History from K-4: What Can We Really Do?

1998 ◽  
Vol 180 (1) ◽  
pp. 33-53
Author(s):  
Mary Beth Klee
Keyword(s):  
Young Children ◽  
Core Knowledge ◽  
Short Answer ◽  
Good Story ◽  
The Past ◽  
Teaching History ◽  
Social Curriculum ◽  
Curriculum Framework ◽  
Elementary Instruction ◽  
Massachusetts History

The short answer is “quite a bit.” In this article, the author makes the case for a K-4 history program that is ambitious in scope while varied and energetic in style. She argues that in the past educators have underestimated the interests and abilities of young children. She maintains that history is the riveting story of the human past, and that no one loves a good story more than a young child. The article is both theoretical and practical. Analyzing the Massachusetts History and Social Curriculum Framework as well as the Core Knowledge Sequence, as they apply to elementary instruction, the author delineates the scope of a good K–4 program and describes and evaluates principles and methods of teaching history to young children.

scholarly journals Young children's selective trust in informants

2011 ◽  
Vol 366 (1567) ◽  
pp. 1179-1187 ◽  
Author(s):  
Paul L. Harris ◽  
Kathleen H. Corriveau
Keyword(s):  
Young Children ◽  
Reliable Information ◽  
The Past ◽  
Selective Trust ◽  
History Of ◽  
Scientific Conception

Young children readily act on information from adults, setting aside their own prior convictions and even continuing to trust informants who make claims that are manifestly false. Such credulity is consistent with a long-standing philosophical and scientific conception of young children as prone to indiscriminate trust. Against this conception, we argue that children trust some informants more than others. In particular, they use two major heuristics. First, they keep track of the history of potential informants. Faced with conflicting claims, they endorse claims made by someone who has provided reliable care or reliable information in the past. Second, they monitor the cultural standing of potential informants. Faced with conflicting claims, children endorse claims made by someone who belongs to a consensus and whose behaviour abides by, rather than deviating from, the norms of their group. The first heuristic is likely to promote receptivity to information offered by familiar caregivers, whereas the second heuristic is likely to promote a broader receptivity to informants from the same culture.

Nonossifying fibroma. Four cases and review of the literature

1997 ◽  
Vol 87 (2) ◽  
pp. 66-69 ◽  
Author(s):  
A Glockenberg ◽  
E Sobel ◽  
JF Noël
Keyword(s):  
Young Children ◽  
Lower Extremity ◽  
Children And Adolescents ◽  
Lytic Lesion ◽  
Long Bones ◽  
Review Of The Literature ◽  
The Past ◽  
Nonossifying Fibroma ◽  
Metaphyseal Region

Nonossifying fibroma is a benign, lytic lesion that occurs in young children and adolescents. Radiographically, the lesion is multilocular and sharply demarcated. It often occurs at the metaphyseal region of long bones of the lower extremity and is usually eccentrically located. Four cases of nonossifying fibroma occurring during the past 7 years are presented with a review of the literature.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

Improving History Education for All Students: The Massachusetts History and Social Science Curriculum Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 1-13
Author(s):  
Sheldon M. Stern
Keyword(s):  
Social Science ◽  
American History ◽  
Science Curriculum ◽  
History Education ◽  
Education For All ◽  
National History ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
National History Standards

The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.

Teaching the West and the World from the Massachusetts Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 67-78
Author(s):  
Paul Gagnon
Keyword(s):  
Social Sciences ◽  
Science Curriculum ◽  
World History ◽  
Student Assessment ◽  
The West ◽  
The Social ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
Common Problems ◽  
Selection Of

This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.

scholarly journals Mediator as a Story Recipient in Narrative Mediation: What Types of Questions Should I Ask?

2018 ◽  
Vol 1 (1) ◽  
pp. 84
Author(s):  
Chen Ying ◽  
Tan Chee Lay
Keyword(s):  
Turning Points ◽  
Theoretical Framework ◽  
Good Story ◽  
The Past ◽  
Conflict Talk

<p><em>This study adopted the theoretical framework of narrative mediation to investigate a storied conflict talk between a landlord and her tenant in which the mediator played the role of a story recipient in the co-construction of stories with disputants. The focus of this research is on the function of questions posed by the mediator in the production of turning points which are favourable to the evolution of “better-formed” stories. The results of this study indicate that there are at least two types of questions mediators ask: 1) the questions that can help disputants reflect on their imperfectness; 2) the questions that awaken disputants’ memories of their good stories from the past. It is shown that the de-legitimacy for Self laid a foundation for the production of a good story towards a meaningful outcome for the mediation. The inadequacy of the context formed by first having legitimacy for Other followed by the de-legitimacy for Self led to the failure of destabilizing the problematic story in the mediation. The lack of the dominant party’s legitimacy for Other resulted in the absence of legitimacy from the marginalized side and would likely cause unfavourable consequences to the mediation in the long term.</em></p>

scholarly journals Rancang Bangun Game Dreamcatcher : War Of Surabaya Dengan Permodelan Scrum

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Boby Ferdianza
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Educational Game ◽  
Learning History ◽  
The Past ◽  
Teaching History ◽  
New Learning ◽  
History Of ◽  
Main Factors ◽  
Games Teaching

History belongs to a compulsory element in the teaching and learning at school. It can help students to know and more appreciate the past events. The number of history materials taught at school sometimes causes difficulty for students to learn. The lack of facilities and learning media which can attract student’s interest becomes the main factors of student’s difficulty in learning Social Science. Learning medium is very vital to determine what materials students can learn. One of solutions to solve difficulty in learning history is by creating new learning medium in the form of educational game as it can arouse student’s ability in thinking. One of the games teaching history particularly the history of Surabaya is Dreamcatcher: War of Surabaya. This game was designed based on historical events in Surabaya composed in an attractive story. It is completed with quiz to improve student’s memory. Game “Dreamcatcher: War of Surabaya” can be played with android platform and it is considered successful in teaching the history of Surabaya as it could improve students’ abilities on Surabaya history by 113.7% based on the results of pre-and post-tests.

Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians

2001 ◽  
Vol 2 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Glenda MacNaughton ◽  
Karina Davis
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Multicultural Education ◽  
Indigenous Peoples ◽  
The Other ◽  
Indigenous Australians ◽  
Research Projects ◽  
Approaches To Teaching ◽  
Curriculum Frameworks ◽  
Curriculum Framework

Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

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