...Hugh D. O'Donnell Purpose This study investigates whether historically structured board game ( HSBG ) simulations can foster historical empathy and moral reasoning when teaching the Northern Ireland Troubles – a contested history largely absent from formal curricula. It examines participant...

... stories of the movement and accompanying primary sources. Practical implications Teachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where...

... for students. While students learned factual information about World War II, they struggled to relate the teacher's themes to World War II. Originality/value This study adds insights about teaching and learning history in a CCS and highlights the need for more research to explore what and how students...

...Robert Alan Liftig Purpose Using primary sources, such as memoirs, letters and diaries, rather than relying solely on secondary sources (i.e. the textbook) is a more effective way for students to appreciate the lived experiences of those who were present when the history was made. This article...

...Carly C. Muetterties; Erin A. Bronstein Purpose This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of both inquiry and historical empathy in bridging history instruction...

... of new knowledge, developing important social studies skills, and representing their knowledge. More specifically, students used historical evidence to present humanized versions of history through personalized narratives. These outcomes suggest that the integration of art and visual production can...

... and Levstik (2015) define it, means understanding “knowledge of the past depends on interpretation of evidence, that people disagree over such interpretations, and that history can be understood only by considering perspectives different from one’s own” (p. 36). By examining primary source texts and artwork...

...Joshua L. Kenna; Stewart Waters We expand on the use of monuments and memorials in the social studies classroom, while further promoting a more inclusive curriculum that better represents women in the social studies. The way and frequency in which history textbooks and social studies classrooms...

..., and primary source documents are important but fail to create changes in students perspectives because there is little space for students to become more empathetic and apply history to current world events. Providing students with texts including narratives, poetry, and first-person accounts can add humanity...

...Kay A. Chick; Stacey Corle This study analyzed gender balance in the texts and illustrations of three recently published, high school US history textbooks and one alternate volume of American history. In all of the American history texts analyzed there were significantly more males than females...

... by Common Core Standards for History/Social Studies. We then examined the necessary elements for properly planning and conducting field trips, which we referenced as the Field Trip Effectiveness Model. Sample ideas for field trips such as: art and history museums; living history experiences...

... social studies history Social Studies Research and Practice www.socstrp.org Examining Race from Within: Black Intraracial Discrimination in Social Studies Curriculum Christopher L. Busey Kent State University Teaching about matters of ethnicity, race, and culture in the social studies...

... Liberty Civics Education History Social Studies Research and Practice www.socstrp.org Liberty and the Pursuit of Happiness? Lois M. Christensen Melissa G. Whetstone University of Alabama at Birmingham Although the civil rights movement in the United States occurred more than 50 years ago, voter...

...Yonghee Suh This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching...

... be implemented into a secondary geography or history classroom. Emerald Publishing Limited 2012 Geography Cultural Geography Monuments Memorials History Instruction Social Studies Research and Practice www.socstrp.org Monuments All Over the World: Using Historical Monuments to Teach Cultural...

... encourage children to learn more about the lives of women who changed our nation not only during Women’s History Month, but throughout the year. Finally, this article discusses tips for engaging both girls and boys in the study of women’s history. * Contact Information: Kay Chick 3000 Ivyside Park...

...Chrystal S. Johnson, PH.D.; Chris McGrew This article presents an ecologically informed approach for comprehending the nature of and perceived changes to the relationship between Indiana’s kindergarten-5 classrooms and public history institutions. This perspective offers a lens for understanding...

.... * Contact: Dr. John H. Bickford III jbickford@eiu.edu Emerald Publishing Limited 2011 Social studies history political cartoons teaching and learning class discussion criticality expressivity Social Studies Research and Practice httpwww.socstrp.org Students Original Political Cartoons...

...Jeanne Swafford; Carol P. McNulty History involves the study of people and the times and places in which they lived. Traditional instruction often is dominated by an emphasis on decontextualized facts, dates, and events. Too often, the study of history becomes lifeless and monotonous because...

... agency. The paper concludes with a set of four key questions that teachers and students can apply to historical fiction to help students refigure the ways in which they construct knowledge about the past. agency children’s literature historical agency historical fiction history Social Studies...