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| Historical Interpretation | 2 |
| History Textbooks | 2 |
| Secondary Education | 2 |
| Textbook Content | 2 |
| Black History | 1 |
| Citizenship Education | 1 |
| Civil Disobedience | 1 |
| Civil Rights | 1 |
| Critical Thinking | 1 |
| Cultural Differences | 1 |
| Cultural Influences | 1 |
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| Social Studies | 2 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
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| Practitioners | 2 |
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| Teachers | 2 |
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| Brown v Board of Education | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedCommeyras, Michelle; Alvermann, Donna E. – Social Studies, 1994
Asserts that there is an important difference between history as socially constructed knowledge and as an objective, fixed account. Reports on a content analysis of three high school world history texts to determine how the meaning from them may be influenced in the content and power relations implicit in the textbook language. (CFR)
Descriptors: Critical Thinking, Cultural Differences, Cultural Influences, Cultural Pluralism
Peer reviewedEpstein, Terrie L. – Social Studies, 1994
Contends that differences in historical interpretations presented in textbooks have implications for citizenship education. Compares the treatment of the civil rights movement in two secondary level U.S. history textbooks. Concludes that selection committees should examine historical interpretation as well the amount of information about…
Descriptors: Black History, Citizenship Education, Civil Disobedience, Civil Rights
