Realities of the Introduction of Multiple Historical Perspectives during a Middle School Study on World War II.

This paper reports the results of a sub-study in which middle school students were asked to provide their perspectives and understandings of World War II during a study unit and final project. An investigation was undertaken to determine how students' perspective-taking skills were influenced by the use of a variety of teaching methods regarding the War. Two classes of sixth-grade students in rural Georgia were involved in the study, given the opportunity to compare viewpoints about World War II, and hear multiple perspectives about the events surrounding the War by engaging in a variety of activities, including conducting oral histories. Seven case study students were selected for subsequent interviews. Two oral history narrators, U.S. and Japanese World War II veterans, visited the classroom during the 3-week course. A qualitative case study methodology worked well for the research questions and the descriptive findings. Three principal data sources were used: (1) interviews with the classroom teacher and the seven case study students; (2) classroom observations and participation; and (3) student written assignments. Constant comparison was used as a method of data analysis. Findings suggest that various factors influence student historical perspectives. However, this study did not examine prior student historical knowledge and perspectives based on how knowledge was formed outside of the classroom prior to the course. (Contains 28 references.) (BT)