High School History Textbooks Research Articles

History teachers’ opinion about the 11th grade history textbook

Textbooks are one of the most widely used teaching materials in history lessons. History textbooks are important resources that facilitate the achievement of learning outcomes and ensure the realization of the curriculum. The newly prepared 11th Grade History Textbook and Program were implemented in the 2017-2018 academic year. This study aims to determine the evaluation of history teachers regarding the physical design, educational design, use of visual materials, and assessment and evaluation of the new 11th-grade history textbook. The textbook was developed in accordance with the curriculum change implemented by the Ministry of National Education in 2018. The universe of the study is history teachers who utilize the 11th-grade history textbook published by the Ministry of National Education in Türkiye. The study sample consists of history teachers working in Kırklareli province during the 2019–2020 academic year. While choosing the sample, the "cluster sampling" technique was preferred. The IBM SPSS Statistics 20 program was used to analyze the collected data. The descriptive statistics of the collected data are given in detail. At the end of the independent sample t-test and variance analysis, it was investigated whether teachers' attitude levels toward the subject of "Evaluating High School History Textbooks" showed a statistically significant difference according to the variables "age," "years of experience, "and "the department of graduation.". It was determined that teachers' attitude levels toward the "Evaluation of High School History Textbooks" showed a statistically significant difference based on "Age" and “the Department of Graduation” variables (p

A Study on the Perceptions of Southeast Asia in High School History Textbooks of Korea, the United States, and China

A Study on the Perceptions of Southeast Asia in High School History Textbooks of Korea, the United States, and China

An Analysis of the Formation and Solidification of Group Concepts in Taiwan During the Japanese Rule and Postwar Periods

This paper presents a comparative analysis on Taiwans behavior under different colonizers during distinct historical periods: Japanese rule (1895-1945) and the post-war era (1945-present). The objective is to examine and compare the formation and solidification of group concepts in these two situations. An intriguing finding is Taiwans decision to relinquish its Chinese identity and instead refer to Japan as its mother country in high school history textbooks. This shift raises questions about the underlying psychological phenomena driving Taiwans reaction. The study hypothesizes that such behavior can be attributed to the influential power wielded by social leaders, who shape the environment to align with their desires and mold the perception of Japan as a country rather than a colonizer. Encounters with diverse individuals stimulate different levels of identity, leading to the solidification of group concepts. This distinction between cultural influences and national favoritism is particularly notable during the two periods of rule under consideration. While the Japanese rule played a significant role in Taiwans development, the passage of time has contributed to a growing societal awakening of consciousness. Consequently, a favorable view of Japan has emerged, accompanied by an increased sense of subjectivity within Taiwan. In conclusion, this analysis suggests that Taiwans response to different colonizers can be best understood as a psychological phenomenon inherent in human behavior. It is heavily influenced by the manipulation of social leaders, who shape the environment, as well as the solidification of group concepts through encounters with diverse individuals.

Migration and Representation of Migration in Turkish High School History Textbooks

Migration and Representation of Migration in Turkish High School History Textbooks

Comparative Analysis of G30S PKI Materials in High School History Textbooks

This study aims to compare the material of the 30 September Movement (G30S) PKI in textbooks between the 1994 Curriculum by I Wayan Badrika and the 1994 Curriculum Perfected Based on the 1999 GBPP Supplement by Siti Waridah et al. This research was conducted to understand the differences in the presentation of material, points of view, and learning approaches used in the two curricula. The content analysis method was used to analyze the G30S PKI material in the textbooks used in both curricula. The results of this study show significant differences in the presentation of PKI G30S material between the 1994 Curriculum and the 1994 Curriculum Refined Through the 1999 GBPP Supplement. Differences were found in the material's content, where the 1994 Curriculum placed more emphasis on certain aspects of the PKI G30S events, while the 1994 Curriculum Refined Through GBPP 1999 Supplements has more comprehensive information. In addition, there are differences in viewpoints and interpretations of the event, with the 1994 Curriculum Enhanced Through GBPP Supplements 1999 showing a more inclusive and critical approach. The research also highlights a change in learning approaches, where the 1994 Curriculum Refined Through GBPP 1999 Supplements adopted a more active, participatory, and skills-based approach. In contrast, the 1994 Curriculum tended to use a more authoritative approach. In addition, this study shows changes in public responses to the presentation of PKI G30S material, reflecting changes in social values and views. The results of this study have important implications for developing a more objective and inclusive history curriculum.

Deconstructing modernism discourse in Indonesian history textbooks during the military regime (1975–1998)

This study aimed to criticize modernism discourse in Indonesian high school history textbooks. It focused on (1) The history textbooks’ modernism discourse as a national identity and (2) The weaknesses of modernism as a national identity. A total of six history textbooks from 1975 to the 1994 curriculum were examined using the Discourse Historical Approach (DHA) developed by Martin Reisigl. DHA combines theory, method, and methodology with empirical data-based study practice. The analysis used arguments as speech acts in statements to support the truth claims validity. The results showed that history textbooks discourse that the Dutch colonial government left economic exploitation and began cultural association to help Indonesia become a modern nation. However, the narrative lacks supportive arguments and empirical shreds of evidence. The modernism discourse is accurately described as an orientalist works, supporting that the Indonesian culture is static and developed with Western influence.

21세기 남북한 고등학교 역사 교과서의 민족 정체성 교육

This article compares the national identity education of the recent high school history textbooks in the two Koreas. The 21st two Koreas’ high school history textbooks have held national identity education from the viewpoint of the primordial formation and perennial development of nation. South Korea has tried to overcome its exclusive national identity education through the 2015 curriculum revision but is still understanding nation based upon the notions of the bloodline and ethnicity. Similarly, North Korea has politically utilized the bloodline-centered notion of nation through fusing the notion of the Dangun nation into the Jeche idea since the 2013 curriculum revision. Through comparative analysis of Korean history from ancient history to modern history, this article examines the primordial and perennial discourse of nation in the two Koreas’ high school history textbooks.

America and the Holocaust: A Documentary History Rafael Medoff

This work is much more than a documentary history. Rafael Medoff, one of the foremost authorities on American responses to the Holocaust, presents an excellent overview of the subject, drawing oncutting-edge scholarship in the field and providing an in-depth analysis of primary sources. Medoff addresses a wide array of convergent issues. Readers at all levels—scholars of the Holocaust, as well as university and high school students encountering this material for the first time—will find much of value on the Holocaust, the Roosevelt administration, World War II, and antisemitism. Few college or high school history textbooks have devoted serious attention to American responses to the Holocaust. This volume’s publication is particularly important because of recent efforts by the American educational system to universalize the Holocaust. The arrangement of America and the Holocaust is roughly chronological, beginning with contrasting views of Hitler advanced by two prominent American journalists during the first months of Hitler’s administration in 1933. Veteran foreign correspondent Dorothy Thompson warned presciently in May 1933 that the Nazi government’s objective was “utterly to destroy German Jewry” (p. 5) within a generation by systematic economic strangulation and deprivation of educational opportunities. By contrast, Anne O’Hare McCormick of the New York Times in July 1933 provided Hitler a platform to justify his antisemitic policies.

Climate change discourse in U.S. history textbooks from California and Texas

Anthropogenic climate change is a scientific fact, but U.S. public discourse around the issue remains mired in controversy, including in education. Our study leverages natural language processing methods to give a precise look into the extent to which climate change-related topics are covered in 30 of the most widely used high school history textbooks in California and Texas. We find that history textbooks situate climate change-related topics within narratives of U.S. progress and development, and focus on the role of government in climate action. Consistent with analyses of science curricula, we also find that history textbooks emphasize controversy in climate discussions. Despite differences in state-level standards, the content of textbooks in California and Texas is surprisingly similar in the extent and nature of climate change-related discourse. Our study indicates that history textbook reform is an important arena for expanding and improving climate change education.

Politics of the Visible and the Invisible

Abstract In this article, we analyze and compare photographic images from some of the most widely circulated Japanese and American high school history textbooks regarding their treatment of the Pacific War. We focus on the visual component of war technology, the atomic bombings of Hiroshima and Nagasaki, and the visibility or invisibility of women, especially regarding the comfort women issue. We argue that images in the textbooks are articulated by a dialectic relationship between the visible and the invisible as a political question, thinking about the “off-screen space” as the structural principle of what we see. The textbooks’ visual memories about the Pacific War are not only influenced by what is shown but also by what is omitted and virtually depicted in the surrounding media.

Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019

ABSTRACT Formal schooling in the U.S. has a long and violent history towards Indigenous peoples, today morphing into exclusion and erasure. Using a novel longitudinal dataset of U.S. textbooks (n = 193) from California and Texas, published from 1850 to 2019, we seek to shine light on the issue through a comprehensive analysis of depictions of Indigenous peoples in high school history textbooks. Despite extensive violence, over time, we find parallel increases in mentions of Indigenous rights in the two states. We complement this longitudinal analysis with a detailed snapshot of the linguistic nuances in a sub-set of the contemporary books in the sample (n = 33) via natural language processing (NLP). We again observe similar patterns between states, but we find that most of the discourse sentiment is negative and focused on historic conflicts with the state and settlers. Although rights are mentioned, it is only in passing discussions. Our findings illustrate that the rise of liberal narratives of equality still permit a high degree of marginalization of minorities. Further, the similarities between states supports theories that view the production of this curricular content is primarily a product of national or global processes.

Японы дунд сургуулийн сурах бичиг дэх “Хубилай хааны довтолгоон”-ы талаарх бичвэрийг харьцуулах нь

Junior high school history textbooks in Japan “Gennkou” was examined to compare with trаdi tional textbooks for each existing textbook publisher that you have written what. The textbook is the sec ond time“Gennkou”civilian had been deployed to active behind the hostile relations between the govern ments of the time have been written at some length about the Travel Zen and trade, I want to take even m ore about.

중고등학교 역사교과서의 가야사 인식과 이미지텔링 - 텍스트 네트워크 분석을 중심으로 -

This article examines the correlation between key keywords and keywords through text network analysis of Gaya history in middle and high school history textbooks, and studies the causality of Gaya"s perception and image-telling process. In history textbooks, first, Gaya tends to be dealt with in relations with the Three Kingdoms. This was confirmed through the frequency of simultaneous appearance of ‘Three Kingdoms’ and ‘Gaya’. Second, the frequent appearance of ‘Baekje’ and ‘Gaya’ was mobilized to explain the destruction of Gaya, and the appearance with other keywords was poor. Third, the key keyword with the highest frequency in the narrative related to Gayasa was ‘Federation’. The ‘union’ correlates with the ‘centralized state’ and has a network structure that leads to ‘growth’ and ‘development’. It was also confirmed that “Federation” was a keyword mobilized to describe Gaya as the same “Federal Kingdom” as Buyeo or to describe a country that failed to grow into a centralized state from the “Federal Kingdom.” It describes the process of the fall of Gaya as not being able to achieve centralization by maintaining its own power or maintaining its own political base. Compared to Goguryeo, Baekje, and Silla, which coexisted at the same time, it is seen as lacking and weak. Through history textbooks, Gaya"s national image is image-telling in a way that falls short of ‘growth and development’.

The Visual Representation of the Ottoman Turks in Hungarian High School History Textbooks (Between 1879-1990)

16. ve 17. yüzyılların büyük kısmında yaşanan Macaristan’daki Osmanlı hâkimiyeti dönemi Macar toplumsal belleğinde son derece önemli bir yere sahiptir. Bunun başlıca nedeni Macar lise tarih ders kitaplarında uzun uzadıya anlatılarak resmî eğitim yoluyla nesilden nesle aktarılmasıdır. Ders kitaplarındaki metinlerin incelenmesiyle bir milletin diğerine dair ön yargılarını ve basmakalıp fıkirlerini yorumlamayı kendisine görev bilen imgebilim çalışmaları, görsellerin irdelenmesine gereken ilgiyi göstermeyerek imgeleri oluşturan bazı önemli ögeleri göz ardı etmektedir.
 Amaç: Bu çalışma kapsamında ders kitaplarındaki görsellerin incelemesi esnasında dikkat edilmesi gereken hususlar tespit edildikten sonra, Macaristan’da 1879 ile 1990 yılları arasında kullanılan lise tarih ders kitaplarında 16–17. yüzyılların bağlamında başvurulan görseller incelenmiştir.
 Yöntem: Bu minvalde Osmanlı/Türklerin hangi semboller eşliğinde, nasıl duygular uyandıran sahneler içinde resmedildiği araştırılmıştır.
 Bulgular: Böylece Macarların toplumsal hafızasında var olan Osmanlı/Türk imgesinin görsel bileşenleri belirlenip değerlendirilmiştir.
 Özgünlük: Bu itibarla mümkün olduğu kadar fazla değişkenin hesaba katılmasıyla Macarların Osmanlı/Türklere dair benimsedikleri imgenin daha kapsayıcı ve açıklayıcı bir yorumu oluşturulmaya gayret edilmiştir.

A Comparative Study of the "Late Qing History" Text System in Chinese and American High School History Textbooks

As the most important vehicle of knowledge in history teaching, the history textbook is the basis and prerequisite for successful history education. As the foundational structure in history textbooks, the text systematically presents a complete as well as comprehensive overview of the historical process, reflecting important events, people, and phenomena in the development of history. It defines the depth and breadth of the content of history instruction in order to safeguard the goal of teaching history as a nurturing and developing subject. In both countries, the history of the late Qing Dynasty has a relatively important place in high school history teaching, but the selection of knowledge points and the presentation of ideas in the content of the history of the late Qing Dynasty have their own distinctive characteristics. Therefore, this paper aims to present the differences between the content of the two editions of "History of the Late Qing Dynasty" through a comparison of the content selection and presentation of historical events in the Chinese and American textbooks, and to touch upon the root causes behind the differences.

High School History Textbooks and the Causes of the Great Depression: Missing the Obvious

Years ago, it became established that the severity and length of the Great Depression were due largely to misguided Federal Reserve monetary policy and the resulting catastrophic bank failures. This result is confirmed by surveys of scholars in the area and books specifically written on economic history. Yet the leading textbooks used in high school US history fail to reflect these findings. The texts (1) tend to ignore the recognized causes of the Great Depression’s severity and (2) overstate the role of other causes rejected by the majority of economic historians. After laying out this curious disjuncture, this article presents curricular resources to help high school teachers more accurately present the Great Depression’s causes.

2015 개정 중․고등학교 역사교과서의 조선후기사 서술 관점과 새로운 서사의 모색

The current middle and high school history textbooks under the Revised Curriculum of 2015 are the first history textbooks developed amid the growing social interest in the importance of authorized history textbooks after the regime''s attempt at replacing old history textbooks with new government-designated ones. Today, authorized history textbooks are oriented toward the development of textbooks to present diverse perspectives reflecting the changing situations of the times and the research achievements of the academic circles instead of textbooks containing only a single perspective under the guidance of the government. The description perspective of a textbook serves as a starting line to establish what and how to look at history for students. In the current history textbooks, the perspective for the description of political history finds the accountability of the ruined nation in the failure of political management from factional politics to power politics. The economic and cultural history is described from the perspective of development with the symbolic elements of Western modernization set as a standard of pursuit. The social history describes the social class system and the rural community society from the perspective of discrimination and conflict. The current history textbooks keep almost the same perspectives and descriptions as the old government-designated textbooks within their larger framework of depicting the aspects of Joseon in its latter part. History textbooks need to have a narrative transition and offer students a chance to understand the times from more diverse perspectives so that they can align with the goals oriented by today''s history education. The descriptions of political history should help students figure out the various patterns of political management and changes during the latter part of Joseon according to historical causal relations. The descriptions of economic and cultural history should focus on development as an objective phenomenon based on proof and comparison and present reasonable historical meanings accordingly. The descriptions of social history should move students closer to the reality of Joseon society during its latter part based on the coexistence of conflict and integration. These proposals will hopefully lead to description changes in history textbooks through collaborations among researchers, teachers, and people concerned.

The The Presentation Quality of Indonesian High School History Textbooks During the New Order Administrative and After (1975-2008)

This study aimed to analyze the presentation quality of history textbooks used for the national curriculum 1975-2008. The function of the Presentation is to develop students' independent learning. The method used in this study is content analysis. Contents of the history textbooks were analyzed and assessed for presentation aspects using the textbook criteria developed by the Board of National Standards for Education. The result shows that attention for Presentation began on history textbooks for the 1984 curriculum and grew in the following periods of curriculums. The presentation aspects of the history textbook achieved their peak on the 2006 curriculum, where the Board established textbook criteria in selecting textbooks for Indonesian schools. One of the criteria was presentation aspects

An Examination of the Association between Visual Images and Texts in History Textbooks

This study aims to determine the way in which the visuals in the high school history textbooks are associated with the related texts. It was structured as a qualitative research based on document analysis. The data sources of the research consisted of ninth, tenth and eleventh grade history textbooks prepared and published by the Turkish Ministry of National Education. The findings reveal that there are a total of 669 visuals, 234 in grade nine, 247 in grade ten, and 188 in grade eleven textbooks. The cover images of the textbooks were also analysed. The findings of the study shows that the cover images in the ninth and tenth grade textbooks reflect the content to a limited extent, while the one in grade eleven textbook is far from representing the content. In addition, although the number of visuals in each of the examined textbooks is high. It was found out that only a limited number of the visuals are implicitly associated with the texts, while most of them are associated with the texts in a limited scope. In addition, it has been seen that a small number of images are not related to the texts around them.

Perpetuating the past: U.S. high school history textbooks and systemic racism

ABSTRACT While decades of scholarship demonstrate that U.S. history textbooks have incrementally told a fuller story of U.S. history, our review of nine prominent high school history textbooks illustrates how these texts perpetuate systemic racism and uphold the socially constructed centering of whiteness. Those contemporary textbooks’ accounts of 13 unjust government actions directed against different minoritized groups reveal three narrative strategies that continue to displace systemic racism from the nation's narrative: omitting refuses to acknowledge the existence of unjust actions; minimizing reduces the pernicious effects of those actions; and severing disconnects those actions from governmental culpability. We conclude with recommendations for how textbook creators might work against the systemic racism that has permeated the collective memory of the U.S..