21,849 results on '"MODERN history"'
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2. Between the Lifeworld and Academia: Defining Political Issues in Social Science Education
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Nora Elise Hesby Mathé and Johan Sandahl
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Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline's and the students' perspectives. Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden. Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students' views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual. Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples. Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.
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- 2023
3. Girlhood across Time: Portrayals of Girlhood in Award-Winning Historical Fiction Novels
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Andrea Lemahieu Glaws, Emily Johns-O'Leary, and Sarah Leonhart
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When we considered how current sociopolitical events may impact experiences of girlhood today and remembered our own lived girlhood experiences, we came to the collective realization that we often turned to books as a way to make sense of our liminal experiences during girlhood. Given the sociopolitical moment in which we are living and considerations of the impact historical fiction had on our own navigation of girlhood, our author team wondered how historical fiction texts could help young readers to understand and navigate the liminal experiences of girlhood today. Building from these analyses of connections between the past and present in historical fiction literature, we interrogate girlhood across time to consider what readers might learn about contemporary girlhood from historical texts. Depictions of history often tend to be white-centric and to omit or deemphasize the histories and stories of other communities. Specifically, the lens of new historicism applied to portrayals of girlhood allowed for an examination of these portraits of girlhood in relation to historical context as well as power dynamics. This analysis broadens readers' notions of girlhood, both historically and in the present day, beyond white-centric conceptions.
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- 2023
4. Love Matters: The Case for an Inclusive, Contemporary Approach to Romance Themes and Texts in Subject English
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Sue Nichols
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This paper examines analyses of adolescent romance fiction, highlighting key themes and debates over time. I will argue that contemporary social conditions underline the need to reconsider the value of this genre in the secondary English classroom. However, working effectively with genre literature (including romance) requires educators to diversify reading practices, challenging the dominance of the standard 'class novel' approach. I will describe the integration of a module on teen romance into a literature course for preservice English educators. Finally, focusing on a specific text, "Frankly in Love" by David Yoon, I highlight the skilful way in which authors of contemporary adolescent literature weave multiple perspectives into engaging and nuanced narratives in which characters navigate identities, relationships, and ideas about love.
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- 2023
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5. Representations of the Spanish Hunger Years (1939-1952) in Recent Secondary School History Textbooks
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Gloria Román Ruiz
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Based on the potential of educational materials to forge and shape the collective memory, this article analyses the representations of the Francoist Hunger Years (1939-1952) in recent history textbooks for secondary schools by a wide range of publishers. The main thesis of the paper is that while there are textbooks that provide a complex narrative of the hunger experiences, others -- even some of the most recent ones - depict the period in an oversimplified and historiographically outdated way and fail to address various social perspectives. This article also argues that it is possible to detect the persistence of the official Francoist discourse on the years of hunger in some textbooks that continue to implicitly perpetuate the distortion and oblivion the Franco dictatorship tried to impose on the famine.
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- 2023
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6. Creativity and American Education from the Progressive through the Postwar Era: Purposes, Meanings, and Measurements
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Terzian, Sevan G. and Wright, Sage
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Histories of creativity have often included discussions of its origins and examined pivotal moments in their societal contexts (Nelson 2010; Simonton 2001; Still & d'Inverno 2016; Wasserman 2012). Some have considered creativity's compromised status among academics and in schools that resulted from divergent notions of what it means to create and interdisciplinary rifts dividing psychology and education (Fannes 2019; Lagemann 2000). In this essay, the authors examine nearly one hundred published research studies on creativity from the Progressive through the postwar era. Their narrative begins in the 1890s with the emergence of modern psychological research on creativity and the movement to establish the K-12 school system in the United States. It ends in the early 1970s, a time when the federal government called on educators to reward "creative or productive thinking" as part of its expanded definition of giftedness (United States Office of Education 1972, 21).
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- 2023
7. Along the River: Children Exploring Ancient and Modern Communities
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Jeffery D. Nokes and Gina P. Nokes
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The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this approach, art, history, geography, economics, technology, and civics are integrated into an engaging inquiry lesson.
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- 2023
8. Wartime Teachers: Stories from the Front
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Turner, Rachel K. and Hinojosa, Eliel
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In the early 1990s, Dr. O.L. Davis of the University of Texas at Austin sought evacuee teacher and student recollections in England during World War II. The overarching purpose for Davis was to gain an understanding of the effect on schooling and education, specifically as it relates to the curriculum for students. This article continues where he left off and places focus on teacher evacuees. Of the several hundred responses from student evacuees, we utilized ten of the thirty teacher evacuees who responded to Dr. Davis. The purpose in this research endeavor seeks to discover the impact evacuations in England had on teacher evacuee curricular experiences between August of 1939 and May of 1945. Through these stories we discovered how learners, impacted by scarce materials and continuous interruptions to their daily lives, still provided support to the war effort by collecting materials and supplies. Teachers, with numerous duties and large classes, pushed themselves to find learning opportunities for their students on family farms, local ponds, and inside shelters. While traditional subject matter activities were not always possible, teachers utilized what was around them in an effort to build educational experiences like plays, projects, and current event studies. Constant interruption, building changes, and billeting issues made the context in which these teachers found themselves less than ideal. Yet they made the most of their time for the sake of their students' learning.
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- 2020
9. Qualifying Counterfactuals: Students' Use of Counterfactuals for Evaluating Historical Explanations
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Wendell, Joakim
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The study investigates upper secondary school students' use of counterfactual reasoning when engaging in a task concerning historical explanation. The study analyses student answers to a prompt asking them to evaluate the causal importance of a historical actor for a historical event, aiming to characterize the counterfactuals used, as well as applying possible criteria for what can be considered a qualified counterfactual. The criteria for qualification of counterfactuals are based on theoretical proposals about the potential of counterfactuals in relation to historical explanation. The findings indicate that a majority of the students involved use counterfactuals in their reasoning about explanatory importance, most of them employing counterfactual reasoning in relation to the historical actor. The analysis of qualification indicates that student reasoning becomes more qualified when students instead focus on structural factors, include both structures and actors in their counterfactual reasoning, or support their reasoning by making comparisons.
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- 2020
10. Using Social Science Inquiry for Explaining Major Events in Global History: The Disintegration of the Soviet Union as a Case Study
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Ahmad, Iftikhar
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The disintegration of the Soviet Union in 1991 was a major global historical event of the 20th century that permanently changed the destiny of hundreds of millions of people around the world. It was not a revolution. It was not a transition to democracy. It was not a struggle for decolonization. No one expected a world power like the Soviet Union to disintegrate into 15 autonomous republics. Historians, social science researchers, and other observers of the Soviet Union were all surprised by the sudden collapse of a political system that was sustained for 70 years by a political ideology and which had dominated a significant portion of the global land mass, its people, cultures, and resources. How do we explain the disintegration of a super power? What theories of change may be valid in a case that has no precedent? This paper seeks to explore the causes of the disintegration of the Soviet Union through the formulation and testing of a correlative hypothesis: A strong correlation exists between the break-up of the Communist Party of the Soviet Union (CPSU) and the disintegration of the Soviet state. This hypothesis is specific, testable, verifiable, and it is supported by historical evidence and events examined in the paper.
- Published
- 2019
11. The Value and a Preliminary Study of the Integration of Traditional Chinese Painting and Calligraphy & Modern and Contemporary Art in Primary School Art Teaching
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Gao, Hongchen
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Finding a unique way to help students better accept between traditional Chinese Painting and Modern and Contemporary Art is an increasing concern in primary school art teaching. The purpose of this study is to investigate fine art education field according to analyze the current situation of Chinese traditional painting and calligraphy together with Modern and Contemporary Art in the art curriculum of primary schools: shallow embedded curriculum, shortage of Class Hours and relatively simple teaching method. Based on the key competence of the disciplines, it discusses the value of integrating those two in art teaching of primary schools, proposes a Bridge to connect the Chinese painting and calligraphy& Modern and contemporary art and provides a curriculum construction model that connects the artistic language with the concept of disciplines. This study takes the work of artist "A.R.Penck" as the theme, starting from the big idea, looking for basic problems, designing a curriculum with the integration of two kinds of art forms, and teaching practice at The China Soong Ching Ling Science & Culture for Young People. This study not only answers the feasibility of the curriculum construction model but also gives some critical thinking about it.
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- 2019
12. Researcher Development in Universities: Origins and Historical Context
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Rospigliosi, Asher and Bourner, Tom
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This article explores the origins of researcher development in British universities. Its principal aim is to provide a coherent, and reasonably succinct, account of the evolution and development of researcher development that is as consistent as possible with what is known about the development of the Western university, the history of the research doctorate and the emergence of the research university. The main conclusion is that the origins of researcher development in the modern university can be found in the philology of the early modern university, which in turn emerged from the accumulation of knowledge in Western Christendom from other places and other times. Other conclusions are that there was little researcher development in the medieval university, and that the 'traditional' model of researcher development, centred on the PhD, is much more recent than is commonly supposed, so that, from a long-term perspective, the 'traditional model' may be but one stage in its continuing development. The article also develops a model that locates researcher development within a series of intellectual contexts: from the research process itself, to the advancement of knowledge more generally, and, finally, to changes in conceptions of knowledge itself.
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- 2019
13. 'Shonen Kurabu' and the Japanese Attitude toward War
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Seo, Gijae
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The Japanese people's understanding of the Fifteen Years War (1931-1945) is still problematic. The problem of the war was commonly solved by transferring responsibility for the war to an obscure subject called the State, and by offering financial compensation to those who were directly affected. However, there has been no in-depth discussion of how the Japanese public's understanding of the war in the period before defeat was modified in the post-war period. This article is a study of the children's magazine "Shonen Kurabu," which gained wide popularity by featuring articles related to war during the early modern era of Japan, including the wartime period, and continued to be published until 1962. By focusing on "Shonen Kurabu," this paper explores the close relationship between the mass media and the public attitude toward war, and the handling of the theme of war by both the media and the public.
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- 2021
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14. A New Understanding of Modern Greek History of Education in Light of the Postmodern Theoretical Accounts about Nationhood and Identity
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Persianis, Panayiotis
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The aim of this paper is to present and explain the long and bitter contestation between two poles over the orientation, the aims and the content of education as well as the form of the Greek language to be used in the school textbooks. During the last seventy years (1750-1821) of the Ottoman rule of Greece the poles were cultural but were transformed into mostly social and political after independence (1829). The paper argues that the main reasons of this contestation were their completely opposite views about the historically right cultural future of the reborn nation and the daily widening after independence cultural schism between a highly educated elite and the vast majority of poor and uneducated people as a result of unequal and change-resisting educational provisions. The paper elaborates on the composition, the propositional content, the discursive strategies and the linguistic devices of the two poles.
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- 2021
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15. Eloquence in Talke and Vertue in Deedes: Education and Discontent in Early Modern England
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Webb, Mary Alison
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The title for the project, "Eloquence in Talke and Vertue in Deedes," comes from educational theorist William Kempe's claim that the early modern humanist educational system was guaranteed to produce eloquence and virtue. It is, however, my argument that the educational failed in its promises. This project seeks to dissect the educational practices of the early modern period and reanimate the pieces to show how these practices were regularly critiqued on the early modern stage. More than showing the influence of the educational system in the production of drama, I point out that these practices are re-represented as rebuttals of the educational system. As such, "Eloquence in Talke, and Vertue in Deedes" is a series of essays united by the theme of discontentment with an educational system that failed to meet its promises. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2021
16. Higher Education in Russia
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Kuzminov, Yaroslav, Yudkevich, Maria, Kuzminov, Yaroslav, and Yudkevich, Maria
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By the mid-eighteenth century, when the first university appeared in Russia, many European nations could boast of long and glorious university traditions. But Russia, with its poorly developed system of elementary and secondary education, lagged behind other European countries and seemed destined for a long spell of second-tier performance. Yet by the mid-twentieth century, the fully reformed system of Soviet higher education was perceived as an unexpected success, one that transformed the country into a major scientific power throughout the Cold War. Today, the international community is keeping close tabs on the fast development of world-class higher education in Russia, specifically its large-scale changes and reforms. "Higher Education in Russia" is the first comprehensive, up-to-date overview and analysis of modern Russian higher education. Aimed at a large international audience, it describes the current realities of higher education in Russia, as well as the main principles, logic, and relevant historical and cultural factors. Outlining the evolution of the higher education system in tsarist Russia throughout the nineteenth century, Yaroslav Kuzminov and Maria Yudkevich describe the development of its mass-scale higher education system from the end of the Second World War to the collapse of the Soviet Union and beyond. They also discuss the principal elements of today's Russian higher education system while exploring the system's governance model and the logic of its resource allocation. They touch on university selection, the structure of the country's academic profession, the organization of research, and the major excellence programs of leading universities. Illustrating the idea that the development of the higher education system is very much linked with the European experience, the authors argue that Russian higher education was often the domain of successful (and not so successful) education experiments and innovations. "Higher Education in Russia" is a must-read for scholars of higher education and Russian history alike. [Foreword written by Philip G. Altbach.]
- Published
- 2022
17. Adultization and Blurring the Boundaries of Childhood in the Late Modern Era
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Firinci Orman, Turkan
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Although the modern Western concept of childhood is rapidly disappearing in the age of late modernity, this study asserts that childhood (as it is lived) has not disappeared but has been transformed. An integrated approach to childhood is employed in order to go beyond binary oppositions such as the Global North versus the Global South and/or childhood versus childhoods. It is argued that children while constructing their childhoods are confronted with processes of individualisation and globalisation through which new forms of adultization have emerged as concepts of 'child consumerism' and 'child citizenship'. Beyond the opposing views involving the disappearance of childhood or its liberation, this study concludes that the concept of adultization can be used to problematise and analyse childhood in its current state.
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- 2020
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18. Reason and Rationalization: A Theory of Modern Play
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Henricks, Thomas S.
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The author reviews historical attempts--mostly by European thinkers--to characterize modernity and its relationship to play. He discusses ideas from Friederich Schiller to Brian Sutton-Smith, all to set the ground for a theory of play in the modern world. Emphasizing the ideas of Max Weber--in particular his theory of rationalization and its importance for expressive culture--the author explores the value of rationality to a theory of play. He defines play more broadly than as a pastime and learning aid for children or a rough-and-tumble developmental tool in the evolution of mammals. Instead, he bases it more squarely on his concept of "emotional destinations." In the process, he looks at kinds of play not often considered in play studies, such as professional sports and official festivals, and finds play not just a ubiquitous biological phenomena but also an essential social activity
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- 2016
19. The Concept of Applied Leadership in the Contemporary World
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Qadri, Muhammad Ahm
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Leading a team or group is a real skill that takes time, thought, and dedication. Leadership is the most studied aspect of organization because it is the one overarching topic that makes the difference between success and failure. At times it may seem overwhelmingly complex, but by focusing on some fundamentals a team can be led with confidence and skill. The leader of any organization expectedly completes his role which is given by communicating the values of the organization he or she represents. Leadership skills are required by a manger to operate effectively at a strategic level and a successful manager or leader will be able to identify personal as well manage personal leadership development to achieve strategic ambitions where he will be able to evaluate the effectiveness of the leadership plan and promote a healthy and safe environment that supports a culture of quality. Leaders have good impact in our daily lives and futures. In good times and bad, there is always need for strong leadership. The success of a country is determined by the leaders it elects and the leadership characteristics and qualities they possess. How does someone earn the designation of being a great leader? History and current experiences provide guidance on how one might develop the abilities demonstrated by respected leaders. This case study examines the characteristics of and need for leaders in politics, society, religion, economy, and communities. Leadership is focused much more on the individual capability of the leader: "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential." Thus this paper aims to outline what a leader is, the qualities a proper leader possess, and the effect of leadership in the contemporary world.
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- 2016
20. Making James Joyce Contemporary: Recreating Classical Fiction
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Clay, Rebecca
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Can you make James Joyce's short story "Eveline" contemporary and create a modern short story based on Joyce's work? The purpose of this study was to provide a context to Joyce's short story "Eveline," illustrate the journey of my fiction writing, and expand the conversation on using classical fiction as a guide to modern short story writing. I attempted to create a short story within the spirit of "Eveline," while incorporating modern Irish history within Joyce's form. My story mirrors themes similar to Joyce's: paralysis, what it means to be Irish and the Irish struggle, the meaning of brother, the relatedness of the term "mother" and the depth of family ties between the characters. My story examines two Irish brothers who fight one another in childhood and then fight for the cause of independence. Fate has one brother leaving for a journey to America and one brother staying in Ireland. Sean, the brother who left for America, is a newly retired Green Beret who has been away from Dublin for over twenty years, as the story unfolds during the height of activity of the IRA, and the end of the Vietnam War. Joyce wrote a female protagonist in "Eveline," and I wrote a male protagonist in my story, to give a mirror image approach. The twist at the end of the story, the placing of memorable objects within the text, and the creation of a dying promise to a mother by older brother Patrick, all reflect features of Joycean techniques. Paralysis was a major feature of "Eveline" and I use paralysis in the modern world, in my story, to depict the state of modern warfare, which was just beginning a few years after "Eveline" was published. In this study, I introduced my short story I developed as a result of my training in creative writing at the University of Texas at Dallas. Based on my study and practice of creative writing, performance, and literature, and my background in psychology and history, I used an interdisciplinary approach to creative writing. Using an exhaustive bibliography, I discussed some of the historical background for my fiction, as well as some of the critical sources that shaped my thought process. I made copies of Joyce's story, as well as my own, for each participant to look over and compare at my presentation. I discussed how the readings lead to the first draft, and how the creative process works for me. I illustrated how I used the creative process to write my short story, and what steps other writers can use to create art through classical fiction.
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- 2015
21. An Africa Teaching Module: Using a Shipwreck Story to Refine Students' Geographic Knowledge of Place
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Barton, Karen S.
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This work presents a new teaching module for understanding the geographical dimensions of historical events in Africa. This case study focuses in particular on the Joola shipwreck in Senegal in order to illustrate geographic areas of study including the rural-urban divide, colonial geopolitics, cultural diversity, and West Africa's physical geography. The main objective is to use a key event in Africa's history in order to highlight the local challenges and complexities of this diverse world region. This project is based upon a 10-month research project in Senegal designed to understand what locals identify as the most important national event of modern times.
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- 2019
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22. A Glimpse into the Geography of North Korea
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Chu, Gregory H., Hwang, Chul Sue, and Choi, Jongnam
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The aim of this article is to provide basic geographic background to assist readers in understanding the geography of North Korea. Although few U.S. geographers have traveled to this country, limited information about North Korea can be constructed and compiled. Sources include interviews of South Korean geographers, all volumes of The National Atlas of Korea, United Nations statistics, available Internet maps, and web-based articles from research institutions and news agencies. This team of authors has been involved in the writing, editing, and developing all volumes of The National Atlas of Korea. They hope to provide some of our insight into this nation formally known as The Democratic People's Republic of Korea and commonly known as North Korea. This article contains a small portion of research and is primarily descriptive in nature. The authors, two South Korean geography professors and one U.S. geography professor, did not have the opportunity to travel to North Korea for firsthand fieldwork. Information derived from all volumes of The National Atlas of Korea published by the National Geographic Information Institute, a South Korean Government organization, was based on research performed by South Korea's various ministries such as the Ministry of Unification and also from United Nations statistics. This work also includes analyses of publicly available satellite images. Although the article is not based on actual fieldwork, it represents an attempt to understand the geography of a nation with limited access. It will also introduce possible geopolitical developments and raise spatial thinking questions.
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- 2019
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23. U.S. History and Modern World History Courses for English Speakers of Other Languages in Montgomery County Public Schools
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Montgomery County Public Schools (MCPS), Office of Shared Accountability, Zhao, Huafang, and Wade, Julie
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The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) examined academic performance of English for Speakers of Other Languages (ESOL) students in U.S. History and Modern World History courses, as well as the course sequence in ESOL U.S. History and Modern World History. In MCPS, students who are not ESOL take U.S. History in Grade 9 and Modern World History in Grade 11. The ESOL social studies course sequence may be different. Since ESOL students come from different parts of the world, it is assumed that they are more familiar with world history than with history of the United States (U.S.). For this reason, the Division of ESOL/Bilingual Programs recommends that lower-level ESOL students take ESOL Modern World History first in their sequence of social studies courses, and higher-level ESOL students take ESOL U.S. History first (Appendix A). In MCPS, three social studies courses are required for graduation and must be taken by ESOL and non-ESOL students: U.S. History; Modern World History; and National, State, and Local (NSL) Government. This study investigated how the course sequence impacted academic performance in the ESOL U.S. History and ESOL Modern World History courses so the optimal course sequence could be suggested. The focus of this study is the ESOL U.S. History and ESOL Modern World History courses because there is currently no NSL Government course designed for ESOL students in MCPS. Five appendices contain supplemental data tables.
- Published
- 2014
24. Collaborative Argumentation: Tenth Graders Read Modern Iranian History
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Gayle Cribb, Crystal Maglio, and Cynthia Greenleaf
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Disciplinary literacy encompasses not only the ability to read the texts of a discipline, but also to engage in the practices and discourse of that discipline. At the center of the discipline of history is inquiry. For these students to move from their ninth grade expectations about history toward the authentic discipline of history, they would need to become increasingly capable readers who could grapple with a wide range of history texts. The authors hypothesize that reading and shared discussion of historical sources can build students' understanding of history as an interpretive enterprise and their ability to engage in historical argumentation. Students argue to make sense of the history texts they are reading and to work out their historical interpretations. As such, we consider these text-based discussions to be incipient historical argumentation. This discourse may serve as the foundation for written argument at a later stage in the process. It is also part of disciplinary literacy. Project READI recognized the central role teachers play in mediating the learning opportunities of students and, thus, invested in developing design partnerships that fostered two-way learning between teachers and researchers. The students experienced the epistemology of history - the limits of the historical record, history as interpretation, history as inquiry, and the relationship of the history they had learned to the present.
- Published
- 2018
25. Poultry and Pedagogy in Mississippi and Mexico: Bridging African American and Latin American History in the College Classroom
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Matthew Casey and Rebecca Tuuri
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Although geographically rooted in the Southern United States, the U.S. poultry industry is best understood in a transnational, or even global, perspective that can be difficult to address in regionally bounded courses. In intellectual terms, the topic straddles a number of historiographic subfields that have steadily grown in recent decades. These include fields like labor and migration, race in the Americas, and animal studies, which have collectively highlighted histories of African Americans' and Latinos' interactions in the United States, animal and human relationships, foodways, agribusiness, and global capitalism more broadly. The production, trade, and consumption of chicken address these themes in ways that are local, comparative, and transnational. Teaching about the poultry industry also pushes students to reflect on a number of complicated political issues in a way that transcends the terms of mainstream political debates, which are often narrow. The most obvious are Latin American immigration to the United States and the plight of organized labor, both of which have particular salience to African American communities in the United States. Additionally, chicken offers students a unique perspective for considering the protracted debates about the proper role that government should play in the economy and society.
- Published
- 2018
26. Barack Obama, Racial Literacy, and Lessons from 'A More Perfect Union'
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William L. Smith and Ryan M. Crowley
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Due to its direct approach and its detailed analysis of race, the "A More Perfect Union" (AMPU) speech makes for a likely primary source to be included in a lesson addressing Obama's racial significance. As social studies teacher-educators who draw from critical perspectives on race and racism, the authors hope to see Obama's speech used as a catalyst for nuanced, historicized conversations about race in the United States. The authors argue throughout this paper that the race speech has the pedagogical potential to create such conversations. Instead, we hope to underscore the potential for using Obama's AMPU speech as a vehicle for promoting a rich, nuanced understanding of race in America. We contend that this speech has the potential to foster both productive and unproductive conversations about race, reflecting theories of both racial literacy and racial liberalism. Examining these curricula does, however, provide a snapshot into how the field of education has begun to conceptualize Obama's historical narrative. Racial literacy calls for an intersectional analysis of race alongside other social factors such as class, gender, or geography. These lesson ideas can hopefully serve as a starting point for moving away from racial liberalist interpretations of the "A More Perfect Union" speech and toward developing greater racial literacy through Obama's iconic address.
- Published
- 2018
27. How Teaching the English Revolution (or Not) Became a Landmark Debate in German History Didactics
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Götz, Georg
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This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history -- both as an academic discipline and as a school subject -- was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn's revolutionary concept of teaching history which immediately came under attack. This debate -- and others -- had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history's relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu's field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn's approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of "Geschichtsdidaktik" in Germany which helps to explain why there is a difference in comparison to other countries.
- Published
- 2018
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28. Delineation of a Politico-Scientific Complex to Govern the 'Abnormal' Child: Mental Hygiene, Vocational Curriculum, and Republican Imaginations of Re/Productive Citizenry, Turkey (1930-1950)
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Tunc, Yasin
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The two decades following the establishment of the Turkish Republic witnessed the growth of the pervasive fear that vagrant and homeless children and child delinquents presented a threat to the physical, mental, and economic well-being of the nascent Turkish nation. Newspapers of the period regularly touched upon the issue, alerting the public and state officials to the increase in the number of vagrant and homeless children on the streets of Istanbul, and to the crime and other troubles caused by these "küçük sefiller" ("little miserables"), as a deputy from Istanbul called them. The language of these newspaper articles was an amalgam of both humanitarian sentiments such as showing charity and mercy to these groups and fears that necessitated their social and moral control in order that they become re/productive citizens of the new Republic. In this paper, I explore how certain child populations gained visibility and intelligibility during the first few decades of the Turkish Republic. I particularly focus on a modern child rescue institution, "Çocuklari Kurtarma Yurdu," founded in this period as an amalgam of numerous--at times competing--discourses that fixated on the bodies of "street children," a colloquial term that referred to a heterogeneous group of children including child delinquents, vagrant, homeless, and destitute children. The institution blended modern mental hygiene principles derived from psychology/psychiatry with progressive vocational education and humanitarianism, with the ultimate goal of fabricating mentally and physically sound and economically productive republican citizens out of these "abnormal bodies."
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- 2018
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29. Seeking Accurate Cultural Representation: Mahjong, World War II, and Ethnic Chinese in Multicultural Youth Literature
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Chen, Minjie
- Abstract
The sheer amount of American children's and young adult literature, boasting an outpouring of 5,000 titles every year, often amazes a person who is new to this field. Not only is a large proportion of these books of high printing and binding quality, but, at a quick glance, among them is also a pleasant diversity of genre, format, targeted age level, topic, and style. In this article, the author discusses juvenile books about China and ethnic Chinese and describes an event in modern history--the Sino-Japanese War (1937-45)--and its representation in American youth literature. The author focuses on American juvenile fiction with the Sino-Japanese War as its main setting or subject. With its focus on works of fiction, this article is part of a larger project to study American youth literature about the portion of World War II fought in China. By combing through multiple bibliographies and searching in library catalogs, the author located 28 fiction titles specifically written for a young audience and published in the U.S. (including titles published previously or simultaneously in other countries) from 1937 through 2007 about World War II in China. The author has also included in her study three adult titles which are suggested by the bibliographies she consulted as suitable reading for older young adults. The author discusses the general patterns of these books within the context of social, political, and cultural dynamics in America. (Contains 1 table and 6 notes.)
- Published
- 2009
30. What Do We Want Students to Remember about the 'Forgotten War'? A Comparative Study of the Korean War as Depicted in Korean, Japanese, and U.S. Secondary School History Textbooks
- Author
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Suh, Yonghee, Yurita, Makito, and Metzger, Scott Alan
- Abstract
Secondary school history textbooks in South Korea, Japan, and the United States have long struggled to give meaning and significance to the war waged on the Korean Peninsula between 1950 and 1953. Comparing commonly-used, contemporary history textbooks from each of these three nations, this analysis suggests that students on both sides of the Pacific are more likely exposed to text reflective of their society's dominant orientations toward modern-day, post-Cold War, geopolitical anxieties and arrangements than to any clear narrative of historical significance that explores the varied causes or impact of the war. Such cross-national comparisons can be especially useful for educators interested in helping students construct useful historical narratives or develop more sophisticated causal reasoning about a historically significant conflict that has sometimes been thought of as a "forgotten war." (Contains 41 notes and 1 figure.)
- Published
- 2008
31. Teaching India. Footnotes. Volume 11, Number 2
- Author
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Foreign Policy Research Institute, Wachman Center and Kuehner, Trudy
- Abstract
On March 11-12, 2006 the FPRI's Marvin Wachman Fund for International Education hosted 44 teachers from 16 states across the country for a weekend of discussion on teaching about India. Sessions included: (1) Why It's Important to Know about India (Ainslie T. Embree); (2) Early Indian History (Richard H. Davis); (3) Modern Indian History (Marc Jason Gilbert); (4) Domestic Indian Politics (Philip Oldenburg); (5) The Rise of the Indian Economy (John Williamson); (6) India's Religions Today: 19th-Century Legacies (Guy Welbon); (7) India-Pakistan Relations (Sumit Ganguly); and (8) Panel discussion with Donald Johnson, Jean Johnson, William Harman, and Yasmeen Mohiuddin.
- Published
- 2006
32. History-Social Science Grades 9-12 Standards Map Templates.
- Author
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California State Dept. of Education, Sacramento.
- Abstract
This guide provides instructions to local education agencies about how to use California instructional materials standards maps. California Assembly Bill 699/Canciamilla Chapter 591 of the state Statutes of 2001 requires publishers to submit standards maps to local education agencies (LEAs), so school districts can determine the extent to which instructional materials or combinations of instructional materials for students in grades 9-12 align with the content standards adopted by the California State Board of Education. The standards maps are a tool for LEAs to use when evaluating instructional materials for alignment to content standards as local school boards must certify that materials are aligned to the California content standards. This 9-12 History/Social Science Instructional Materials Standards Map assists in this process. The first three columns are defined as follows: (1) the grade level(s) of the standard; (2) the standard number; and (3) the text of each grade level standard. Standards maps are required only for basic, not supplementary, instructional materials. The review of the standards map is only one tool for use during the local instructional materials evaluation and adoption process. (BT)
- Published
- 2002
33. Blueprints for the 2003 California History-Social Science Standards Tests for Grades 8, 10, and 11.
- Author
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California State Dept. of Education, Sacramento.
- Abstract
Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance Index (API) for those grades. These blueprints are formatted with the test question percentages, represented by topic, in the far right column of the main standard. Questions may be drawn from any of the sub-standards under that main standard where a check mark is shown. At least 25% of all questions are critical thinking questions based on the historical and social science analysis skills for either grades 6-8 or 9-12. The H-SS standards test for grade 8 consists of 75 questions and needs approximately 90 minutes of administration time. Grades 10 and 11 have a total of 60 standards aligned questions based on the 2003 blueprints. (BT)
- Published
- 2002
34. The Treatment of the Holocaust in High School History Textbooks: A Case Study from Spain
- Author
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González-Delgado, Mariano
- Abstract
The Holocaust was one of the most significant events of contemporary history and still has great relevance for current times. This paper analyses the portrayal of the Holocaust in secondary education history textbooks in Spain. As this type of research has grown in the international arena, the need to review critically this event in Spanish textbooks has become ever more evident. This paper reviews what has already been written on this subject in the international arena and makes a number of methodological observations both quantitatively and qualitatively. In the review, a number of deficiencies in the representation of the Holocaust were found. This strongly indicates the need to contextualise the study of the Holocaust and frame it within a structural perspective that would account for its multi-causal origin. Attention is also drawn to the need to improve the content, dispel some myths and improve deficiencies identified in textbooks on the subject.
- Published
- 2017
- Full Text
- View/download PDF
35. How Students Navigate the Construction of Heritage Narratives
- Author
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Levy, Sara A.
- Abstract
Using a multiple case study design, I examine how public high school students (n = 17) make sense of narratives about defining events with which they have specific heritage connections. Focusing on 3 groups of students (Hmong, Chinese, and Jewish) studying 3 heritage events (respectively, the Vietnam War, Modern China, and the Holocaust), this article addresses the following research question: How do students in public schools construct narratives of those events with which they have a "heritage connection"? Findings indicate that students appreciate, benefit, and learn from the inclusion of heritage histories in their high school classrooms; they can engage in complex historical thinking about subjects that may hold heavy emotional weight; and emotion can facilitate student engagement with heritage histories. Importantly, including these histories in the official knowledge of the classroom legitimated the stories and demonstrated to the students that their own and their families' pasts are an important part of history.
- Published
- 2017
- Full Text
- View/download PDF
36. Using Historical Statistics To Teach about World War II. ERIC Digest.
- Author
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ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. and Siler, Carl R.
- Abstract
World War II was a turning point in global history, an event that had a large and lasting impact on many people and places across broad areas of the earth. Compared to other wars, World War II involved the largest armed forces, the longest battle lines, the most destructive weapons, the most casualties, the most destruction of cities and other human assets, and the highest monetary expenditures. Thus, World War II deserves a prominent place in the middle and high school social studies curriculum. Using historical statistics is an often neglected but potentially fruitful way to teach about the causes, conditions, and consequences of World War II. This Digest presents a rationale for using historical statistics to teach about World War II, discusses instructional methods for doing so, and recommends World Wide Web resources to facilitate teaching and learning with statistics about World War II. (Contains 19 references.) (Author/BB)
- Published
- 2001
37. American and Soviet Adolescent Archetypal Heroes of the Cold War. Professional Paper.
- Author
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Herman, William E.
- Abstract
This study explores the value-oriented behaviors associated with membership in prominent youth organizations in the Soviet Union and the United States of America during the Cold War. The archetypal heroic ideals and values of the Soviet Octoberists and Pioneers and the U.S. Boy Scout and Girl Scout organizations were examined. Key political, religious, and psychological differences were found in the Soviet and U.S. youth organizations. Somewhat surprising were the many similarities that were also found. Suggestions are offered for building individual and group identities in Russia and the United States today based upon the conscious choice of values and ideals relevant for living in the Post-Cold War era. (Contains 3 tables and 14 references.) (Author/BT)
- Published
- 2000
38. Discovering Different Perspectives of World War II in Sixth-Grade Social Studies Classrooms.
- Author
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Ogawa, Masato
- Abstract
A study recorded and analyzed instances of how middle school students develop their skills of historical thinking and perspective taking through the use of two methods: textbook analysis and oral history interviews. First, students analyzed textbook treatment of the atomic bombing of Hiroshima and Nagasaki in their U.S. and Japanese history textbooks. Then, they interviewed Japanese and Americans who had different historical perspectives about World War 2, with a special focus on the atomic bombing of Hiroshima and Nagasaki (Japan). Seven questions directed the study, among them: (1) Can students find different treatments of the historical event in Japanese and American textbooks? (2) How do students interact with oral history narrators with different historical perspectives? and (3) How do students analyze different perspectives of the historical event? Participants, two rural Georgia sixth-grade classes, completed a 3-week unit on World War 2, compared textbooks from Japan and the United States, discussed a hypothetical situation with Hiroshima as their community, and engaged in a sustained oral history interview experience. Data revealed that the majority of the students were able to find different treatments of the atomic bombing of Hiroshima and Nagasaki in U.S. and Japanese textbooks. Most students found that the U.S. textbook paid little attention to the historical event of Nagasaki and Hiroshima, devoted little space to the bombing, and exhibited a superficial perspective. The introduction of oral history activities helped almost all students to develop their historical thinking, general analysis, and critical thinking skills. (Contains 61 references. Appended are sample oral history questions and a data sheet.) (BT)
- Published
- 2000
39. Orphan Trains in Iowa History.
- Author
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Iowa State Historical Society, Iowa City. and Frese, Millie K.
- Abstract
The "Goldfinch" is a magazine that introduces children to different aspects of Iowa history. Each issue contains articles that provide in-depth knowledge of a topic about Iowa. The focus of this issue is orphan trains in Iowa it introduces readers to some of the people heroes of modern history who rode the trains west between 1854 and 1929 in search of better lives than crowded urban streets could offer. Articles in the journal include: "All Aboard! The Orphan Trains Come to Iowa" (Katherine House); "The Amazing Journey of Arthur Field Smith"; "Chosen: The Story of Dorothy Urch" (Susanne Leibold); "Clara Comstock: Attempting the Impossible" (Katherine House); "At Home in Maquoketa: Dorothy Buck" (Susanne Leibold); "A New Hope in Iowa" (Susan Smoots); "Madonna Harms: History Keeper!"; "Iowa's Orphans" (Susanne Leibold); and "How Should We View the Orphan Train Movement?" (Katherine House). The journal also includes excerpts from letters of orphan train riders, an interview with an actress who performs her own interpretation of the story of the orphan trains, and the short story, "Carlo's Journey Home" (Norma T. Balding). (BT)
- Published
- 2000
40. A Force More Powerful: A Century of Nonviolent Conflict. Study Guide.
- Author
-
WETA-TV, Washington, DC. and Mogul, Jonathan
- Abstract
This study guide, intended for high school and college classrooms, provides background information, timelines, and program synopses for the various programs which make up the public television series, "A Force More Powerful." The series is about popular movements battling entrenched regimes or military forces with weapons very different from guns and bullets. Forms of noncooperation (such as boycotts, resignations, and civil disobedience) helped subvert the operations of government. Direct intervention in the form of sit-ins, nonviolent sabotage, and blockades frustrated many rulers' efforts to subjugate people. The use of nonviolent sanctions has been far more frequent than usually supposed and has not been limited by the type of regime being opposed or by place or time. News coverage of mass nonviolent action has left the impression that people power comes from the size or energy of crowds that picket in city streets. The true rhythms of nonviolent action are less spontaneous than strategic. It has little to do with shouting slogans and putting flowers in gun barrels; it has everything to do with separating governments from their means of control. The study guide contains synopses of the following programs: "Nashville 'We Were Warriors'" (1959-60); "India Defying the Crown" (1930-31); "South Africa 'Freedom in Our Lifetime'" (1984-85); "Denmark Living with the Enemy" (1940-44); "Poland 'We've Caught God by the Arm'" (1980); and "Chile Defeat of a Dictator" (1983-88). (Contains a list of 48 print and Internet resources and 11 notes.) (BT)
- Published
- 2000
41. Who Won the Cold War? A Learning Packet for Secondary Level Study.
- Author
-
Kansas Univ., Lawrence. Center for Russian and East European Studies.
- Abstract
Realizing that the Cold War is a topic that often is neglected as time runs short at the end of a school year, a group of University of Kansas (Lawrence) educators sought to create effective classroom materials for secondary/community college instructors to teach about the Cold War. The group's main goal was to create a flexible model that encouraged study of the topic for the amount of time available. This Cold War learning packet provides materials and directions to guide students through a research and decision-making activity. Following a brief review of the Cold War period, the materials in the packet lead students to analyze a key Cold War event from both a Soviet and U.S. point of view, using a variety of primary sources. The key event is analyzed using the packet's Cold War Def Con model. The students decide to what level of conflict the event brought the superpowers. The final analysis phase uses this understanding and places the key event into the context of the entire time period, through a series of questions, including, "Who Won?" Included in the learning packet is one event example about the Korean War and copies of primary source documents for the appropriate categories. The packet includes a suggested performance assessment; extension ideas; the Def Con Model; an overview of the Cold War; a timeline of key Cold War events; a Cold War glossary; an extensive Cold War bibliography; instructions to students; various activities; and primary sources (reading materials). (BT)
- Published
- 2000
42. Thaw in the Cold War: Eisenhower and Khrushchev at Gettysburg. Teaching with Historic Places.
- Author
-
National Register of Historic Places, Washington, DC. Interagency Resources Div.
- Abstract
Using primary documents, maps, and visual data, this lesson packet describes how President Dwight Eisenhower working at his Gettysburg, Pennsylvania, farm, which is on the Historic Register of Historic Places, used personal diplomacy to help ease the tensions of the Cold War. The lesson materials can be used in U.S. history units on the Cold War, or in government and world affairs units on negotiation and conflict resolution. The unit outlines objectives for students and gives a list of materials students need for the lesson. The packet includes background materials, maps, readings, visual images, student activities, and a list of supplementary resources. (MM)
- Published
- 1999
43. A Comparative Study of Contemporary Japan in Japanese and U.S. World History Textbooks.
- Author
-
Ogawa, Masato
- Abstract
In both Japan and the United States textbooks are regarded as one of the primary tools for classroom instruction. The curricula for elementary and secondary education is the responsibility of each of the 50 states in the United States. In Japan, the Ministry of Education determines the course of study, and curriculum for elementary and secondary schools is based on the regulations of the School Education Law. A study investigated and compared the treatment of contemporary Japan with a special focus on politics after World War II in world history textbooks widely used in Japan and the United States. Five best-selling world history textbooks in Japan were selected for examination, as were five U.S. textbooks currently approved for use in Georgia schools. Differences were found between Japanese and U.S. senior high world history textbooks including the length of references to post-war Japan and the total number of nouns and proper nouns from the two categories, "People" and "Years." Differences occurred also in the length of passages and content. For example, Japanese textbooks stressed Japan's foreign relations with the United States and China after World War II and anti-nuclear weapons movements, while U.S. textbooks devoted more space to the U.S. role and policies in Japan during U.S. occupation from 1945 to 1951. References to contemporary Japan in Japanese textbooks were much briefer than in U.S. textbooks. Findings gave rise to five general recommendations, four recommendations for Japanese textbooks, and four recommendations for U.S. textbooks. (Contains 6 tables and 65 references.) (BT)
- Published
- 1999
44. Take a Field Trip through the 1990's. Celebrate the Century Education Series.
- Author
-
Postal Service, Washington, DC.
- Abstract
Using the "Celebrate the Century" stamp series, this U.S. Postal Service series commemorates the 20th-century and teaches students about the people, places, and events that have shaped this nation during the past 100 years. Each kit is designed to be taught as a complete and independent unit. This kit, which focuses on the 1990s, contains: (1) 10 teacher's lesson cards; (2) a resource guide; (3) 30 topic cards; (4) 30 student magazines; (5) a poster; (6) assorted other materials for balloting and storage. The 10 lesson topics include: (1) "Celebrate the Century Vote!"; (2) "Let's Get Stamping!"; (3) "A 90's Round Robin Story"; (4) "Windows on the Future"; (5) "Beasty Game"; (6) "Alien World"; (7) "Your Magnificent Museum"; (8) "Dinosaur Dig"; (9) "How Have We Changed?"; (10) "Fun in the Nineties." In addition to these kits, the U.S. Postal Service is celebrating the 20th century by issuing a limited-edition sheet of 15 commemorative stamps for every decade. (LB)
- Published
- 1999
45. Communism and Containment. Grade 10 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.
- Author
-
San Bernardino County Superintendent of Schools, CA. and Durbin, Dennis
- Abstract
This lesson plan sets up a scenario that involves lost, declassified military documents concerning a program begun in 1945 that placed 1,000 men and women in stasis (they were called "sleepers") deep within mine shafts in the mountains of Utah. The program was to provide, in the event of an overthrow of the U.S. government, a means to re-establish the U.S. government and way of life. Student teams must provide a brief but complete history, emphasizing the Truman Doctrine, of the past 50 years for the forgotten, and now-awakened, "sleepers." Students are provided with background information, detailed instructions, online resources, a Web site evaluation form, and reflection questions. The teacher's notes describe the unit's purpose, explain the unit's correlation to history/social science standards, suggest day-by-day teaching strategies, and address adaptations for special needs students. (BT)
- Published
- 1999
46. Woodrow Wilson: Prophet of Peace. Teaching with Historic Places.
- Author
-
National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. and Goehner, Thomas B.
- Abstract
This lesson describes President Woodrow Wilson's struggle with and his ultimate failure at achieving lasting world peace through the League of Nations. The lesson focuses on November 23, 1923, the eve of the fifth anniversary of the Armistice that concluded World War I, when a frail and ill Wilson was ready to deliver a commemorative address by radio from the library of his brick home on S Street in Washington, DC. The lesson could be used in teaching units on foreign policy, peace education, presidential history, or the history of World War I. The lesson objectives are to: articulate the ideals of world peace and world order that Wilson espoused; describe the conflict between Wilson's ideals and the Senate's policy of isolationism; and explain why the ideals of a visionary like Wilson are significant in forming the policies of the government. The lesson is divided into the following teaching activities sections: Setting the Stage: Historical Context; Locating the Site: Maps (Washington, DC, 1914; Presidential Tour, 1919); Determining the Facts: Readings (Wilson's Passion for the League of Nations; The Collision of Ideals and Policy; Wilson's Final Campaign); Visual Evidence: Images (Origin of the League of Nations; The Covenant; The Wilson House; Wilson's Library and Drawing Room; "Three Little Elephants"); Putting It All Together: Activities (Public Speaking; Current Events and Wilson's Peace; Partisan Political Cartoons); and Supplementary Resources. (BT)
- Published
- 1999
47. Holocaust Youth and Creativity.
- Author
-
Clark, Joanna
- Abstract
As Holocaust study for youth becomes integrated into the U.S. educational structure, educators throughout the country are going to need resources that combine history and humanity to convey to young people the impact of tragedy and violence that World War II and the Holocaust had on the youth of a particular time in the 20th century. This paper provides teachers who work with today's youth with a clearer picture of how people of similar ages reacted to Nazism in Europe. A brief history of the time period is outlined in the paper along with an examination of personal diaries and creative works constructed by children and young people in Europe during World War II and the Holocaust. Background information on a wide range of literary and artistic genres is made available to teachers that will be helpful when designing lesson plans that modern young people will find interesting, innovative, and intriguing. (Contains 47 references.) (BT)
- Published
- 1999
48. Culture Shock: A Teacher's Guide To Accompany the Four-Part PBS Series Premiering January 2000.
- Author
-
WGBH-TV, Boston, MA., Jaffee, Cyrisse, and Sharma, Amina
- Abstract
This teacher's guide accompanies the four videos ("Born to Trouble: Adventures of Huckleberry Finn"; "The Shock of the Nude: Manet's Olympia"; "Hollywood Censored: Movies, Morality and the Production Code"; and "The Devil's Music: 1920s Jazz") of the PBS "Culture Shock" series. The guide suggests that the videos could be used in the English/language arts classroom, or as part of an interdisciplinary curriculum they could help sustain either a semester-long inquiry into issues of the arts and intellectual freedom or a chronological or thematic study of the arts in the United States. It explains that since all the videos touch on similar issues and questions, the themes become increasingly complex and interesting as they are considered in relation to different works of art. The guide contains an explanatory section and additional sections on exploring the series' themes and on teaching "Huckleberry Finn" in context. It examines each video separately, with activities and questions: "About the Film" offers a film summary and a brief list of key terms, topics, and people; "Literature Links" offers ideas for using the films in conjunction with books; "Viewpoints" contains quotes, article excerpts, and other primary and secondary sources ideal for student discussion and activities. Each video has its own "Resources" section, while the "General Resources" section lists books, organizations, and Web sites for further exploration. (BT)
- Published
- 1999
49. Take a Field Trip through the 1970s. Celebrate the Century Education Series.
- Author
-
Postal Service, Washington, DC.
- Abstract
This is the first in a series of six kits that the U.S. Postal Service (USPS) is publishing to help teach through stamps the history of the 20th-century and the people, places, and events that have shaped our nation during the past 100 years. Each kit is designed to be taught as a complete and independent unit. This kit, featuring the 1970s, contains: (1) 10 Teacher's Lesson Cards; (2) a Resource Guide; (3) 30 topic cards; (4) Student magazine; (5) a poster; and (6) assorted other materials for balloting and storage. The 10 lesson topics include: (1) "'Celebrate the Century' Vote"; (2) "A Circle Vote"; (3) "Earth Day Every Day"; (4) "Puppet Theater"; (5) "Voice of the Decade"; (6) "Paint by Numbers"; (7) "Understanding Technology"; (8) "Tree of Prejudice, Tree of Freedom"; (9)"Secret Stamp Talk"; and (10) "Fun in the Seventies." Kits are distributed in a kit storage box, with multiple copies of some materials. On the basis of the ballots, the USPS intends to issue a limited edition of 15 commemorative stamps celebrating each decade of the 20th Century. (JH)
- Published
- 1998
50. Take a Field Trip through the 1980s. Celebrate the Century Education Series.
- Author
-
Postal Service, Washington, DC.
- Abstract
This is one in a series of six kits that the U.S. Postal Service (USPS) is publishing to help teach through stamps the history of the 20th century and the people, places, and events that have shaped our nation during the past 100 years. Each kit is designed to be taught as a complete and independent unit. The kit, which focuses on the 1980s, contains: (1) 10 teacher's lesson cards; (2) a resource guide; (3) 30 topic cards; (4) 30 student magazines; (5) a poster; and (6) assorted other materials for balloting and storage. The 10 lesson topics include: (1) "Celebrate the Century Vote!"; (2) "Let's get Stamping!"; (3) "'Rap Up' the Decade"; (4) "Doors to Science"; (5) "Sports Navigator: a Competitive Math Game"; (6) "Commemoration Celebration"; (7) "Video Documentary"; (8) "Aerobic Democracy"; (9) "Cat Tales"; and (10) "Fun in the Eighties." In addition to these kits, the U.S. Postal Service is celebrating the 20th century by issuing a limited-edition sheet of 15 commemorative stamps for every decade. (LB)
- Published
- 1998
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