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Descriptors:
Teaching Methods; Preservice Teacher Education; Methods Courses; Preservice Teachers; Historiography; History Instruction; Teacher Educators; Field Trips; Local History

Abstract:
Despite more than a decade of groundbreaking research on the advantages and need for more historical thinking and historiography in middle and high school history classrooms, many students continue to receive only modest exposure to these teaching concepts and related strategies. Research indicates that middle and high school students who are not regularly engaged in historical thinking, including the practice of historiographic analysis, often lack skills to process, analyze, or evaluate the past. Perhaps it is not surprising that studies also show students commonly respond to history content and concepts with a general apathetic detachment, and may fail to develop critical understandings of the human condition, past and present. Evidence suggests this apathetic response among students may be traced to testing schedules and the manner in which massive amounts of seemingly disjointed history content is presented. However, it may also be traced to preservice teacher preparation. Although it is likely most secondary social studies methods instructors now introduce concepts and strategies related to historical thinking and historiography, many preservice teachers continue to encounter barriers that dissuade and distract them from honing these skills when they enter the classroom. There are two overarching problems that continue to obstruct a broad implementation of these new ways of perceiving and studying history: (1) many preservice teachers do not have deep backgrounds in historical thinking and historiography; and (2) many middle and high schools do not present preservice teachers with an environment conducive to new or nontraditional--and often time-consuming--strategies. This paper is intended to discuss these and other challenges the author has encountered as a methods course instructor when training preservice teachers in the use of historical thinking and historiography, and to share a project developed to encourage preservice teachers to think historically and engage in historiographic analysis on their own, so to better enable them to engage their students with these dynamic strategies. (Contains 1 figure and 15 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rhetoric; Writing (Composition); Historiography; Scholarship; Educational Change; Minority Groups; Disproportionate Representation; Inclusion; Intellectual Disciplines; Local History; Writing Instruction; Taxonomy

Abstract:
Rhetoric and composition historiography has recently undergone a rapid transformation as scholars have complicated and challenged earlier narratives by examining diverse local histories and alternative rhetorical traditions. This revisionist scholarship has in turn created new research challenges, as scholars must now demonstrate connections between the local and larger scholarly conversations; assume a complex, multivocal past as the starting point for historical inquiry; and resist the temptation to reinscribe easy binaries, taxonomies, and master narratives, even when countering them. This essay identifies and analyzes these challenges, posits responses to them, and suggests exemplars for future practice. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Geographic Location; Place Based Education; Local History; Perspective Taking; Experience; Reader Text Relationship; Reading; Role; Information Seeking; Emotional Response; Emotional Experience; Recreational Reading; Identification (Psychology)

Abstract:
Place: what a great theme for an English teacher's conference, in this official Year of Reading. It's such a conceptually rich and emotionally resonant topic through which to explore the many pleasures and challenges of reading; for teachers, and for students. For place is not only a physical location; it is also a powerful idea and a powerfully lived experience. People forge their various identities--familial, cultural, sexual, vocational--in particular places. Places also have histories. Place can also be about the pleasure of recognition. The fiction of Tim Winton and Robert Drewe, for example, relies heavily on this kind of appeal. Readers recognise a beach or river, coastline or street, and experience a sense of personal connection, even ownership. While this sense of recognition, which gives value to the local and regional, is an important means of contesting the cultural cringe, it is also a parochial and deeply reassuring kind of pleasure, and is surely one of the reasons for the enduring popularity of these writers. But books can also imaginatively transport individuals to unknown or unfamiliar places, and in so doing educate, exhilarate or utterly confound them. Representations of place are always perspectival, mediated by the observer's values, beliefs, history, his or her position in different systems of power. The ideological nature of place is a crucial issue, precisely because it raises these important ethical and political questions about identity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Robotics; Local History; Historians; Technology Education; Computer Assisted Design; High School Students

Abstract:
The mysteries of the deep aren't always unsolvable. The students of Natick (Massachusetts) High School's robotics club and robotics courses took on a project that resulted in their locating and remotely exploring a barge that sank in Newfound Lake in New Hampshire, likely in the early 1900s. They did it by designing, building, and operating three remotely operated vehicles (ROVs). Natick High School's A+ Certification class had built an ROV in 2008 that re-discovered the Stella-Marion wreck that towed the elusive barge. The objective of the activity was to develop students' technical skills using SeaPerch base models as the starting point for modification. The students and their advisor, technology teacher Doug Scott, aimed to locate and document a circa 1902-built barge with the modified SeaPerch ROVs, then to report their findings to interested historical groups and to showcase the students' work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Oral History; Local History; Dance; Dance Education; College Students; Service Learning; School Community Relationship

Abstract:
This project used oral history contributed by community story-tellers as source material for choreographic work performed in the community. The oral histories focused on four major areas: arrival (migration), social life, spirituality, and segregation/civil rights. Public performances took place at the university, local schools, and the community center in the neighborhood on which the choreographic narrative was based. The project involved processes for representing a multigenerational, multiracial community history while at the same time meeting the pre-professional educational needs of student dancers. These processes, some known in community theater and community dance projects, provide a basis for reflection on combining student and community goals in dance and other performing arts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Local History; Semi Structured Interviews; Structured Interviews; History Instruction; Historical Interpretation; European History; Student Attitudes; Cultural Education; Social Environment; Teaching Methods; Instructional Effectiveness; Curriculum Evaluation; Convergent Thinking; Controversial Issues (Course Content); Adolescent Attitudes

Abstract:
This study illustrates the processes by which 8 pairs of adolescents in Northern Ireland struggled to come to grips with tensions between school and community history. Findings are based on data collected through open-ended, semi-structured interviews with students from a variety of backgrounds. Although these students appreciated the attempt by schools to present a neutral and balanced approach to the past, many had difficulty fully engaging with alternative historical perspectives. These findings suggest that a balanced history curriculum may fail to challenge students deeply enough to help them integrate competing views of the past in ways that withstand community pressure. Greater engagement with multiple historical perspectives may require that schools address the affective component of contentious history, that they help students reflect on contemporary representations of the past, and that they expose students to the diversity of perspectives that exist within seemingly monolithic political and religious categories. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Trips; Local History; Place Based Education; Science Instruction; Cultural Influences; Science Activities; Natural Resources; Handicrafts; Wildlife; Pollution

Abstract:
Place-based education is a form of teaching and learning that allows the teacher to understand the cultural norms of the learners and ensure that cultural norms and local content are reproduced within the classroom so that learning is meaningful, student-centered, and applicable. The traditional definition of place-based education focused on integrating the local environment into science topics, but the definition has evolved to include the incorporation of the local community, its history, culture, and people (Smith and Sobel 2010). This type of teaching and philosophical reasoning is focused on making classroom content more meaningful to students by connecting the content to the lives of the students through local awareness, issues, and people. The methods associated with this philosophy include field trips, local guest speakers, lesson plans focused on local topics, and activities or labs focused on the natural settings around the school or community. The authors strived to achieve just that, exposing students to a local culture and science environment that immersed students in the local heritage, history, and cultures surrounding sweetgrass baskets, weaving with the ecological landscapes and ecosystems. Although place-based education can be used for the study of any subject related to the local community and culture, the authors concentrated mostly on the science of the surrounding estuaries coupled with local history and culture. This article discusses how students gain a sense of place during an integrated unit featuring a Lowcountry plant. (Contains 3 resources and 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Oral History; Local History; Expertise; Secondary School Teachers; Memory; Research; Cooperation; Partnerships in Education; Higher Education; College School Cooperation; Secondary School Students; College Students; College Faculty

Abstract:
In spring of 2010, three high school teachers and their students paired with a college teacher and her advanced writing class to collaborate on oral history research and writing. While many people think of oral history as "just stories," the authors introduce it to students as a rigorous method for documenting historical events, cultural practices, and the rituals of everyday life. When students interview real people in their communities, they develop a more personal engagement with local history and a greater investment in purposeful research and writing. In this article, the authors discuss how they sent students out to interview historically important members of their local community. The students researched before interviews, arranged the interviews, transcribed their conversations, and triangulated their data with other information to make genuine contributions to a rich oral history. Through this project, they learned that oral history can serve as a bridge between community members whether the collaboration is a semester-long partnership or a simpler sharing of ideas and expertise. (Contains 4 notes and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Local History; Clothing; Interviews; Older Adults; Photography; Archives; Periodicals; Educational Environment; Elementary School Students

Abstract:
In this article, we analyse schoolchildren's clothing at the village school of Rautiosaari in northern Finland between 1909 and 1939. Accordingly, we describe the kind of clothes that schoolgirls and schoolboys used during the target period. Interviews with elderly people were used as sources for the study. The research had a micro-historical approach. The starting point was a group interview with 10 people supplemented by several individual interviews. In addition to interviews, the data included observations of existent relevant environments and historical documents such as photographs, official archive records, magazines and newspapers, local history publications, and other literature. Clothes and schoolchildren as their users create a lively educational discourse covering the chronological continuity in the flow of history which the researchers interpret. (Contains 4 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technological Advancement; Influence of Technology; Telecommunications; Class Activities; Creative Activities; Learning Activities; Heritage Education; Intellectual History; Local History; Instructional Design

Abstract:
The changes in technology that have affected mail delivery are a dynamic way to encourage students to think critically and make meaningful connections across historical eras. In the classroom, personal communication through the mail can become the "thematic glue" used across historical units to highlight the changes in everyday life caused by technological innovation. The post office initiated changes in streetlighting and crosswalks, stimulated the development of rural roads and highways, and provided passenger services on railways. Classroom teachers can use the activities and discussion questions to introduce students to this entity and its influence on our history. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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