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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]

The goal of this study is to try to understand how history teachers in Arab high schools in Israel navigate their way between the official curriculum and their Palestinian-Arab identity. I examine how they broach learning material that contradicts their beliefs and their understanding of recent history in the region. To this end I used qualitative research based on interpretative phenomenological analysis. The participants included Arab teachers, both men and women, who we interviewed using in-depth open interviews. In the literature review and from the findings we can see that the state, through the education system in general and through history teaching in particular, tries to disconnect the Palestinian-Arabs from their history, their people, and their national identity. These practices fit the descriptions of settler-colonialists' behavior toward indigenous populations. The findings show that the teachers use one of three approaches to deal with the state's educational policy. One group of teachers focuses on achievement using the material they are given in order to stay out of trouble. Another group finds creative ways to cautiously expose the students to the Arab narrative. The third group faces the challenge head on, presenting the students with the Palestinian narrative in addition to the Jewish Zionist one. [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]

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]

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.

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the feedback provided by the HTANSW Executive on the 2024 Draft 7-10 NSW History Syllabus. The Executive praised the updates to the rationale and the removal of suggested hours for most topics in the second draft. They also noted improvements in the alignment of skills and concepts, as well as the inclusion of a more diverse range of school-developed suggestions. However, they expressed concerns about the density of Stage 5 and the structure of "Australia at War." The Executive suggested that the syllabus could be more explicit about what History teachers generally do and provide a more robust summary of how the curriculum promotes civics and citizenship. They also cautioned against overburdening the syllabus with excessive content. Overall, the Executive welcomed the opportunity to provide feedback and hoped for positive changes in the final version of the syllabus. [Extracted from the article]

The article focuses on the importance of historical revisionism, particularly in updating historical source references to reflect changing perspectives and contexts. It offers teaching strategies based on the author's experience revising a history textbook, aiming to encourage students to critically evaluate historical sources and understand the dynamic nature of historical interpretation.

The article focuses on challenging the common misconceptions and stereotypes surrounding Spartan society by examining its portrayal in popular media. It suggests teaching strategies aimed at dispelling myths and presenting a more balanced view of Spartan history, emphasizing critical analysis of sources and encouraging students to construct alternative narratives based on overlooked evidence.

Bruce Dennett, a prominent figure in the field of History education, passed away in 2024. He was known for his dedication to teaching and his enthusiasm for learning, which had a profound impact on students and colleagues. As an author, presenter, and academic, Dennett transformed the way History was taught and perceived, making it accessible and engaging for many individuals. He was also known for his kindness, generosity, and unwavering support for those he cared about. Though his passing is a great loss, his legacy will continue to inspire and guide those who were fortunate enough to know him. [Extracted from the article]

"Twilight Cities: Lost Capitals of the Mediterranean" is a travel guide and historical overview written by Katherine Pangonis. The book explores the historical capitals of the Mediterranean and their connections to modern people and locations. Pangonis, who has a passion for Mediterranean and medieval history, provides an easily accessible contrast between the ancient and modern worlds through her own anecdotes and investigations. While the book may not directly align with the NSW History syllabus, it offers potential for creative history teachers looking to explore unconventional topics and can serve as inspiration for classroom discussions on historical investigation and perspectives. [Extracted from the article]

"Written in History: Letters that Changed the World" by Simon Sebag Montefiore is a collection of over one hundred letters from famous historical figures, ranging from Ramses the Great to Leonard Cohen. The letters are categorized into four types: public letters, private letters not intended for public consumption, political and personal letters, and intensely personal and intimate letters. The book covers a five-hundred-year period thematically, exploring topics such as Love, War, Courage, Power, Downfall, and Goodbyes. While the book is well-researched and accessible, it is important to note that the author occasionally reflects his Western bias in his commentary. Overall, "Written in History" is a captivating read that provides readers with an intimate view of historical luminaries and serves as a versatile sourcebook for teachers and history enthusiasts. [Extracted from the article]

"Ancient Greece and Rome in Video Games: Representation, Play, Transmedia" by Ross Clare explores the portrayal of ancient Greece and Rome in video games. The book focuses on the cultural meanings conveyed by these games and their influence on societal perceptions of classical antiquity. Clare argues that video game depictions of history should be understood as part of a broader transmedial world that borrows from our collective cultural memory. While the book offers a broad read for teachers and those interested in the topic, it is academic in style and may require prior knowledge of concepts. Overall, the book effectively addresses a topic that lacks prior research or recognition. [Extracted from the article]

The article focuses on three valuable resources for teaching history: the Digital Inquiry Group website, Malcolm Gladwell's "Revisionist History" podcast, and Wikipedia. It mentions these resources offer diverse approaches to understanding historical events, ranging from interactive lessons on source analysis to thought-provoking podcasts exploring alternative perspectives on historical narratives.

A nation can be built on the foundation of its education. The quality of an education reveals the progress and decline of a country. A country that has a strong educational foundation will also be able to create superior and globally competitive human resources. However, considering the changes in the character of students who continue to move dynamically following the times, the Ministry of Education and Culture initiated the 2013 Independent Curriculum. A question that arises is the position of history education in the independent curriculum. The current study uses a descriptive causative research method to describe data that have been collected without any intention of making generalized conclusions. The result of this study is the impact on teachers of history subjects related to reducing the number of lesson hours, but the solution adopted is to coordinate P5 (Pancasila student profile strengthening project) as a substitute for reduced hours. As for students, more emphasis is given on contextual learning that is close to the real life of students in order to create meaningful learning. [ABSTRACT FROM AUTHOR]

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the ‘history wars’. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and to discuss the possible pitfalls of their decision making. We set out to answer the following questions: (1) How do history teachers and subject leads understand the concept of diversification within the history curriculum? (2) How are schools approaching the diversification of their history curriculum? We carried out this project collaboratively with 10 history teachers and subject leads from four primary and three secondary schools in Kent, South‐East England. As a result, we have developed a model of ‘school diversification’ and make several recommendations to support the development and teaching of increasingly diverse history lessons, within the confines of the current National Curriculum. This project adds to the literature by privileging the voice of teachers within classrooms and including collaboration between teachers of all phases within history education in English schools to support the development of diversity within their practice. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes popular game titles used in history education in Poland. In the first part, games designed by the Institute of National Remembrance (IPN) are presented, along with examples of their use and feedback expressed after playing by students. The second part of the article discusses the global bestselling game Twilight Struggle along with a case study of its use with history students. The purpose of the article is to point out the possibilities of gamification of historical education and, above all, to indicate the applications of board games in the academic training of teachers who later create school reality with their work.