The Problem with the Expanding Horizons Model for History Curricula

Autor/in	Krahenbuhl, Kevin S.
Titel	The Problem with the Expanding Horizons Model for History Curricula
Quelle	In: Phi Delta Kappan, 100 (2019) 6, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719834024
Schlagwörter	History Instruction; Student Centered Curriculum; Problems; Developmentally Appropriate Practices; Relevance (Education); Critical Thinking; Expertise; Elementary Secondary Education + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Problemsituation; Entwicklungsbezogene Bildung; Relevance; Relevanz; Kritisches Denken; Expert appraisal
Abstract	The history curriculum in the United States, particularly in the elementary grades, has long been in need of a revamp, argues Kevin Krahenbuhl. The predominant model of history education, expanding horizons (EH), which begins with students' local communities and expands outward, is built on incorrect assumptions about what young people are able to understand. In addition, the child-centered nature of the EH approach can lead to "presentism," in which the past is evaluated in terms of present-day understandings. The focus on skills over content in EH also denies the extent to which growth in historical skill requires content knowledge. Krahenbuhl proposes an expertise-oriented approach that includes specific content and practices and a broad and deep examination of content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01