educational needs, and the potential of AI to analyze and visualize historical data effectively.

The article focuses on innovative uses of generative artificial intelligence (AI) in History education, highlighting its potential to enhance lesson engagement through activities like brainstorming creative learning tasks, and designing educational materials such as worksheets and mind maps. It explores practical applications of AI tools like ChatGPT 4.0 in facilitating these activities, emphasizing experimentation and adaptation to optimize teaching effectiveness.

The article focuses on the evolving role of generative artificial intelligence (AI) in History education, advocating for a reassessment of traditional essay assignments due to AI's capacity to generate nuanced content. Topics include the challenges posed by AI in maintaining academic integrity, the implementation of a assessment framework using traffic light signals to guide AI usage in assessments, and historical role-plays to enhance historical learning and critical thinking skills.

The article focuses on teaching History students to critically assess AI-generated writing, aiming to distinguish its limitations as a tool for educational use. Topics include the initial concerns about AI's impact on academic integrity, strategies to integrate AI responsibly into teaching practices, and the educational benefits of using AI-generated content to enhance students' understanding of historical writing skills and evidence evaluation.

The article focuses on utilizing artificial intelligence (AI) tools to enhance history teaching by reducing administrative tasks, adapting content for diverse learning needs, and increasing student engagement. Topics include leveraging AI to streamline teacher workloads, using AI to improve resource differentiation and assessment practices, and employing AI creatively to boost student agency and interaction in history education.

The article focuses on integrating artificial intelligence (AI) into history education to enhance teaching effectiveness and streamline workflows, while addressing challenges such as academic integrity and ethical concerns. Topics include strategies for developing AI literacy among students, leveraging AI tools for teaching and assessment, and ensuring educational outcomes emphasize transferable skills like critical thinking and research.

The article focuses on the Australian government's framework for the use of generative AI in education, emphasizing its role in supporting History teachers. Topics include defining generative AI as technology capable of creating text, images, audio, and video, the framework's core principles such as Teaching and Learning, Human and Social Well-being, and implications for History teachers in Victoria, including the importance of critical engagement with AI's biases and limitations.