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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.

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 an interview with Martin Douglas of Corowa High School about his experience teaching the History Extension case study 'Representations of Anzac' at a regional school in New South Wales. Martin shares his rationale for selecting the topic, his preparation process, emphasizing the importance of wide reading, and discusses the challenges and successes of teaching the subject.

The article focuses on the evolution of historical perspectives on Indigenous Australian culture, highlighting how early Western disciplines depicted it as primitive and backward. It discusses the shift towards acknowledging Indigenous oral traditions and archaeological evidence, which expanded Australian History into the deep past and challenged colonial narratives.

Mike Pearson, a historian specializing in Indian Ocean history, has passed away. Pearson's work focused on the commercial networks of the western Indian Ocean and the role of Gujarat in those circuits. He made significant contributions to the understanding of Gujarati merchants in the trade of East Africa. Pearson's critical perspective on Indian Ocean history influenced many scholars, and his concepts of umland, hinterland, and foreland were widely embraced. His work will continue to be influential in the field of Indian Ocean studies. [Extracted from the article]

"The Many Currents of Antebellum Maritime Empire" by Michael A. Verney is a comprehensive examination of antebellum naval exploration and its role in the expansion of the U.S. maritime empire. Verney explores the influential group of "explorationists," who were primarily white, middle- and upper-class individuals with various political, commercial, scientific, and cultural interests that aligned in support of naval exploration. The book covers the U.S. Navy's voyages of exploration from the 1830s to the 1850s, highlighting their political, diplomatic, economic, and cultural significance. Verney's research is based on a diverse array of primary sources, shedding new light on overlooked expeditions. Overall, this book contributes to the growing body of scholarship on maritime and naval history in early U.S. history. [Extracted from the article]

The article discusses the challenges of teaching warfare, particularly contemporary warfare, to students in Victoria's classrooms with a high proportion of refugee students. Topics include personal and social capability development, teaching students with a refugee background, and practical application in the classroom.

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.

This study investigates alternative approaches for demonstrating historical understanding in elementary school history education, motivated by challenges to educational institutions posed by increased ChatGPT-related plagiarism. Focused on secondary education, an area with scant research, this study, through sociocultural and linguistic methods of analysis, contrasted human-generated historical narratives with those produced by ChatGPT. It was found that ChatGPT’s narratives, while stylistically superior, lacked emotional depth, highlighting a key differentiation from human storytelling. However, despite this differentiation, ChatGPT otherwise effectively mimicked typical discourse patterns of historical storytelling, suggesting that narrative-based writing assignments do not significantly reduce the likelihood of ChatGPT-assisted plagiarism. The study concludes by suggesting that rather than focusing on mitigating plagiarism, educational approaches to ChatGPT should seek to channel its potential for historical narratives into assistance with task design, delivery of content, and coaching student writing.

This paper analyzes the Reformation studies in China contextualized within the academic framework of world history as it developed from 1949 to the present, including the diachronic changes that scholarship has experienced, its essential characteristics, current debates, and ongoing trends. Over the last seventy years, steady development and some unique characteristics of Chinese academic research are evident. The Chinese academic community has not existed as an isolated island. On the contrary, it has been closely linked to the international scholarly ecosystem and affected by the international political and ideological environment. This paper summarizes those impacts and three trends evident in China within the study of the Reformation, as well as within the study of world history as a whole, and pointed out the sprout of creating historical writing from “the other’s perspective”: a Chinese perspective of the Chinese academics [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı, bireyi bir bütün olarak kabul ederek yetişkinlerin biliş, duyuş ve davranış boyutlarını kapsayan tarihsel empati eğilimlerini belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Dört farklı çalışma grubu kullanılan bu ölçek geliştirme çalışmasında, her bir grup, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Çalışma grubu ise Türkiye’nin farklı illerinde yaşayan toplam 1132 yetişkin bireyden oluşmuştur. Çalışma grubu açımlayıcı faktör analizleri (AFA) için 322, doğrulayıcı faktör analizi için (DFA) 381, ölçeğin ölçüt-bağıntılı geçerlik çalışmaları için 356 yetişkin bireyden oluşmaktadır. Ayrıca test-tekrar test güvenirlik için çalışma grubu ise Marmara bölgesindeki bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 73 bireyden oluşmaktadır. Açımlayıcı faktör analizi sonucunda toplam varyansın %57.25’ini açıklayan “biliş”, “duyuş” ve “davranış” olmak üzere üç alt faktörden oluşan 16 maddelik bir ölçme aracı elde edilmiştir. Ölçeğin tamamı için hesaplanan iç tutarlılık güvenirlik katsayısının .88; birinci faktör için .85, ikinci faktör için .82 ve üçüncü faktör için ise .80 olduğu tespit edilmiştir. Ölçeğin test-tekrar test güvenirlik katsayısının .77, birinci faktör için .72, ikinci faktör için .73 ve üçüncü faktör için .70; alt ölçeklerin madde-toplam korelasyonlarının .48 ile .62 arasında değiştiği ve %27'lik alt-üst grupların ortalamaları arasındaki tüm farkların anlamlı olduğu belirlenmiştir. Sonuç olarak yetişkin bireylerin tarihsel empati eğilim düzeylerini tespit etmek için geliştirilen “Tarihsel Empati Ölçeği-Yetişkin Formu” ölçek geliştirme çalışmalarının psikometrik ölçütlerini iyi derecede karşıladığından geçerli ve güvenilir bir ölçek olduğu saptanmıştır. Empati kavramının kuramsal yapısıyla da uyumlu olduğu görülen ölçek; bilişsel, davranışsal ve duyuşsal olmak üzere üç boyuttan oluşmaktadır. Geliştirilen bu ölçek ile yetişkin bireylerin tarihsel empati eğilimlerini belirlemeye veya ilgili kavramlarla açıklamaya yönelik ilişkisel çalışmalar yapılabilir.

This study analyzes the curriculum's influence, collective memory formation, and alternative approaches to learning history. This research was carried out using qualitative methods with a descriptive approach. The data in this study consisted of 3 sources: informants, documents, and learning activities. Data analysis applied Critical Discourse Analysis (CDA). The research findings show that, as a reference document, the curriculum also has a negative impact on teachers, one of which is the perception that the curriculum is a rigid document and inhibits teacher freedom. So that in learning history, collective memory is formed based on official history, which is very difficult for teachers to provide information about alternative history. Teachers must implement alternative learning approaches such as humanism, critical pedagogy, and reflective approaches. To create a more enjoyable learning atmosphere and to accommodate all groups in Indonesia to be involved in discussing the history of their nation, which is humane and free from grudges and hatred.

So far, history lessons are only textual in nature. For this reason, teachers must start preparing students to face the rapidly changing technological developments. Meanwhile, the need for human resources in the future is to be able to think analytically, collaboratively, and interdisciplinary. For this reason, this research will raise the application of STEAM through Project Based Learning as an innovation in learning history. Researchers use qualitative methods. First, reflection aims to bring students into the context of the problem and provide inspiration to students. At the research stage, more learning processes occur. In this stage, the teacher also guides the discussion more and determines whether students have developed conceptual and relevant understanding. The discovery stage connects research and information known in project preparation. Students begin to study independently and determine what is still unknown. At this stage, the students collaborate to find solutions. At the application stage, students test products made from previously determined conditions. The results obtained are used to improve the previous step. The final step is communication. The communication process is carried out to convey ideas. At this stage, the teacher and colleagues conduct a final assessment. In addition, teachers are also expected to be able to provide appreciation and constructive feedback. The results showed that STEAM in Project Based Learning for history learning proved to be effective in encouraging students' creativity, collaboration, and communication skills. However, this method requires careful planning. Some students are also not familiar with project learning.

Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this analysis, five narrative sub-themes were developed—Invisibility, Benevolence, Obfuscation, Innocence, and Acknowledgement—which captured the ways that Indigenous sovereignty, nationhood, and political legitimacy had been represented. In drawing out some continuities and changes to curricular representations of First Nations’ and settler sovereignty, nationhood, and political legitimacy over a one hundred year period, this article highlights the uneven ways that curriculum has, and continues to, represent political possibilities on the Australian continent. This article offers insights for Nordic contexts where there are also contests about legacies of colonialism in the public sphere, including in education.

AbstractThe study looked at how the history curriculum was implemented in senior high schools in the Asuogyaman District of Ghana. The research used a mixed-methods research strategy, particularly the convergent design. The cluster sampling technique, proportional allocation and simple random sampling technique were used to choose a sample size of 200 Form 2 history students and censused 5 history teachers from four public senior high schools in the district. For the students, a 28-item questionnaire was used for data collection. The teachers were interviewed and their lesson delivery was observed. The qualitative data was organized into narrative themes, whilst the quantitative data were analyzed using means and standard deviations. The quantitative data was integrated with the qualitative data throughout the data integration process. From the findings, history teachers frequently used discussion, lecture, and question and answer methods of instruction. The teaching and learning aids used were supplementary textbooks and wall maps. The findings of this study point to the need to improve history teaching. As a result, head teachers of schools should encourage their teachers to lay emphasis more on the use of learner-centred teaching methods. Again, Ministry of Education should provide adequate instructional resources, especially audio and audio-visual resources to the schools.

The number of students passing History in secondary school has shown a downward trend recently. Among the factors contributing to the downward trend are that students think that History subject is difficult to learn as students require knowing many facts, and History is considered boring among school students. The younger generation is known to live with multiple devices, such as computers and mobile phones. However, using these devices in learning activities has not been actively adopted in the Malaysian school environment, and the system still uses a conventional method to deliver the syllabus. Using teaching aids such as interactive videos and gamification techniques helps teaching and learning activities become more interesting and effective through blended learning. The integration of gamification techniques in non-game settings, especially education, has rapidly increased to enhance learner motivation, engagement, performance and provide a better learning experience. The innovation in history education through gamification can be used in formal and informal education settings. History education through gamification techniques can contribute to a more flexible, innovative, and creative syllabus that can be used for face-to-face and online learning. Moreover, it is recommended that such education gamification be commercialized and included as a free source for all Malaysian students to ensure education reachability and accessibility. With this idea put forward, it is hoped that the policymakers and government may subsidies such applications to spark students' interest in learning History in a fun and interactive manner.

Issues of validity and reliability have an impact on the construction of tests. Since the 2010s, there has been increasing emphasis in Sweden on enhancing reliability in the large-scale test system to combat grade inflation. This study aims to examine how this increased focus on reliability has affected how the nature of historical knowledge is presented in the national test in history. Accordingly, it addresses the following research question: what kinds of epistemic cognition does the test communicate to students? The concept of epistemic cognition builds on Kuhn et al.’s discussion on epistemic understanding, regarding the balance between the objective and subjective dimensions of knowledge. Furthermore, the concept of companion meanings is used to establish a connection between the items in the test and students’ epistemic cognition. The findings show that the selected-response tasks predominantly communicate an objective dimension of historical knowledge, while the constructed-response tasks communicate both subjective and objective dimensions of historical knowledge. The findings regarding the offerings of epistemic cognition are discussed in relation to validity, reliability, item formats and classroom practices.

IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through an interdisciplinary approach, (b) history teaching through historical sources, and (c) history teaching through collaborative learning.DiscussionThe study bears wider implications for history curricula, teaching methodologies, and teachers’ training.

Political socialization of youth is crucial both in the maintenance of an illiberal regime and in the resistance by civil society. The present qualitative study provides insight into the personal motivations of student leaders of a youth resistance movement organized for the protection of academic autonomy against the ‘illiberal democracy’ of Hungary. The study sought to explore how collective historical memory contributes to political socialization, whether historical reflection was a source of inspiration and whether history education triggered conscious citizenship resulting in the engagement of youth in resistance. Data collection involved interviewing 15 former students of the University of Theatre and Film (Színház- és Filmművészeti Egyetem, SZFE) who played a key role in managing a 71 days long university blockade in 2020. Thematic analysis suggests that history education has the potential to trigger consciousness regarding citizens’ responsibility to confront power restricting individual freedoms and institutional autonomy. However, mainstream, alienating history education supported by the government in Hungary did not realize these potentials. Findings can be utilized in further research on the necessity of interactive, engaging history education methodologies to facilitate comparative reflection on history and current public affairs and to encourage conscious and active citizenship in illiberal regimes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the writing skills of 7th- and 8th-grade students with a high proportion of migration background in North Rhine-Westphalia, Germany. The study was part of the SchriFT project (2017--20), funded by the Federal Ministry of Education and Research. A writing task was given on the topic: Why can we only make assumptions about many past events? As an answer to the task, the students had to write a historical explanation that took into account the epistemological principles of historical reasoning. The students' writing was analysed using a category system, and their historical knowledge was assessed through a knowledge test. The results showed that the students possess diverse levels of writing skills, with few producing elaborate explanations, and most struggling with the subject-specific language and reasoning skills. The study also highlights the potential for genre-based writing approaches in history education. The results suggest that many students perceive history as an image of the past and have limited understanding of historical reasoning. Further research is needed to investigate the influence of motivation and interest on language learning. [ABSTRACT FROM AUTHOR]

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

This article outlines a pedagogical approach to the virtual reconstruction of the 16th-century Monastery of Madre de Deus, Lisbon, Portugal. The monastery was built upon a former palace in 1509 by Queen D. Leonor. After her death, it underwent several modifications until its present function as the National Tile Museum. These modifications have obscured its history as one of the most significant religious buildings of the Portuguese Renaissance. To recover this lost history, the research uses a pedagogical approach combining previous scholarship, a laser scanning survey, archaeological survey data, written and graphic historical descriptions, and discussions with historians. The article has two principal aims: firstly, to concretize the results of the eight reconstruction projects produced by students using a Historic Building Information Modeling (HBIM) methodology. Secondly, to present an alternative model of teaching history and digital technologies. Our research suggests that extending virtual reconstruction research into pedagogy can provide highly original interpretations of complex and contradictory architecture. The approach promotes meaningful collaborations between researchers and cultural institutions while immersing young professionals in the digital tools and current philosophies of architectural heritage. [ABSTRACT FROM AUTHOR]

The growing tension between mainland China and Taiwan has a cultural aspect closely related to national identity. We focus on recent history curriculum changes in the mainland and in Taiwan and find that education authorities on both sides have implemented master narratives for content selection in and organization of history textbooks. In mainland China, the master narrative of pluralist unity constructs a geographically consistent Chinese nation throughout history, which bolsters the state's current claim to a territorial integrity including Taiwan. In Taiwan, the master narrative of multiculturalism becomes the essence of Taiwanese identity, and weakens Sinocentrism in Taiwanese official historiography. [ABSTRACT FROM AUTHOR]

Attempts to frame the memory of military conflicts have often been driven by veterans' organizations whose members participated in the fighting. This article argues that, in the United States, the newly formed American Legion sought to control the national narrative of the Great War as part of its wider, ambitious project of Americanization and "100% Americanism," in particular via the curation and development of a school history textbook intended to deliver its ideology into every schoolhouse in the United States. In so doing, it revealed the contested nature of history writing, the depth of contemporary concerns over the value of history as a discipline and the difficulties of eliding the history of the American past with the concept of Americanization, especially in terms of sectionalism, race, immigration and empire. [ABSTRACT FROM AUTHOR]

This article presents findings from research motivated by the epistemological curiosity of knowing whether history teachers, an area that tends to discuss humanity, its contexts, and cultures, would also share the hegemonic discourse in the face of digital technologies. Through content analysis of responses to questionnaires and interviews with history teachers, the research points to the predominance of the neutral conception of technology from two perspectives: instrumental and deterministic, based on Feenberg's contributions. The work adds to the few studies that pay attention to values, interests, and relationships to expose the political nature of technologies and points to the need for critical teacher training in a society increasingly oriented by digital lines. [ABSTRACT FROM AUTHOR]

This article aims to analyze the use of the "documentary" cinematographic genre in the teaching of history, especially in the teaching of indigenous history, taking as reference the first episode of the documentary series Guerras do Brasil.doc, called As Guerras da Conquista, directed by Luis Bolognesi. Through a bibliographic review, we seekto understand the specificities of documentary cinema for teaching history, needs and deficits in the field of indigenous history and the possible contributions of the documentary under analysis to the most recent discussions on this thematic. Finally, as a result of this analisys, the didactic potential of the work and its application in the classroom were explored, including the possibility of using it in the application of active methodologies and its contribution to citizenship training in basic education. [ABSTRACT FROM AUTHOR]

This work aims to present the possibilities that digital technologies have in the context of teaching and learning, especially in the discipline of History, making classes more attractive and motivating. We resorted to a qualitative approach methodology through the bibliographic review technique. It is noticed that the female figure in the historiographic scope, in short, was made invisible. Under this bias, we seek to rescue the history of women through the applications "Lessons In Herstory" and "Mulheres que Mudaram o Mundo", contributing to the dynamization of teaching. It is concluded that there is still a lot of disparity between the history taught with narratives centered on the male and female figure, however, digital technologies are the way to make teaching more egalitarian. [ABSTRACT FROM AUTHOR]

The article addresses the issue of using Digital Information and Communication Technologies (DICT) in History Education within the public education networks of Jaguarão, Rio Grande do Sul state, Brazil. The general objective is to understand how DICT have been incorporated into the school context, particularly in the pedagogical practices of history teachers to contribute to the development of historical awareness in students. The methodology involved interviews with six History teachers. The data analysis indicates that teachers recognize the potential that DICT can offer in educational processes. Their integration into History lessons, however, is still limited due to factors ranging from a lack of training on the subject to the precariousness of the school environment's structural conditions. [ABSTRACT FROM AUTHOR]

The article offers best practices for teaching the history of smell in the classroom in the module titled "Knowing by Sensing" and presented by the cross-disciplinary collective Odeuropa. The module features seven short videos focusing on topics including heritage scent, sniffing techniques and exercises, and taking students on smellwalks.

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum. [ABSTRACT FROM AUTHOR]

Rapid changes in the context and condition of historical practice (technological, institutional, theoretical) invite practicing historians to entertain experimental techniques for engaging the past: for teaching students; for investigating archives; and for presenting the results of historical inquiry. The authors introduce a form of historically oriented research and writing that shows promise as a way of encouraging genuine immersion in the specificity and alterity of the past. This 'metahistorical' mode, which engages with historical fiction, but also with traditions of rigorous scholarly research, offers a powerful means by which to cultivate historical consciousness, and to promote imaginative historical practices. [ABSTRACT FROM AUTHOR]

In its concern with orienting students in relation to past, present and future, history education is crucially placed to pioneer generative approaches for making sense of change over time and to equip students to critically scrutinise meanings of history. Impending climate catastrophe, the still unfolding global pandemic and rising xenophobic populism are interconnected crises that demand an expansive view of historical understanding that might equip students to recognise the myriad, powerful ways that meanings of history are imagined and mobilised in human societies. Yet, in the history curricula of Western nation-states, that task remains remarkably narrow, focused on the kinds of knowledge and understanding that modern historical thinking can produce. Our focus in this article is two-fold. First, we show how history curriculum in Australia, Canada, and the United States already implicitly conveys meanings of history – which we label 'teleological'—and provides only limited opportunities to engage critically with alternate meanings of historical change. Second, we canvass some expanded and enlarged forms of historical thinking that embrace discontinuity, rupture and more-than-humanness that might help students and teachers imagine radically different futures. [ABSTRACT FROM AUTHOR]

Introduction: A hundred years after the passing of Andrés Manjón, aprofessor at the University of Granada, we assess his ideas on educationand evaluate his contributions to today’s teaching practice in SocialSciences Method: A literature review of all sources available is conducted. Thecriteria used to evaluate these sources will be their suitability to thesubject of study. It will consist mainly of primary and secondary sources,along with other materials and publications. After careful examination ofthese, we establish a departure point, enumerate the limitations of theexisting views on this subject and discuss some secondary findings of ourresearch along with potential areas of conflict within the subject. Results: Clarifying After the concept of specific teaching practices according toManjón has been given a clear definition, the results are classified intofive different categories: identified documentary sources, primary andsecondary; general criteria for teaching History and Geography that can beextracted from these sources; teaching techniques and strategies which canbe applied to such subjects. Transcriptions of D. Andrés’s own lessons areincluded along with adaptations made to these by some of his collaborators. Conclusions: A synthesis of the results confirms the initial hypothesis:Some aspects of Manjón’s legacy remain valid today when it comes tospecific teaching practices. This is especially true for teaching andlearning of Geography and History in primary education. Lastly, somesuggestions for the improvement of teaching practices in Social Sciencesare put forward, along with some questions for future research. [ABSTRACT FROM AUTHOR]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

School history textbook narratives of a nation's past often present limited perspectives, which may impede the aim of teaching history from multiple perspectives. Less is known about the influence of including multiple perspectives on students' representations of the past. This study examines the extent to which students include multiple perspectives when processing a schoolbook text that includes multiple perspectives compared to a schoolbook history text containing fewer perspectives. Tenth grade students (N = 104) in four schools were randomly assigned to read one of two texts on the Dutch Revolt and asked to make a summary. Multiperspectivity was analysed through the representation of actors, aspects of scale, dimensions and historiography. The students working with the text having high multiperspectivity showed more perspectives in their representations. In the summaries, these students included significantly more perspectives than did the students using the text with fewer perspectives. Moreover, these students' representations of the main actors were more nuanced. The students using the text with high multiperspectivity situated the conflict in a broader international context and integrated more historiographical dimensions. The insights generated by these outcomes emphasize the important role of textbooks when aiming to teach history from multiple perspectives. [ABSTRACT FROM AUTHOR]

The article "Some Corrections to the History of the 19th Century" by Josefina Zoraida Vázquez discusses the professionalization of history in Mexico and how this has affected the interpretation of the past. It is mentioned that the liberal vision of the past was consolidated after the triumph of liberalism and the republic in 1867, and that history was divided into three stages: pre-Hispanic, colonial, and national. However, it is pointed out that this vision has overlooked the study of the viceregal period and the "forgotten years" between the end of the Empire in 1823 and the Treaty of Guadalupe. Additionally, the importance of revising the history of the Empire and diluting the importance of the Plan of Veracruz is mentioned. The text talks about the fragmentation of Mexican territory after the abdication of Emperor Iturbide and the importance of federalism in maintaining integration. It is mentioned that provincial elites gained power in the Constituent of 1824, but were denied fiscal powers. The participation of the army and the Church in politics is also discussed, and it is mentioned that the disturbances and revolutions between 1821 and 1850 cannot be attributed to the Church. Furthermore, it is mentioned that Mexico faced external threats due to its history as a silver producer and its sparsely populated northern extensions. Finally, the text talks about Mexico's attempts to imitate the colonization policy of the United States, but failed due to the lack of integration of the settlers. The text discusses the tragic U.S. invasion of Mexico in 1846 and how this was provoked by the inability to populate Mexican lands, political errors, and the fortune of the United States. It is mentioned that the United States had a population of almost 20 million inhabitants, a fleet, and a professional army, while Mexico had a paralyzed economy, an unprofessional army, and obsolete weapons. Additionally, it is mentioned that Mexico faced external threats and internal political divisions. The text also highlights the importance of analyzing this war and dispelling the idea of betrayals, as the land was conquered and annexed by the force of arms. [Extracted from the article]

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Copyright of Tijdschrift voor Geschiedenis is the property of Amsterdam University Press 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 focuses on the use of the "unessay" as an assessment tool in history education, emphasizing its capacity to promote creativity and historical empathy in students. Topics discussed include the pedagogical case for the unessay, its implementation, and insights from students who completed unessay projects, highlighting how this approach deepens their understanding of history and historical figures.