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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]

Concepts, which are the basic building blocks of knowledge, play an important role in history education. This study was conducted to reveal the perceptions and misconceptions of social studies teacher candidates about historical concepts. The study was carried out using qualitative research method. Purposeful sampling method was used for selecting the research participants. Equal numbers of female and male Social Studies teacher candidates studying at a state university were selected as research participants in the study. A semi-structured interview form was used to reveal the participants' perceptions about the concepts under scrutiny. Descriptive data analysis technique was used to analyze the collected research data. As a result of the data analysis, it was found that the pre-service teachers had difficulty in giving scientific definitions of the historical concepts examined in the study, and they defined the concepts on the basis of the connotations and analogies in their minds. It was also found that most of the pre-service teachers could not fully define the concepts, and they experienced confusion and misconceptions about some historical concepts. The reasons for their misconceptions are attributable to their incomplete and incorrect knowledge about concepts or their inability to associate the concepts with each other within the context of the relevant subject learned. [ABSTRACT FROM AUTHOR]

The article emphasizes the importance of integrating lesbian, gay, bisexual, transgender, questioning (LGBTQ+) content into history and social studies curricula in the U.S. Topics include the significance of this integration considering data and resistance to LGBTQ+ curricula, criticisms of the traditional approaches to the curricula, and several practices for integrating LGBTQ+ histories into the classroom including strategies for teaching LGBTQ+ history and creating inclusive environments.

• Hypothetical situations (HSs) seem to be related to assisting students in their understanding of subject matter. • HSs in our data emerges in two types: possible events-oriented and actual events-oriented. • The interactional organization of HSs shows different invitations for further responses and different follow-ups. • HSs support students to engage in classroom discourse that reaches further than the direct here-and-now. • HSs can be used to influence students' imagination development. This study explores teachers' use of hypothetical situations (HSs) in primary school classrooms and aims to generate new insights into the facilitation of student participation. Several studies using HSs to get the interlocutor to imagine a hypothetical scenario have shown the importance of HSs in various interactional contexts. However, no previous study has focused on exploring the interactional details of HSs in the primary school classroom. We investigated 17 h of Turkish social studies and 26 h of Dutch history lessons interactions using conversation analysis as the research method. The analysis focuses on the types of hypothetical situations raised and the organization of the ensuing interaction. We identified two different types of HSs: (1) possible events-oriented HSs, where students are oriented to discussing situations that may occur (to them) in the future; and (2) actual events-oriented HSs, where students discuss situations that have happened to others in the past while imagining themselves in that situation. Regarding the interactional organization of the HSs, our analysis identifies particular practices employed to invite further responses and to follow up on the initial responses. The findings illustrate that the use of HSs in a primary school classroom context may provide opportunities for students to participate in a classroom discourse that reaches further than the direct here-and-now within the classroom setting. [ABSTRACT FROM AUTHOR]

This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students'opinions about this practice. The nonequivalent pretest-posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students' academic success and make the students' knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students' views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course. [ABSTRACT FROM AUTHOR]

This article tries to show how our pandemic's experience qualified our present as a "present in-between", a "suspended present". Following Derrida and Simon, "unprecedented event" as a concept is analyzed. The objective is to show that pandemic's experience made us to configure a "we as a species". Chakrabarty considered impossible this last concept. [ABSTRACT FROM AUTHOR]

In this work we will investigate the characteristics that define a historical event. To do this we will distinguish the two aspects that can be identified in consideration of its historical condition: the way in which the social community recognizes and signifies a specific event as such, and the way in which historical science takes it for its object. We will first make a general approach to the very idea of the event, then we will ask ourselves the question of how events are endowed with meaning and transmitted from generation to generation. Finally, we will return to the problem of defining an event, for which we will consider the linguistic dimension that informs that historical object. [ABSTRACT FROM AUTHOR]

The challenges of naming a bounded disciplinary body of knowledge for the social sciences has made it difficult to define and clearly articulate 'what counts' for disciplinary learning in school curricula. The shift to 'new' generic skills with an associated autonomy of curriculum content choice and learner‐centred approaches has introduced further challenges for the social sciences. In this paper, we consider what transformative disciplinary learning might look like for two core social science subjects in New Zealand—history and social studies. We begin by outlining what we mean by transformative disciplinary learning in history and social studies. Drawing on two in‐depth classroom‐based studies, we then examine the strategies, practices and processes that supported or undermined transformative disciplinary learning in history and social studies. In the absence of prescribed content, both subjects relied strongly on procedural approaches (historical and social enquiry processes) which helped to sustain some coherency and disciplinary learning. However, poor topic choice meant that students often missed out on in‐depth knowledge and/or opportunities for effective and transformative citizenship engagement. We conclude by highlighting the importance of content selection if students are to widen their horizons and experience transformative disciplinary learning in history and social studies. [ABSTRACT FROM AUTHOR]

U.S. politics has been primarily focused on the exploration of presidential power. People have engaged in traditional Master Narratives with the examination of U.S. Presidents where their actions are elevated and the catalysts for seismic societal changes. What is not examined in as much detail is legislative power wielded by members of the House of Representatives and the U.S. Senate. It could be argued that the influence of the U.S. Senate is more substantial given the longer length of its members' terms. The exploration of a senator's power, impact, and legacy is made even more difficult to measure by the subtle legislative maneuvers employed in the U.S. Senate along with the quantity of his or her votes on a variety of issues. However, students need to be equipped with the skills to analyze their elected representatives' political records. One notable U.S. senator in the 20th century that the social studies teacher can research using the C3 Framework is Senator Richard Russell of Georgia. [ABSTRACT FROM AUTHOR]

Recently, the Canadian government has initiated a wide range of actions and gestures aimed at reconciling historical injustices including the state's relationship with Indigenous peoples and nations. Reforming K-12 education to adequately teach Canada's difficult past has been a key priority in this movement, leading to curriculum change across the country. This article explores the development of a new curriculum in British Columbia that explicitly aims to address historical injustice and reconciliation. Drawing from an analysis of curriculum documents and interviews with six curriculum writers, this paper illustrates how political motivations and social pressures to redress 'historical wrongs' are adapted and translated into curricular content expectations. This article argues that the new social studies curriculum places greater attention on historical injustice and in doing so shifts the larger goals informing social studies education in Canada. At the same time these shifts adopt state discourses of reconciliation and multiculturalism which limit their ability to adequately engage the difficult past. This paper raises questions and makes suggestions about the possible roles and limitations for social studies and history education in pursuit of reconciliation and redress in post-conflict and settler colonial contexts. [ABSTRACT FROM AUTHOR]

The article offers detailed reflections of two lecturers on the teaching of Social Sciences Education Honours modules in a multidisciplinary context at one university in South Africa. The reflections portray that, while in Social Sciences Education students from diverse specialisations are enrolled in courses that are multidisciplinary in nature, the teaching pedagogy used continues to be disciplinary-based. Through the qualitative self-reflective narrative study of two lecturers teaching Commerce Education and History Education in the Honours programme in this university, the paper explores how these lecturers teach these Honours modules in a multidisciplinary context. Drawing on the reflections of the two lecturers, the conclusions of the study were that, the Honours programme in Social Sciences Education needs to be an integrated and multidisciplinary study, given the pedagogical weaknesses, and the resultant compromising of the quality of the teaching of the disciplines within this programme. The paper proposes 'border crossing pedagogy' as a solution that can be used in a multidisciplinary classroom because it allows for integration of disciplines in terms of content and teaching approach. This calls for revisiting how the modules within Social Sciences Honours programme are taught in South Africa. [ABSTRACT FROM AUTHOR]

Museums are places that give life to history. The training in the museum helps the individual to be Permanent by seeing, touching and learning. The aim of this study was to determine the self-efficacy beliefs of museum teachers in terms of various variables. In this study, quantitative research method based screening method was used. The study group was 291 pre-service teachers of the two State universities in the Central Anatolia Region are continuing their education in the department of History teaching and social studies in the Academic year 2017-2018. The study group was chosen on the basis of simpler and on method and volunteerism. In the process of collecting the research data, the personal information form which was created by the researcher and the Self-Efficacy Scale of Museum Education bur developed by Yeşilbursa and Uslu (2014) were used. The statistical analysis of the data obtained from the research was performed by using IBM SPSS 21.0 program. Social Studies and History teacher candidates' belief in self-efficacy towards museum education; there was a significant difference in the variables of gender, museum education, and the number of visit to the museum in the last year. [ABSTRACT FROM AUTHOR]

A bibliometric research is carried out on the scientific production of Didactics of Social Sciences in Spanish education journals. We have analyzed specific and general journals in databases such as JCR, Scopus or with the FECyT quality label. The articles have been quantified and classified, analyzing the topics and their evolution, as well as the institutions that have the highest production. The results show a significant increase in production, especially from 2012. The topics with greater presence and that have increased the most are those about historical education and heritage education. It has become clear that the production is highly concentrated in a few universities, among which Murcia stands out. The conclusion is that Didactics of Social Science has overcome the emerging phase and can now be considered as consolidated, although it has as pending tasks: the increase of production in impact journals and the improvement of network collaboration between universities. [ABSTRACT FROM AUTHOR]

This paper focuses on the impact of current nationalism studies on national narratives disseminated through secondary education. The paper draws on interviews and focus group discussions with 31 teachers in Slovakia as a case study and asks to what extent these teachers' understandings of national identity reflect primordialism, constructivism or ethno-symbolism. It also explores the teachers' awareness of these mainstream paradigms. The findings defy the straightforward categorisation of the teachers' views into these paradigms and suggest that nationalism studies have a limited impact, as the teachers' understandings remain unchallenged. The paper concludes with the implications for educational research and practice. [ABSTRACT FROM AUTHOR]

Using data from the 2010 National Association of Education Progress eighth grade test of U.S. history (NAEP-US8), the current study explored the intersections among traditional indicators of teacher quality and competing dimensions of quality teaching on students’ history knowledge. Findings indicated that eighth grade social studies teachers with academic backgrounds in history and secondary education were associated with increased use of disciplinary practices valued by the field (i.e., reading across multiple source materials, discussion, and writing in the content area) and performance-based assessment. Furthermore, when accounting for both teacher characteristics and instructional decision-making, alternatively licensed middle grades teachers were associated with lower average student achievement on NAEP-US8. Holding other conditions constant, eighth grade teachers with backgrounds in secondary education were associated with higher average student performance. Results further suggest that middle grades teachers who focus instruction on disciplinary practices are associated with increased student learning outcomes as measured by NAEP-US8. Findings from this study have potential implications for middle grades social studies teacher education as well as curricular and certification policies. [ABSTRACT FROM AUTHOR]

In this article I explore an often overlooked feature of everyday life that can serve as a powerful heuristic for students to engage history and geograhpy critically: everyday place-names. Drawing on scholarship in critical toponymy, I explore how the city-text—the past as it is overlaid on top of the geography of the community through place-names—serves to commemorate particular histories that are often simultaneously exclusionary and taken-for-granted. Outlining three of the city-text's primary features—its unconventional narrative structure that emphasizes a worldview, its existence as a manifestation of state control over commemoration in the community, and its exclusive focus on heroism—I suggest that social studies classrooms be sites from which students critically engage the everyday city-texts of their own communities as a way of fostering critical thinking skills and commitments to historical and geographic critique. [ABSTRACT FROM AUTHOR]

The article offers information on project-based learning (PBL) for world history education. It discusses introducing students to the rivalries and contentious issues through simulations of the diplomacy of different empires that drove international diplomacy in the Early Modern Period from 1450 to 1750.

The publication of school textbooks in Chile puts large sums of money into play each year, which makes it a very desirable industry. This underscores the crucial importance of investigating to what extent these textbooks are consistent with the didactic purpose for which they are intended. This study is a continuation of previous research that was done on the quality of textbooks used by Chilean public schools in the history and social sciences subsector, so as to evaluate to what extent recent years (2012-2016) have seen changes in their conception and make-up that might indicate an improvement in their quality and contribution as a crucial tool to support the teaching process. One of the prime objectives was to identify the major strengths and weaknesses of the selected texts, using their content as a variable, which is dimensioned according to certain indicators of form and substance. A sample of textbooks from the period between 2012 and 2016 that were published or republished for the Ministry of Education (MINEDUC) in 2016 was selected for this purpose. Then, the indicators for the dimensions of the variable and the subsequent analysis were defined. The results were presented and keyed to those of the previous study. One of the main conclusions indicates there is an urgent need to review certain essential aspects; namely, impartiality in the way content is treated and objectivity in the presentation of facts and phenomena, as well as an adequate explanation based on their causes and effects. [ABSTRACT FROM AUTHOR]

Oral histories are a powerful pedagogical tool in developing historical understanding and important learning skills simultaneously. Teachers use firsthand accounts of historical time periods and/or events to help develop students' sense of history. In addition to gaining historical understanding, students are able to bring history alive by capturing personal stories and connecting with individuals to better understand their experiences and point of view. The purpose of this interpretive case study was to explore in depth how classroom teachers can develop knowledge of the social studies by engaging students in collecting oral histories of local residents. In addition, this case study explores how these strategies impact students' perception of learning social studies and their historical understanding. [ABSTRACT FROM AUTHOR]

Today’s learners are born into a multimedia world and feel quite comfortable in an electronic learning environment. The high-quality sound, realistic colour images, graphics, narrations, real-time recordings and full motion videos from multimedia, which are integrated in History lessons, are what the learners of today want and need in their learning. In the study on which this article is based, efforts were made to determine the extent to which Intermediate Phase History teachers (Grade 4-6) of schools in the townships and rural areas in and around the Klerksdorp, Rustenburg and Vryburg districts of the North West Province of South Africa were willing to utilise multimedia in their History (Social Science) lessons. The challenges these History teachers experienced when they were faced with the application of multimedia in their lessons are also highlighted. In the last part of the article recommendations are made to serve as future suggestions for History teachers to apply multimedia in the teaching of the subject. [ABSTRACT FROM PUBLISHER]

The inclusion of technology in the classroom is an increasingly important feature of effective instruction. The implementation of Common Core Standards in many states also requires teachers to consider new pedagogical strategies to support meaningful learning. This article explores the intersection between technology demands and curricular change by examining apps that can be used to support Common Core State Standards instruction in history/social studies. Specifically, the authors highlight several apps that they presented at a professional development workshop for six to twelve history/social studies teachers and discuss the teachers' feedback regarding the strengths and limitations of apps to support their instruction. Conclusions are drawn and recommendations for history/social studies teachers using apps in the classroom are provided. [ABSTRACT FROM PUBLISHER]

This mixed methods study explored students' learning following an intervention unit, which focused on discipline-specific practices in elementary social studies/history. The following questions guided the research: To what extent does students' learning in social studies/ history change following their participation in a unit emphasizing disciplinary-specific practices? and How does their learning compare to students who learn the same content without this approach? Two fifth-grade teachers in a low socioeconomic district taught a disciplinary unit to their students, and a third fifth-grade teacher in the same district taught the same content to her students using a transmission approach. All students performed similarly on the pre-assessment; following the intervention students in the experimental classrooms made greater gains and demonstrated disciplinary-specific practices. This study has implications for elementary school instruction in social studies/history and literacy. [ABSTRACT FROM AUTHOR]

World history remains a challenging subject for teachers to teach and for students to learn. This may be due to a lack of prior knowledge on the part of most American students, combined with the huge body of potential content to include in the curriculum. At the same time, despite the long-term commitment by social studies educators to integrate inquiry for the purpose of improving student critical thinking skills, research has documented the tenacity of didactic, lecture-based approaches to instruction. [ABSTRACT FROM AUTHOR]

Background: Much research has been done on the factors that influence teachers' work. Yet the nature and scope of those factors, and their impact on teachers, remain unclear. Indeed, different literature bases on teachers' work present different and often contradictory conclusions. For example, some researchers claim that mandated accountability testing exerts the greatest impact on teachers' work. Yet other researchers claim that teachers' knowledge and beliefs have an equally strong impact on their work, as does mandated testing. These contradictory findings in the research seem to happen at least in part because most research into teachers' work only looks at one or two influences on that work and ignores how multiple factors work together to influence teachers' work. Purpose: Recognizing this background, this study examines three factors that influence teachers' work: mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu. The article examines each factor, both individually and collectively, for their combined influence on teachers' work. Setting: This study was conducted at a public middle school in south Texas. Population: Four social studies teachers participated in this study: 2 eighth-grade U.S. history teachers, 1 seventh-grade Texas history teacher, and 1 sixth-grade world cultures teacher. Research Design: The study encompasses 5 years of weekly interactions with social studies teachers at the school. I logged approximately 450 hours of nonparticipant observations, made field notes and audio recordings of regular classroom activities, conducted 13 semistructured interviews and had numerous informal conversations with the teachers, and attended teachers' department meetings. Open coding was used to closely analyze research texts. Findings: The analysis finds that these three factors do not influence teachers' work in isolation. Instead, they combine to form a complex "web of influence" on teachers' work. The article crafts a narrative of these teachers' experiences with these different factors and illustrates how the factors combine to impact their work. Conclusion: This article holds implications for school leaders, policy makers, and teacher educators. In short, it offers evidence about the unintended consequences of not taking a holistic approach to school leadership, educational policy, and teacher education. [ABSTRACT FROM AUTHOR]

This article analyzes the social representations of a group of undergraduate students in preschool education, regarding the methodology for teaching social science. The analysis is centered on these students' conceptions of: a) the way children learn, and b) the way social science is taught. The results show why methodology is valued more, during initial professional training, than the objectives, contents, and goals of teaching social science and history. [ABSTRACT FROM AUTHOR]

The “nadir of race relations” is a term used by historians to describe the time period after Reconstruction, 1890–1920. During this time, African Americans were free; some argue, however, that it was a worse time than when these individuals were enslaved (Brundage 1990; Woodward 2002). There is a debate whether this time period ultimately had a positive or negative effect on the newly freed slaves (Gilmore 2008). In this article, the authors outline a method for using a variety of primary sources from the Library of Congress to focus on the question: “To what extent did the end of slavery improve the lives of African Americans in the South?” [ABSTRACT FROM AUTHOR]

In recent decades, the role of history in citizen education has moved from a regime of the allegorical to a regime of the virtual. The regime that showed history as an established exemplary order that should enlighten a homogeneous public arena through allegory, has given way to a regime that showed history as an unfinished critical order that can support a public arena of diversities in virtualized form. This displacement has had an impact on cognitive, didactic, social, cultural and political dimensions of historical thought in the teaching of the social sciences. This situation has been complex in contexts with profound social conflicts where the educational system lies within the scope of transitional justice. [ABSTRACT FROM AUTHOR]

The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish between "teaching critical content" and "teaching students to think critically." In this paper, I draw upon scholarship on critical thinking, history education, moral education, and critical pedagogy to propose four tools for critical inquiry in the social domain: Problem-posing, Reflective skepticism, Multi-perspectivity and Systemic thinking. I describe how each tool works, discussing how they integrate the epistemic purpose of fostering good understanding with the social purpose of cultivating thoughtful, responsible, pluralist and non-violent citizens. [ABSTRACT FROM AUTHOR]

The author explores ways for teaching history related to the battle of Gallipoli campaign, a campaign of the first World War that took place on the Gallipoli peninsula in the Ottoman Empire, to social studies students. Topics discussed include the C3 framework for social studies state standards in the U.S., geographic locations related to the battle, and teaching of strategies for investigating points of views of the both side of group that participated in the battle. INSET: Resources for Teaching the Battle of Gallipoli.

History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students. [ABSTRACT FROM PUBLISHER]

The 150th anniversary of the American Civil War has brought renewed interest in the war itself and in how social studies educators teach the Civil War in their U.S. history courses. The authors encourage teachers to use social history as a vehicle to engage their students in a more complete examination of the war and to foster a deeper understanding of how wars are fought by societies as well as armies. The article discusses ways in which teachers can focus on the experiences of women, African Americans, and civilians to help students see the war through new lenses. By working with visual images and letters as well as government documents and firsthand accounts from sources such as the Southern Claims Commission surveys, students see the active role played by groups of ordinary people as they sought to advance their political and economic interests. In addition to providing a rationale for using social history in the teaching of the Civil War, the authors include two lesson plans that teachers can easily adapt for use in their own classrooms. [ABSTRACT FROM PUBLISHER]

This article anticipates the 50th Anniversary of Politikon, by suggesting themes that will need to be included in a comprehensive history of the development of the field in South Africa. It draws on Intellectual History, the Sociology of Knowledge and Institutional History to locate the development of the academic study of politics in South Africa and points to several proto-types of the discipline. Two major ‘conventions’ of Political Science are identified – one British and the other American. These traditions as well as the contributions of several political scientists are briefly discussed. The conclusion points to lacunae in the field, especially understandings of Africa and on the issue of voice. [ABSTRACT FROM PUBLISHER]

The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence-based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. [ABSTRACT FROM AUTHOR]

The American Historical Association's (AHA's) Commission on the Social Studies was a compilation of prominent scholars who, from 1929 to 1934, investigated social studies education in American public schools in order to provide some cohesive recommendations for teachers. The AHA Commission had a controversial ending, with one of its members, University of Iowa curriculum professor, Ernest Horn, leading a protest against the Commission's final summary volume. This historical inquiry unveils that the cause of controversy revolved around the use of objective testing (now known as standardised testing) in the social studies curriculum, resulting in two duelling camps within the Commission: those who were against the use of objective testing and those who promoted its use. The Commission, therefore, became the battleground for one of the first debates on the role of standardised testing in the school curriculum. [ABSTRACT FROM PUBLISHER]

An essay is presented in which the author describes a project developed by himself in and scholar Elizabeth Moje at the University of Michigan as of August 2012 known as the Clinical Rounds Project. According to the article, the authors utilize disciplinary literacy in order to improve the education of prospective teachers of history and social sciences.

An essay is presented in which the author discusses her experience teaching a course entitled "U.S. History for the Secondary Classroom" at the University of Missouri, St Louis (UMSL) in the early 21st century. The author focuses on the importance of historical synthesis necessary for high school history teachers and states that the concept is often overlooked in teacher education programs.

An essay is presented in which the author discusses her experiences teaching a graduate-level elementary teacher education course entitled "Literacy, History, and Social Science" at Stanford University. The article also discusses the Performance Assessment for California Teachers (PACT). She also discusses the findings of several articles published in the journal on the topic of history education in teacher education programs.

The purpose of this study is to investigate the skills and perspectives of children which were improved by toy museums regarding social studies and history education. In the light of qualitative research methodology, eight students were participated in the study. Trip worksheets, audio recordings; the semi-structured individual interviews and public meeting like chat-style were used for data collection. Data were analyzed and five assertions revealed. These assertions are: As a result of the usage of Toys Museums as Out of School Learning Environment in Social Studies and History Education, students can acquire some objectives at the cognitive level; show higher-order skills and values (e.g. respect for labor and peace);recognize knowledge of science and technology in the context change and continuity; evaluate toy museums as an environment that make contribution to them. Therefore, necessary precautions should be taken to use toy museum as an environment providing supplementary activities in the school. [ABSTRACT FROM AUTHOR]

The article focuses on the history of collaboration between K-12 teachers and college history professors to improve history teaching in U.S. schools between 1983 and 2011. The author discusses how educational reforms reflect patterns of conservative and progressive times within the country, analyzes the differences between teaching history and teaching social studies, and explores several history teaching organizations and programs, including the National Council for History Education, the National Center for History in the Schools, and the National History Standards Project. The grant program Teaching American History is also discussed.

As in many countries, such as Germany, Turkey, the United States and Japan the history/culture wars of the past two decades have increased public interest in what is taught in schools. This has resulted in rigorous debates in the general community, encouraged and sustained through regular media coverage. Partly as a response to this, History has been designated as a separate subject in the first wave of planning and implementation of the Australian National Curriculum. Two of the reasons for this include first, to recognise the importance of teaching historical skills as a distinct subject; and second there is an ongoing bipartisan political interest in privileging history disciplinary knowledge and content to ensure that national history narratives are taught to students. To contribute meaningfully towards the development and implementation of a National Curriculum, it is important to understand past curriculum constructions, so that the disciplinary knowledge and content of history remains independent, and not subsumed within current (or future) political trends. Based on examples of national history from the Queensland Social Studies syllabus and government endorsed sourcebooks in the lead-up to the 1988 Bicentennial of British colonisation of the Australian continent, this article examines the influence and role of multiculturalism in History teaching in primary schools. Particular attention is paid to Indigenous representations and British heritages, as an example of two groups that have often been represented as binaries to each other throughout Australian history. An analysis of the curriculum materials illuminates the differences between multiculturalism and history—highlighting how the two are merged at the expense of accurate historical knowledge and concepts, particularly in the area of national history. This study will demonstrate that as a result of the infiltration of multiculturalism into history content within the Social Studies curriculum, historical knowledge becomes silenced in the school curriculum – resulting in vague and sometimes historically inaccurate information being presented to students; and the privileging of certain types of multiculturalism. [ABSTRACT FROM AUTHOR]

Over diagnosis of acute rheumatic fever (ARF) based on a raised antistreptolysin O titer (ASOT) is not uncommon in endemic areas. In this study, 660 children (aged 9.2 ±1.7 years) were recruited consecutively and classified as: G1 (control group, n=200 healthy children), G2 (n=20 with ARF 1st attack), G3 (n=40 with recurrent ARF), G4 (n=100 with rheumatic heart disease (RHD) on long acting penicillin (LAP)), G5 (n=100 with acute follicular tonsillitis), and G6 (n=200 healthy children with history of repeated follicular tonsillitis more than three times a year). Serum ASOT was measured by latex agglutination. Upper limit of normal (ULN) ASOT (80th percentile) was 400 IU in G1, 200 IU in G4, and 1600 IU in G6. Significantly high levels were seen in ARF 1st attack when compared to groups 1 and 5 (P<0.001 and P<0.05, respectively). ASOT was significantly high in children over ten years of age, during winter and in those with acute rheumatic carditis. ASOT showed significant direct correlation with the number of attacks of tonsillitis (P<0.05). Egyptian children have high ULN ASOT reaching 400 IU. This has to be taken into consideration when interpreting its values in suspected ARF. A rise in ASOT is less prominent in recurrent ARF compared to 1st attack, and acute and recurrent tonsillitis. Basal levels of ASOT increase with age but the pattern of increase during infection is not age dependent. [ABSTRACT FROM AUTHOR]

In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analysis, the authors determined four major findings: (a) Students were able to engage in historical analysis while working in the blog environment when it was focused on a single source and included a hard scaffold; (b) when students situated the activities in relevant cultural experiences, they were able to better use their prior knowledge;(c) a variety of affordances related to blogging encouraged and supported students as they completed their work; and (d) the blogging activities were constrained by the limits of students’ literacy and historical skills, and the limits of technology. [ABSTRACT FROM PUBLISHER]

The world environmental movement has gained much strength in recent decades and has led many nations to focus on environmental education. We examine the extent to which this global movement has helped change national textbooks. We also consider the effects of national development, national policy on environmentalism, and the general expansion of postnational curricular emphases on human rights, student empowerment, internationalization, and social scientific perspectives. We analyze the content of 484 secondary school social studies textbooks from 65 countries, finding increased attention to the environment that parallels both world environmental crises and the closely related rise of world environmentalism. Our analyses suggest that the increasing prevalence of environmental topics in textbooks is influenced by broad global cultural and environmental change more than by national conditions. [ABSTRACT FROM AUTHOR]

The article analyses three essential elements for authentic assessment of the learning process in History, Geography and Social Science. Firstly, there is a summary of the dramatic transformations undergone by evaluation and assessment field in the last decades. Then, the Chilean ministerial curriculum proposals for the subject and its specific emphasis on elementary and secondary school are presented. Finally, there follows an explanatory development of some essential "methodological work" that subject teachers should consider nowadays to achieve competences and abilities focused on problem raising so that they may facilitate critical complex and analytical thinking of social, historical as well as local, national global history settings. [ABSTRACT FROM AUTHOR]

In the age of accountability, there is increased pressure to deliver high-quality education in a limited time period is greater than ever before. Teachers are often left to struggle with issue of determining what knowledge is necessary, and to what depth it may be explored in the classroom. There is a need for strategies to both incorporate the best forms of historical knowledge and to cope with the increased demands on our teachers. The purpose of this article is to examine the idea of what constitutes 'historical knowledge,' the issues of breadth and depth, and to suggest strategies for history teachers on how to deal with the challenge of finding the 'right' balance between breadth and depth in their history courses. [ABSTRACT FROM AUTHOR]

Applying a consistent historical theme throughout a social studies course is an effective long-term planning strategy that can promote student engagement, retention of information, and contextualized knowledge of history's continuity and change. This article demonstrates how one such theme, power and liberty, might be incorporated into a secondary American history course. Teachers should introduce the theme early in the course using questions designed to help the students define and understand the parameters of power and liberty as a lens through which the past might be viewed. A subsequent and repeated application of consistent scaffolding questions to events in American history promotes the analysis of how those events changed the balance of power and liberty for individuals and various groups in society. Armed with this contextualized knowledge, students can then apply the theme of power and liberty as another approach to the examination of current events in American society. [ABSTRACT FROM AUTHOR]

This chapter focuses on the creation and implementation of a course taught to college students using the format of a classroom without walls. One approach to teaching history/social studies is to have students explore a location through an integrated framework, such as "PERSIA" in order to build deep understanding of its people and its culture. Teachers at all levels who seek to move beyond the traditional classroom by incorporating more experiential learning and/or authentic pedagogy could integrate this model into their teaching either on a study-abroad site or through virtual technologies. [ABSTRACT FROM AUTHOR]

Due to the marginalization of social studies in the elementary school, many students are being slighted in social studies instruction resulting in deficits in content knowledge. Although rarely addressed, another unintended consequence of the marginalization of elementary social studies is the lack of preservice teachers’ exposure to exemplary instructional strategies. As a teacher educator concerned with adequately preparing preservice teachers, it was necessary to provide opportunities for them to experience exemplary social studies teaching, particularly historical inquiry, that was missing from the field settings. Collecting oral histories provides an active and personal learning experience that integrates other disciplines, an important component in today's high stakes testing environment focusing mainly on reading and math. This paper describes the rationale for choosing oral history as an instructional methodology for preservice teachers as well as the many variations of oral history projects implemented in an undergraduate social studies methods course. In addition, there are many examples of the projects that were created and a step-by-step guide describing the implementation of an oral history project. [ABSTRACT FROM PUBLISHER]

The article discusses using the wiki resourcesforhistoryteachers, located at http://resourcesforhistoryteachers.wikispaces.com, to teach the Massachusetts K-12 History and Social Science Curriculum Framework. It addresses the differences between the wiki and the online encyclopedia Wikipedia. The authors examine incorporating hyperlinks and multimedia into the wiki and analyze its multicultural content. They also comment on adapting the wiki to a standards-based learning system. The wiki was developed with the assistance of public school teachers and students training to become history teachers.