Social and Behavioral Sciences Commons^™

Historical Inquiry: Who Has The Power? Using Film To Introduce Students To Medieval Social Class Structures, Megan Todd, Janie Hubbard

The Councilor: A National Journal of the Social Studies

Using film in the classroom to teach history has long been endorsed as an effective pedagogical method when the lessons’ purposes and goals are clearly supported with facts. This article, which includes a National Council for the Social Studies C3 inquiry-based lesson plan, is targeted for educators who aspire to help students understand basic European Medieval history and engage in critical thinking. Medieval history is listed in many U.S. state curriculum standards and international teaching benchmarks; thus, this lesson contributes a teaching-ready source, particularly to introduce students to historical concepts, geographies, and politics (i.e., power structures). Clips from A Knight’s …

Wak'as, Mallkis, And The Inca Afterlife: The Hydrological Connection Between The Incan Empirical And Nonempirical Worlds, Marius C. Vold

Journal of Undergraduate Research at Minnesota State University, Mankato

The ruling elite amongst the indigenous groups of the Andes region, often referred to as the Incas, were, before European contact, a non-literal society. Therefore, our understanding of their religious beliefs pertaining to the relationship between life and death, and the intricate relationship between this belief system and the environment surrounding the Inca is heavily influenced by post-European contact, often clouded by European propaganda and a lack of cultural relativism. This project aims at exploring the relationship between the hydrological cycle and the Incan empirical and nonempirical worlds by comparing and synthesizing post-European contact written records, ethnohistorical records, archeological evidence, …

History Or Heritage? An Analysis Of Ghana’S Primary School History Curriculum, Charles Adabo Oppong

The Councilor: A National Journal of the Social Studies

Abstract

At a time that history has gained its place in Ghana’s basic school curriculum, considerable differences of opinion arise, not about the subject’s significance in the school curriculum but concerning the legitimacy of the subject title - that is, whether or not the subject should be referenced ‘History of Ghana’ or ‘Heritage of Ghana’. The different opinions reflect Lowenthal’s (1998) observation that history and heritage are separate disciplines. However, the two subjects are often used interchangeably (Mermion, 2012) and “are habitually confused with each other” (Lowenthal 1998, p. x). While expert academics may be at ease with the distinctions …