"So What?" Students' Articulation of Civic Themes in Middle-School Historical Account Projects

Autor/in	Hammond, Thomas
Titel	"So What?" Students' Articulation of Civic Themes in Middle-School Historical Account Projects
Quelle	In: Social Studies, 101 (2010) 2, S.54-59 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	History Instruction; Middle School Teachers; Civics; Citizenship Education; Student Projects; Electronic Learning; Reflection; Learner Engagement; Student Reaction; Classification + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schulprojekt; Schülerkritik; Classification system; Klassifikation; Klassifikationssystem
Abstract	Two middle-school teachers incorporated student creation of historical accounts into their history instruction. During these projects, the teachers instructed their students to (1) summarize information presented during classroom instruction on a topic (e.g., the Great Migration) and (2) explain the significance of that topic to the present day. This second component of the task addressed a curricular standard regarding historical thinking, but students' responses referenced themes from citizenship education (e.g., cultural pluralism, social criticism, and national identification). More than eighty student projects were analyzed and coded for themes. This study presents a portrait of ambitious history teaching and suggests a tactic for a civics-infused history education course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10