History Curriculum Research Articles

The Role of Archives and Archival Sources in History Teaching in Croatia, Exemplified by the Teaching of Contemporary Croatian History

Focusing on Croatia's primary and grammar school curricula and the content of history textbooks about contemporary Croatian history, this paper examines the integration of archival sources into history education, as well as the role of archives as heritage institutions in history teaching. The use of historical sources, one of the six main technical concepts in the teaching of history, is prescribed according to the curriculum for History for Primary Schools and Grammar Schools in the Republic of Croatia. Historical sources are analyzed both quantitatively and qualitatively, including visual and written sources. Primary or archival historical sources are singled out and described.

교육과정의 교과 편제와 내용조직 비교 연구: 독일의 교과 편제와 역사 교육과정을 중심으로

This study aims to discuss the subject organization and time allocation by linking them to the contents of subject curriculum. To this end, this study compares the subject organization and time allocation of the secondary school curriculum and contents of learning of history subject curriculum by grade using the cases of three German regions (North Rhine-Westphalia, Bavaria, and Baden- Württemberg), in juxtaposition with the grade-specific learning topics in the current history curriculum of South Korea. In Germany, history is allocated a constant two hours per week for six years in grades 5 through 10. The scope of study is dominated by the history of Western Europe and Germany, and is organized to cover ancient, medieval, and modern times in chronological order only one time over the six years. This differs significantly from the curriculum of Korea, where Korean history is taught three times in chronological order for one semester or one year each in elementary, middle, and high school. World history taught once for one year covering all eras in middle school. This study argues the following two points. First, the Secondary Stufe I curriculum in Germany, based on the school system of grades 5-10, covers the content of a subject curriculum in a continuous manner without poses between school levels and grades, and this organization and allocation of time provides a foundation for depth of learning. Second, the Korean history curriculum, which covers the entire chronological period in a single semester or year, needs to be changed to lay the foundation for in-depth learning. In terms of individual students' learning experience and growth, the organization of subject and its content should be discussed beyond the distinction between school levels.

The Meaning of “Domain” in Elementary and Middle School Social Studies and History Curricula

The Meaning of “Domain” in Elementary and Middle School Social Studies and History Curricula

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

An exploratory study of epistemological stances among teachers and secondary IV history students in Quebec

An analysis of the history curriculum (MEES, 2007, 2017) as taught in Quebec Secondary schools shows that it encourages the development of a constructivist view of history, focused on the historical method and on developing skills and competencies in students (Boutonnet, 2017; Cardin, Éthier & Meunier, 2010; Duquette, 2020; Éthier, Boutonnet, Demers & Lefrançois, 2017; Éthier, Cardin & Lefrançois, 2014). Yet some scholars (Demers, 2012; Moisan, 2010; Yelle, 2016) have noted the conflicting presence of two epistemological stances toward history among Quebec teachers: history that serves as a “memory reservoir”, or history as a science that develops intellectual qualities. These diverging views of history can lead to different teaching styles and usage in the classroom. Given tensions in the educational community between the Quebec ministerial exam (Blouin, 2020; Déry, 2016)—which is predicated on the concept that there can only be one correct answer—and the constructivst curriculum, between the stances of the teachers themselves and the representations of history among the general public (Éthier, Lefrançois & Joly-Lavoie, 2018; Rosenzweig, 2000) some questions remain: how do students view the learning of history? How do teachers react to these representations when confronted with them? To answer these questions, we conducted an exploratory study in which 332 students completed a questionnaire (Maggioni, 2010; Maggioni, VanSledright & Alexander, 2009; Miguel Revilla, Carril Merino & Sánchez Agustí, 2017) on their representations of history. We also held interviews with eight teachers to further explore how beliefs and epistemology are constructed in history class. We used these questionnaires and interviews to gain insight into part of this construction.

(Un)critical geographies of race: A critical race discourse analysis of an online local history resource

ABSTRACT Websites that provide accounts of local history represent powerful curricular possibilities for K-12 history teachers and those of all ages who engage with historical narratives centered on place. The extent to which, however, such resources furnish explicitly racialized interpretations of place often determines how educators and learners can use them in social studies contexts. In this critical race discourse analysis, we examined the function of race in Wacohistory.org, a local history website comprised of 200 entries. Drawing on critical geographies of race as our theoretical lens, we found that the website de-racialized Waco’s geography and ultimately overlooked how racial power has shaped the history of this city, and we consider specifically what this oversight meant for Black Wacoans. Thus, we argue that Wacohistory.org discounted how race has historically determined placed-based access and experiences for Wacoans. This study offers implications and recommendations that speak to what was lost in failing to racialize a particular online history curriculum, contributing to the literature concerned with race-evasive spatial histories that ultimately thwart meaningful local historical inquiry and the theoretical prospects that critical geographies of race offer social studies.

Restoring Psychiatric Mental Health APRN Roles: A Report of Innovations in Workforce Development Design Supported by Salutogenic Solutions and an Enduring Educational Frame, Part One.

The change from a clinical nurse specialist to nurse practitioner model has significantly affected graduate education and practice because of emphasis on the dominant biomedical prescriber role, marginalizing the nurse-psychotherapy and consultation-liaison roles fundamental to quality psychiatric advanced practice nursing practice. We report on a four-year Workforce Development Project supported by an academic-practice partnership to restore formation and skill building of the marginalized roles. Part One focuses on program design, the curriculum for nine specialty courses, and the teaching and learning community approach that promotes engagement, faculty commitment, and preceptor recruitment and retention; the creative faculty staffing model is described. The educational frame described includes highlights of teaching/learning strategies drawn from the history of professional formation curriculum rooted in salutogenesis and belonging science, existentialism, solution-focused therapy, modeling and role modeling theory, and Peplau's Interpersonal Relations . There is significant interest and commitment to learning the nurse-psychotherapist and consultation-liaison roles.

Analyzing the Potential of Wanito Sworo Newspaper to Foster Historical Practice Skills in Learning History of the Independent Curriculum through the Cats Strategy

Analyzing the Potential of Wanito Sworo Newspaper to Foster Historical Practice Skills in Learning History of the Independent Curriculum through the Cats Strategy

EXPLORATION OF MULTICULTURAL APPROACHES IN HISTORY LEARNING IN MULTIETHNIC CONTEXTS: CASE STUDY AT SMAN 14 MEDAN

This research aims to explore a multicultural approach to teaching history at SMAN 14 Medan, especially in a multiethnic context. The multicultural approach here refers to the integration of various ethnic perspectives into the history curriculum to increase understanding and respect for cultural diversity. This study was conducted using qualitative methods and data collection techniques through classroom observations, interviews and document analysis. The research results show that the application of a multicultural approach to history learning at SMAN 14 Medan has helped students understand and appreciate cultural differences, as well as increasing student involvement in the learning process. Key success factors include teacher training, teaching materials relevant to multiethnic contexts, and an inclusive learning atmosphere. The implication of this research is the importance of applying a multicultural approach to history learning to enrich students' learning experiences in a multiethnic context. It is hoped that this research can contribute to the development of a more inclusive history curriculum in ethnically diverse schools. By understanding and appreciating cultural diversity, students are equipped with the skills necessary to interact effectively in a multiethnic environment. Teachers, as facilitators, have a key role in creating a supportive learning environment for all students, thereby creating valuable and relevant learning experiences. This research also highlights several limitations, such as the research being limited to one school and the qualitative approach used. Therefore, further research involving a number of schools and using quantitative methods can provide a broader understanding of the effectiveness of a multicultural approach in teaching history.Applying a multicultural approach to history learning not only benefits students academically but also helps prepare them to live and work in an increasingly multicultural society. Thus, inclusive and multicultural history learning is not only relevant in an educational context but is also important for building an inclusive and tolerant society in the future.

THE ROLE OF LOCAL SOURCE MATERIALS IN FOSTERING A LOVE FOR LOCAL HISTORY: PERSPECTIVES OF SMAN 1 MEDAN STUDENTS

This research aims to explore the role of local source material in fostering a love of local history from the perspective of students at SMA Negeri 1 Medan. The research method used is qualitative, with a phenomenological approach. Data was collected through in-depth interviews with 15 students selected using purposive sampling. Data analysis was carried out using thematic coding techniques. The research results show that local source materials have a significant role in increasing students' interest in and love for local history. Factors such as relevance, depth of understanding, and direct experience with local source material influence students' perceptions of the importance and relevance of local history in their lives. This research provides implications for the development of a more inclusive and locally based history curriculum to strengthen students' cultural and national identities. In conclusion, this research makes a significant contribution to the development of a more inclusive and locally-based history curriculum at SMA Negeri 1 Medan. By understanding more deeply the role of local source materials in fostering a love of local history, we can design learning experiences that are more relevant and engaging for students and help strengthen their cultural and national identities.

Analysis of the Islamic Cultural History Curriculum

Islamic Cultural History Curriculum Analysis is an in-depth review of the structure and content of the curriculum relating to Islamic history and culture. This research evaluates the philosophical, theological, sociocultural, psychological and science and technology foundations. The analysis of the history of Islamic education curriculum also provides a foundation for efforts to improve the quality of Islamic education. Evaluation of the curriculum helps identify strengths and weaknesses, so that continuous improvement can be made. The focus of the analysis includes learning objectives, teaching materials, learning resources, and evaluation. The purpose of this study was to analyze the Islamic cultural history curriculum, especially in the Riyadhul Jannah Modern Junior High School with a qualitative case study approach. The results of the analysis of the Islamic cultural history curriculum in general went well with the appropriate planning and implementation stages.

TEACHING HISTORY IN HIGH SCHOOL AS A WAY TO BUILD A COMPLEX OF SELF-IDENTIFICATIONS OF HIGH SCHOOL STUDENTS

This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting its significance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study explores the interplay between historical education and student self-identity, focusing on the integration of multiple perspectives, critical thinking, and ethical reflection in the curriculum. The findings reveal that exposure to diverse historical viewpoints not only enhances students' understanding of history but also actively supports their personal and social identity development. Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity. Moreover, the study addresses the challenges posed by global educational dynamics and the media, which often contrast with the objectives of historical education, suggesting that an enriched historical curriculum can serve as a counterbalance to external influences. The research underscores the need for history educators to adopt inclusive and reflective pedagogical strategies that foster a critical understanding of history while supporting complex identity formation among students. By doing so, history education not only contributes to the academic development of students but also plays a crucial role in preparing them for active and informed citizenship in a democratic society. The study’s recommendations advocate for continuous teacher development and curricular adjustments to better meet the diverse needs of students, ensuring that history education remains a pivotal element of modern educational systems.

Using Holocaust Education as a “Bridge” to Learning about Apartheid in a South African History Classroom: The Development of “Interpretive Frames” through Comparative Histories

Abstract The Grade 9 South African history curriculum teaches the history of the Holocaust as an introduction to the study of apartheid. Students are taught how racial identities are constructed, codified into law, and weaponized for the purposes of discrimination and genocide. They are taught that racialized discrimination can happen anywhere—not only in South Africa—and that we must be vigilant lest it happens again. Curriculum developers—supported by international literature (e.g., UNESCO publications)—believe that learning about the Holocaust will act as a “bridge” to learning about apartheid.1 By teaching young South Africans difficult history that is emotionally, geographically, and temporally removed from their own country, educators believed that students will be better prepared to study the complex history of apartheid. Yet what is the impact of this comparative approach?2 The author’s ten-month ethnographic study explores how Grade 9 students in one majority-White history classroom in Cape Town learned about the Holocaust and apartheid. Developing Epstein’s idea of an “interpretive frame,”3 this empirical study contributes to ongoing debates on whether and how genocides and other atrocities can be meaningfully compared in the history classroom.4 Furthermore, it questions whether using Holocaust education as a “bridge”5 to domestic injustices and persecution will significantly improve historical understanding, tolerance, and moral reasoning.

Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization

ABSTRACT This study explores how Hong Kong’s latest Chinese history curriculum hybridizes Romantic and Enlightened approaches and how that hybridization converges with/diverges from mainland China’s, given the two societies’ increased integration in the People’s Republic of China. Data were drawn from Hong Kong’s and mainland China’s latest junior-secondary Chinese history curricula policies and textbooks and Hong Kong’s earlier curriculum. Despite approaching mainland China’s Chinese history in curriculum structure and promoting China as a unified multi-ethnic nation, Hong Kong’s latest history curriculum retains its earlier orientation towards the Communist Party of China and the Enlightened approach. Hong Kong’s junior-secondary Chinese history curricula try to balance Romantic and Enlightened approaches, while mainland China’s symbolically promotes and selectively uses the latter to serve the former. Theoretical and practical implications and directions for future study are provided.

Historical contextualisation in primary school history textbooks in Ghana

This study focused on how historical contextualisation is reflected in 12 history textbooks for primary schools in Ghana. The study employed a content analysis design to analyse how historical contextualisation is reflected in history textbooks. A multi-stage sampling technique was used in selecting 12 textbooks to represent the 6 classes in the Ghanaian primary school. A thematic matrix was developed from historical thinking frameworks to collect data from the textbooks. Microsoft Excel functions were used to rate the textbooks on a scale of 0–5, depending on the amount of evidence of historical contextualisation. Descriptive statistics and Maton’s (2013) principle of shift in the Semantic Wave were used in the analysis to determine the level of evidence of historical contextualisation in the textbooks. The study established that historical contextualisation is reflected in the history textbooks used in the study. This study contributes to understanding how textbook writers incorporate historical contextualisation within textbook narratives to meet history curriculum requirements. It gives an understanding of how historical contextualisation is needed in history textbooks to promote historical reasoning among textbook users such as teachers and students. Possible implications of the findings are discussed in the main text.

Understand Curriculum History Culture Islam: SKL, KI, And KD That Can Enlighten Generation Young

The subject of Islamic Cultural History plays an important role in forming a young generation with broad insight, noble character and love for the country. The well-structured Islamic Cultural History Curriculum provides a guide for teachers and students in understanding Islamic history and culture comprehensively. The aim of this research is the Graduate Competency Standards, Core Competencies and Basic Competencies in the History of Islamic Culture subject, a description of the abilities that must be achieved by students after completing education so as to enlighten students. The type of research used is literature. The data collection technique was carried out through library research, namely by collecting several articles from journals and books related to the Islamic cultural history curriculum related to SKL, KD and KI. The research results are a more in-depth analysis of KI and KD SKI shows several advantages as follows: 1) Protects the continuity of Islamic values: SKI helps instill Islamic values ​​in the younger generation through understanding Islamic history and culture 2) Increases insight and knowledge: SKI provides students with a broad insight into Islamic history and culture, helping them to understand the world around them better, 3) Develops critical thinking skills: SKI encourages students to analyze information critically and form their own opinions about Islamic history and culture, 4) Increasing tolerance and respect for differences: SKI helps students to understand and appreciate cultural and religious diversity, and increases their tolerance for differences. 5) Preparing students for the future: SKI equips students by helping the younger generation to understand Islamic history and culture better.

Exploring the Ex-Hoogere Kweekschool Purworejo as a Historical Learning Resource for High School Students in Purworejo Regency

This study investigates the educational potential of the Ex Hoogere Kweekschool (HKS) Purworejo heritage site as an interactive and contextual resource for high school history education in Purworejo Regency. Employing a qualitative approach with descriptive analysis, the research integrates observation, interviews, and document review methods. Observations evaluate the site's use in educational settings, while interviews with teachers, students, and site managers offer insights into its application in history lessons. Document reviews provide a historical context and outline prior educational uses of the site. Findings reveal that the Ex HKS Purworejo, built in 1915 by architect BOW J.Th. van Hoytema, significantly enhances students' learning experiences. The site's architecture and historical significance facilitate contextual history education, enabling students to engage directly with the historical environment. Despite its potential to accommodate up to 75 students and teachers and its preservation of 17 buildings in the Indies architectural style along with other authentic elements like ancient garden lamps, the site's use in history education at SMA Negeri 7 Purworejo and throughout the district remains suboptimal. The study emphasizes the importance of incorporating authentic historical resources like Ex HKS Purworejo into the history curriculum. This approach is vital for educators and policymakers in Purworejo Regency to develop strategies that optimize the use of cultural heritage sites in education. Enhancing the use of Ex HKS Purworejo and similar sites can enrich learning materials and offer students dynamic, meaningful learning experiences, fostering a deeper appreciation for their local cultural heritage.

Analisis Kurikulum pada Mata Pelajaran Sejarah Kebudayaan Islam pada Madrasah Aliyah

Understanding the history of Islamic civilization is crucial in addressing modern challenges. This research aims to analyze the Prophet Muhammad's preaching strategy in Mecca and its presentation within the Islamic Cultural History (SKI) curriculum. Employing a descriptive qualitative research design, data were collected through document analysis and interviews with key informants at MAN 1 Cianjur during November and December 2023. The findings reveal that the SKI curriculum effectively integrates historical and religious values, enhancing students' understanding of Islamic history and moral development. The Independent Curriculum's flexibility allows for the incorporation of diverse teaching methods and technological tools, fostering comprehensive evaluations. This research supports previous findings on the importance of contextually relevant pedagogical approaches and contributes new insights into curriculum development for Islamic education. Future research should explore the long-term impacts of this curriculum model and its adaptability to different educational contexts, potentially guiding further enhancements in teaching Islamic history and values.

Unmasking Southern White evangelicalism in U. S. history education: Racialized theopolitical discourses at work

White evangelical churches and organizations play a significant role in mobilizing congregants as participants in the white Christian nationalist movement. This fusion of faith and politics has made white evangelicals “ambassadors” of white Christian nationalism (Miller, 2022). This paper interrogates the history, theology, and politics of white Christian nationalism to understand its influence in the U. S. educational system, specifically its implications for K-12 history curriculum in public schools. Beginning with current legislation around critical race theory, this paper traces the intersection of evangelical and conservative discourse in the Southern United States. This historical analysis shows how the white, Southern evangelical record on race and racism accommodates the theopolitical ideology of the white Christian nationalist movement. This paper argues the current white evangelical challenges to critical race theory and demands to teach “alternative histories” about America’s racial past not only limits discussions around race and power in classrooms but distorts the curriculum with white Christian nationalist tenets disguised as truth.

How SoTL can Inform Teaching Traumatic Histories

Educators charged with teaching histories marked by oppression and violence navigate a challenging duality: they must foster critical engagement and deep analysis of traumatic events without causing secondary trauma to their students, all within the context of growing political pressures on history curriculum in K-12 and higher education. This article, based on the results of a Scholarship of Teaching and Learning (SoTL) study in a college-level war and society course, explores student-identified challenges to learning about the Holocaust as well as their strategies for navigating emotional distress associated with that learning process. The article also considers SoTL-informed pedagogical interventions for teaching hard histories with a trauma-informed approach sharing student reactions to an oral history podcast assignment for supporting thoughtful and effective communication about sensitive topics. Among other results, this study found that students approached learning about the Holocaust with varied and self-aware strategies for emotional regulation, despite the common expectation that it would be difficult to hear about the tragic experiences of others. Students also expressed both general and specific benefits to learning this content, despite the significant challenge of navigating sensitive topics with careful language.