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Full-Text Articles in Education
Teaching The First American Civilization Recognizing The Moundbuilders As A Great Native-American Civilization, Jack Zevin
The Councilor: A National Journal of the Social Studies
The Moundbuilders are a culture of mystery, little recognized by most Americans, yet they created farms, villages, towns, and cities covering as much as a third of the United States. Social studies teachers have yet to mine the resources left us over thousands of years by the native artisans and builders who preceded the nations European explorers came into contact with after 1492. Several of the Moundbuilder cities grew to sizeable proportions and one in particular, Cahokia, Illinois, not far from East St. Louis became a kind of center for the many peoples inhabiting the surrounding tributaries of the Mississippi …
Feature Films In History, Bryan Jack
Feature Films In History, Bryan Jack
The Councilor: A National Journal of the Social Studies
This essay discusses the use of feature films as historical sources and introduces readers to the ongoing debate among professional historians about films as history, highlighting the strengths and weakness of films as teaching tools. The essay also includes the author's experience with developing a class using historical films.
Gaming In The Gilded Age, Brian Mullgardt
Gaming In The Gilded Age, Brian Mullgardt
The Councilor: A National Journal of the Social Studies
This article presents both a lesson on and research about using a video game to teach history, specifically the game Railroad Tycoon 3 and its use in teaching about the Gilded Age.
Engagement In The History Classroom: Problem-Based Learning And Primary Sources, Lauren Seghi
Engagement In The History Classroom: Problem-Based Learning And Primary Sources, Lauren Seghi
The Councilor: A National Journal of the Social Studies
Too often today, students have to sit idly in a history classroom listening to a lecture or reading out of a textbook which is why many people in society (adults and children alike) do not like or understand the complexity of history. This article argues that in order for students to be engaged in "doing" history in the classroom, they need to take part in problem-based learning (pbl) activities using primary sources from the past.
Preparing History Teachers And Scholars?: Content Exams And Teacher Certification From The Progressive Era To The Age Of Accountability, Richard Hughes
Preparing History Teachers And Scholars?: Content Exams And Teacher Certification From The Progressive Era To The Age Of Accountability, Richard Hughes
The Councilor: A National Journal of the Social Studies
In recent decades states have mandated brief, multiple-choice exams to assess the content knowledge of history teachers for certification. Despite the efforts of college professors to assess student learning through research papers, essay exams, and other assignments, the ability of college students to graduate and become certified to teach history depends on a passing score on a small number of multiple-choice questions. The overlooked story of how standardized testing came to shape the certification of history teachers began at least 80 years before federal legislation such as No Child Left Behind (NCLB). Used in almost every state, such exams undermine …
A Time For Change: Transforming A New Generation Of Students Into Historical Thinkers, Lauren Seghi
A Time For Change: Transforming A New Generation Of Students Into Historical Thinkers, Lauren Seghi
The Councilor: A National Journal of the Social Studies
This article describes the advantages of teaching students how to think historically in the classroom. I contend that teaching students how to think historically and "do" history as historians do will help them understand better both the past and the present world around them. It also provides insight into the work of Stanford University clinical psychologist Sam Wineburg and educators and authors Frederick D. Drake, Sarah Drake Brown and Lynn R. Nelson. Especially important is my analysis of Drake's 1st-, 2nd-, and 3rd-Order document approach. My hope is that this article gives history and social studies teachers a new perspective …
Ethn 201: Introduction To Native American Studies--A Benchmark Portfolio, Margaret Huettl
Ethn 201: Introduction To Native American Studies--A Benchmark Portfolio, Margaret Huettl
UNL Faculty Course Portfolios
This portfolio traces the process of the design, teaching methods, and assessment tools I used in reconfiguring ETHN 201: Introduction to Native American Studies. “Introduction to Native American Studies” (INAS) is an introductory survey course taken either as an elective or as the foundation of a Native Studies minor. The class size is relatively small, capped at twenty-four students. Students who take this course come from a broad cross-section of disciplines in the College of Arts and Sciences and beyond, although perhaps the greatest portion comes from the Humanities. The course serves as an introduction to the interdisciplinary field of …
Narratives Of Place And Land: Teaching Indigenous Histories In Australian And New Zealand Teacher Education, Richard Manning, Neil Harrison
Narratives Of Place And Land: Teaching Indigenous Histories In Australian And New Zealand Teacher Education, Richard Manning, Neil Harrison
Australian Journal of Teacher Education
This article offers a trans-Tasman critique of approaches to the teaching of history in New Zealand and Australia. Taking knowledge out of place and time and presenting it in textbooks is a conflicted task for schooling in both countries. The disembodiment of knowledge in history books has led students to the proclamation that the teaching of history in schools is ‘boring’ and irrelevant to their lives. The authors seek a way out of this dilemma in proposing that the teaching of Indigenous history in schools must recognise that Indigenous historical narratives are intimately tied to the ecologies of places – …