{"title":"Historical Thinking in the Classroom: A Multiple-Case Study","authors":"David Bussell","doi":"10.1080/00377996.2023.2274051","DOIUrl":"https://doi.org/10.1080/00377996.2023.2274051","url":null,"abstract":"AbstractIn recent decades, history and education scholars in the Western world have argued for a constructivist approach to disciplinary thinking in the teaching and learning of History, known as historical thinking. Yet, there has been little classroom-based empirical research exploring how teachers engage with historical thinking theory, enact related practices in the classroom, and, in Canada, utilize historical thinking concepts. The multiple-case study outlined here addresses this gap, by offering descriptive details and insights regarding four Canadian secondary school teachers’ attitudes, understandings, implementation, and applications of historical thinking in lessons and assessments. Differences among these teachers’ perceptions and practices indicate that historical thinking is not a singular pedagogical approach. Yet, common elements revealed two broadly drawn typologies that may serve as inspiration and provide concrete examples for history teachers wishing to develop their own historical thinking practices. Rich descriptions also provide unique insights into how the teachers use their judgment and knowledge in the choices and decisions they make to move theory to practice. Finally, this study offers a methodology for the continued classroom-based study of historical thinking.Keywords: History educationhistorical thinkinghistorical thinking conceptscritical thinkingcurriculum implementationinquiry-based pedagogyteaching practice AcknowledgmentI would like to thank Dr. Ruth Sandwell and Dr. Gillian R. Rosenberg for their editorial support.","PeriodicalId":93719,"journal":{"name":"Social studies (Philadelphia, Pa. : 1953)","volume":"69 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Perpetrator-Centered Narrative of the Holocaust in Social Studies Standards: A Case Study of South Carolina","authors":"Jeffrey C. Eargle","doi":"10.1080/00377996.2023.2269907","DOIUrl":"https://doi.org/10.1080/00377996.2023.2269907","url":null,"abstract":"AbstractIn this study, I used a critical analysis approach to identify and examine the perpetrator- and victim-centered perspectives within the Holocaust narrative of the 2019 South Carolina Social Studies College- and Career-Ready Standards. Given the recent revision of the standards, I compared the 2019 standards to the 2011 South Carolina Social Studies Academic Standards to identify shifts in the prescribed Holocaust narrative. Because the 2019 standards are inquiry-based, I explored the role of perpetrator-centered narratives in relation to inquiry goals. Past studies of the Holocaust in state standards and materials focused on accurate content inclusion. However, using Rubin’s (Citation2020) Jewish critical race framework, this study moves the research in a new direction by examining the text of the Holocaust content in standards for culturally inclusive narratives. The findings of this study indicate that the Holocaust narrative in the 2019 standards was predominantly perpetrator-centered, thereby the marginalization of Jewish voices was embedded in the standards. The findings also demonstrate that developing inquiry-based standards does not guarantee the expulsion of oppressive narratives from standards documents.Keywords: Holocaust educationsocial studies standardssocial studies curriculumdominant narrativescounternarratives Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":93719,"journal":{"name":"Social studies (Philadelphia, Pa. : 1953)","volume":"33 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Limiting Possibilities: The Imagined Futures of Social Studies Teachers","authors":"Elaine Alvey","doi":"10.1080/00377996.2023.2264609","DOIUrl":"https://doi.org/10.1080/00377996.2023.2264609","url":null,"abstract":"AbstractThis paper analyzes the imaginings of sustainable futures and possibilities for action toward these imaginings articulated by social studies teachers. Participant stories about a day in the life of an imagined future largely leave intact major systems and discourses including those which have actively contributed to problems they identify including climate change. I argue that weakened imaginations and aspirations of possibility function to increase toleration for the most traumatic ecological tragedies both impending and already unfolding. Importantly for the field of social studies education, this data illustrates that while teacher participants consistently articulated desires to include issues of climate crisis in their social studies classrooms, they lack robust understandings of the possibilities for action in the face of complex environmental or climate justice challenges.Keywords: Teacher educationimaginationclimate change education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 All participants provided informed consent as approved by the IRB review board of the University of Georgia2 Excerpt can be viewed at https://www.yesmagazine.org/economy/2019/10/16/booksustainable-future-town/","PeriodicalId":93719,"journal":{"name":"Social studies (Philadelphia, Pa. : 1953)","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Pedagogical Value of Museums in the Teaching and Learning of Secondary School History: A Historical Thinking Perspective","authors":"Tendayi Marovah, Hlengiwe Ncube","doi":"10.1080/00377996.2023.2259834","DOIUrl":"https://doi.org/10.1080/00377996.2023.2259834","url":null,"abstract":"AbstractUsing historical thinking for analyzing the teaching and learning of secondary school history, this paper contributes to literature and debates on the pedagogical potential of museums in this endeavor. Despite the existence of museums and expansive literature on their historical significance in various world settings, there has not been much effort to connect history teaching and learning to this institution. Drawing our arguments from literature on historical thinking and museum studies, we explore the value of museums in the teaching and learning of secondary school history. We commend the inherent value in museums if their educational programs are packaged effectively for this purpose. Apart from connecting learners to cognitive activities as well as fostering an understanding and application of its disciplinary competencies, museums also engage with elements of historical thinking. Disciplinary competencies of history include critical thinking, extrapolation, evaluation of sources and detection of bias. Elements of historical thinking which makes museums stand out as potentially significant in secondary school pedagogy are empathy, historical significance, primary source evidence, cause and consequence and continuity and change. However, despite their esteemed pedagogical value, operationalizing teaching and learning of history using various museums facilities comes with several challenges which include high cost of organizing lessons, a strain on the school timetable, complexities associated with logistical and legal demands of out of school visits. Nonetheless, several innovations can be used to deal with such challenges.Keywords: History educationhistorical thinkingmuseumspedagogy AcknowledgmentsThe ideas discussed in this paper primarily stem from the individual research projects conducted by Tendayi and Hlengiwe. Tendayi’s examination of the pedagogical value of museums in teaching secondary school history benefits from the support of the Arts and Humanities Research Council with the grant reference number AH/T005459/1 in which BaTonga Museum is a key partner. Hlengiwe’s application of the historical thinking perspective stems from her current doctoral studies at the University of Johannesburg, South Africa.Disclosure statementWe declare that we have no known conflicting financial interests or personal relationships that could have influenced the research presented in this paper.","PeriodicalId":93719,"journal":{"name":"Social studies (Philadelphia, Pa. : 1953)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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