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This paper aims to introduce the recent reform in history education across high schools and universities in Japan. Japanese education, including university history majors and teacher credential programs, has for long focused on in-depth training in narrow empirical studies, while basic theories and concepts, ones positioned across the entire spectrum of academic knowledge of history and historical research, are seldom taught systematically. This tendency, combined with other social and economic conditions and cultural values, has resulted in a secondary education history syllabus that emphasizes memorizing factual knowledge without necessary reflection on what historians articulate and deliberate over. To help researchers and teachers in history replace such a conformist form of education with competence-oriented active learning of history as a subject, Osaka-based historians, collaborating nationwide with researchers and teachers, have proposed several glossaries, commentaries, and novel exercises for understanding history and historical research and conceptualizing factual knowledge so as to provide necessary clarifications, discussions, and judgments. Thus, new textbooks written from the perspective of global history are expected to be well understood and taught in classrooms. [ABSTRACT FROM AUTHOR]

The standard response of any historian in almost every case is: it's not that simple. The challenge, of course, is the tension between exploring questions to their full complexity and ambiguity on the one hand and the fact that we know that you [teachers] only have one period ... and have a lot of things to cover. That's a really hard thing to reconcile. [ABSTRACT FROM AUTHOR]

During the period of state independence, there was a clear trend for Lithuanian historians to be poorly involved into the field of history didactics. We presume that such a situation is predetermined, among other factors, by certain approaches, experiences, and working habits of academic historians. The article, by building on subject literature analysis and qualitative study of twelve Lithuanian academic historians, has the purpose to determine the connection of academic historians with school history and teachers of history as well as the focus (or its absence) of their historical research on school history. It is evident from the study that Lithuanian academic historians undertake some effort to share the knowledge of their discipline and related skills with teachers of history as regards the improvement of the content of the history education, but they face certain barriers. These barriers are the lack of interest by teachers of history in aspects of the past that are beyond the scope of curriculum and exams as well as the deficit of competences, personal qualities, and free time needed for the dissemination of academic historians’ research. Furthermore, the partnership suffers from unfavourable procedures of the evaluation of researchers and their studies: research dissemination work is not part of the evaluation scoring system and the fact that researchers are required to publish in English in prestigious foreign venues makes the research not entirely appropriate for schools. The article presents recommendation guidelines for sustaining mutual cooperation. [ABSTRACT FROM AUTHOR]

Teachers of history (like all teachers) have a tool kit that holds all their methods and techniques and that allows them to construct a proper history lesson. This article proposes putting a tool into this kit that is generally missing from its contents. This tool supposedly belongs to the tool kit of a different subject teacher: the teacher of literature. It proposes that history teachers adopt theories and practices from the realm of literature studies and add them to their toolboxes. These will help them to tell interesting history stories in the classroom if they so choose. The article offers two stories, one written by a historian, and the second, told by a historian in class. The twohistoricalstories are analyzed to reveal a range ofliterarytechniques that were enlisted by their authors to create interest among their readers or listeners. [ABSTRACT FROM AUTHOR]

Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an argument or a summary on the Gulf of Tonkin and analyzed basic and disciplinary reading and writing measures. Results indicate that students with adequate content knowledge performed better on a disciplinary reading measure when composing arguments, and students with limited content knowledge demonstrated greater comprehension when composing summaries. Students with more knowledge wrote more; however, students who wrote summaries were not disadvantaged in terms of level of historical thinking or overall quality. Last, providing students with disabilities with a simple reading accommodation afforded them the ability to participate in the disciplinary literacy task at levels comparable to their peers. [ABSTRACT FROM PUBLISHER]

The article explores the dismal state of teaching history in schools which prompted experts and teachers to propose ways to improve the status of history in the classroom. It discusses the need to narrow the gap between schools history and academic history and emphasizes the importance of primary sources in the work of a historian. Expanding vision and the sources of inspiration is proposed for improving history teaching.

The question 'what if?' has been asked by historians for generations. This article explains how history teachers can use students' own what-if questions to enhance their historical knowledge and understanding by offering educators a step-by-step plan for utilizing counterfactual history into their classrooms. Additionally, the author offers a brief discussion concerning the genre of counterfactual history, its use by historians and educators, and an examination of the counterfactual history sources that have been created for student use. Finally, a lesson plan is provided that uses widely accepted educational strategies such as K-W-L charts and 'chalk talks' and combines them with the unique tactic of using counterfactual history. [ABSTRACT FROM AUTHOR]

Objective:To determine the pattern and associated obstetric risk factors of severe acute maternal morbidity and maternal death in tertiary care hospital so that guideline can be formed for health personnel in an attempt to reduce the incidence of SAMM & maternal death . Methods:A prospective descriptive study was conducted in gynecology & obstetric department civil hospital Karachi. All the women admitted in gynaecology & obstetric department with case history fitting the definition of severe acute maternal morbidity and all maternal death were included in the study. Both groups were comparatively analyzed for demographic characteristic and obstetric risk factors in each case. Results:A total of 420 women 393(93.57%) were cases of severe acute maternal morbidity and 27(6.42%) were maternal death. Mean age was 27.24 ± 52 SAMM & 28.15 in maternal death group (p = 0.38). Most women were in parity group 1-4, 56% & 70.4% respectively in SAMM and maternal death cases. Referred cases were 24.9% & 56.6% (p- 0.002) in cases of SAMM & maternal death respectively. In SAMM & maternal death groups haemorrhage was present in 46.85% & 81.5%, (p =0.001), Hypertension was present in 9.9% & 7.4%, infection 1.5% & 22.2%, anemia in 24.17% & 48.1% cases of SAMM & maternal death respectively. Dystocia (40.2%) was present only in SAMM group. There were 5 and 1 case of perforated viscera in SAMM & maternal death group respectively. Conclusion:Cases of SAMM in addition to audit of maternal death give more information regarding quality of maternity care system available in our country. [ABSTRACT FROM AUTHOR]

The article explores how history teachers can more productively teach students how to engage with primary resources. It discusses the importance that primary resources hold in history education and examines how pre-service teachers can better familiarize themselves with effective methods for training students how to use these documents. It explores how historians engage with primary resources and offers a methodology for teaching primary resources in a year-long middle or high school level history course.

In the article the author discusses how Wikipedia works and how teachers can effectively use it in the classroom. The main problem with electronic encyclopedias is with the accuracy of the information. Since Wikipedia is maintained by volunteers rather than by qualified historians, the information can sometimes be inaccurate. The article notes that since Wikipedia use has greatly increased and has seen increased use by scholars and teachers, history teachers should find ways to use it in the classroom. The author describes the benefit of having students prepare and submit articles to Wikipedia.

This article discusses the importance of reading effectively and knowing how nominal groups function in history discussions to understanding history in school. The use of nouns and nominal groups in history textbooks is examined to show how they can be confusing in history discussions, especially for those learning the English language and students with limited experience in the use of academic language. The author explains how she found that students reading history textbooks need to understand how historians construct the historical accounts in order to learn properly.

The authors studied the characteristics of those who initiated the human papillomavirus (HPV) vaccine versus those who did not. Female members of Kaiser Permanente Southern California aged 9–26 years were identified and assessed for HPV vaccination between October 2006 and March 2008. Multivariable log-binomial regression was used to examine the association of the following factors with vaccine initiation: 1) demographics, 2) provider characteristics, 3) health care utilization, 4) women's health-related conditions, and 5) selected immune-related conditions. The study included 285,265 females. All analyses were stratified by 2 age groups: 9–17 years and 18–26 years. Black race (relative risk (RR)9–17 years = 0.93, RR18–26 years = 0.82), having a male primary care provider (RR9–17 years = 0.93, RR18–26 years = 0.84), and history of hospitalizations were associated with a lower likelihood of vaccine initiation. Higher neighborhood income level, physician office visits, and history of influenza vaccination (RR9–17 years = 1.20, RR18–26 years = 1.34) were associated with higher HPV vaccine uptake. Those with a history of sexually transmitted diseases were more likely and those with immune-related conditions were not less likely to initiate the HPV vaccine. These findings are helpful for interpreting the results of observational safety studies and providing insights for developing targeted HPV vaccination programs. [ABSTRACT FROM PUBLISHER]

The article explores how history teachers can teach history using the experiences of the unimportant or ordinary people of the past despite the paucity of records left by ordinary people. It emphasizes the importance for teachers to cope with the shortage of writings from ordinary people when teaching history in order for students to know that history was not made solely by people in power. Information is presented on the efforts of historians to produce works highlighting the concerns of the common people. It suggests investigating the findings of social histories written recently to be able to examine previously unused primary sources.

The article explains the meaning of historical thinking and sheds some light on how it could be more successfully be taught. As historians pore through documents and assess their status, they simultaneously begin to build theories and models about the past they are investigating. Because the work of historical thinking is complex and often difficult, some teachers-particularly at the elementary and middle school levels-make the presumption that their students are incapable of engaging in such thought. By high school, with careful guidance from ambitious history teachers, students can learn to do it much as historians.

Focuses on the issues of adapting a national curriculum in history in Great Britain. Expression of strong public interest in history; Reactions of historians and teachers of history to the formulation of national curriculum; Impact of politics on the debate.

Pays tribute to historian and history professor Raphael Samuel, who died in 1996. Career background; Information on his works; Contributions to history education.

Reprints the article 'In Memory: Raphael Samuel,' which appeared in the 'December 10, 1996 issue of 'The Guardian,' which deals with the death of historian Raphael Samuel and his contributions to the study of history.

The article discusses about the "connect-the-dots method" used by the author in teaching history to middle school students. According to the article, the author thinks that his job as an eight grade history teacher is defined as a bridge between historical scholars and his students and through his method, he aims to make the study of history exciting. As an example, he would be giving his students the basic insights of the book "Guns, Germs and Steel: The Fates of Human Societies" by Jared Diamond. His method of "connect-the-dots method" is introduced by presenting a puzzle on day 1, followed by an assessment while learning on day 2 and finally a reflection on day 3.