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Descriptors:
Females; Homosexuality; Foreign Countries; Feminism; World History; Social Theories; Social Attitudes; Gender Issues

Abstract:
This contribution gives an overview over 40 years of girls-work in Germany. It highlights certain topics and theoretical implications and emphasises especially the realisation of queer theory and deconstructivism in the last 10 years. (Contains 4 notes.)

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Historians; History Instruction; Books; Historical Interpretation; World History; War

Abstract:
Howard Zinn's "A People's History" of the United States has few peers among contemporary historical works. With more than 2 million copies in print, "A People's History" is more than a book. It is a cultural icon. While most historians aim to examine the full historical record, Zinn picks and chooses from it. Writing persuasively, he hides the fact that many of his claims are unsubstantiated, presents his views as the truth, and leaves students with a distorted sense of historical reasoning. (Contains 53 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; World Views; Teaching Methods; Motion; Scientific Concepts; World History; High School Students; Elementary School Students; Middle School Students; Cultural Differences; Cross Cultural Studies; Interviews; Science Experiments

Abstract:
This article examines the main strands of thinking about gravity through the ages and the continuity of thought-experiments, from the early Greeks, through medieval times, to Galileo, Newton and Einstein. The key ideas are used to contextualise an empirical study of 247 children's ideas about falling objects carried out in China and New Zealand, including the use of scenarios involving thrown and dropped items, and objects falling down deep well holes (as in Carroll's "Alice in Wonderland"). The sample included 68 pre-school pupils, 68 primary school pupils, 56 middle school students, and 55 high school students; with approximately equal numbers in each group and of boys and girls in each group in each culture. The methodology utilised Piagetian interviews with three media (verbal language, drawing, and play-dough), a shadow stick; and everyday items including model people and soft model animals. The data from each group was categorised and analysed with "Kolmogorov-Smirnov Two-Sample Tests" and "Spearman r[subscript s]" coefficients. It was hypothesised and confirmed (at "K-S" alpha levels 0.05; r[subscript s]: p less than 0.001) that cross-age and cross-cultural research and analysis would reveal that (a) an intuitive sense of gravity is present from an early age and develops in association with concepts like Earth shape and motion; (b) the development of concepts of gravity is similar in cultures such as China and New Zealand where teachers hold a scientific world view; and (c) children's concepts of Earth motion, Earth shape, and gravity are coherent rather than fragmented. It was also demonstrated that multi-media interviews together with concrete experiences and thought-experiments afforded children the opportunity to share their emerging concepts of gravity. The findings provide information that teachers might use for lessons at an appropriate level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; War; Civics; World History; Content Analysis; Peace; Teaching Methods; Conflict; Laws; Armed Forces; Military Personnel; Comparative Analysis; Textbook Content

Abstract:
"To Obey or Disobey" should be a life question for all free people, but for the Israelis, who are in intractable war with their neighbors while facing constant rifts among themselves, it is a concrete problem they have to face every day. Therefore, the research question posed by this article is: How is obedience of laws or military orders presented in Israeli and US Civics textbooks, and why? It examines the discussions of the issue referring to examples such as: Kfar Kassem in Israel (1956) when 43 Palestinian civilians were shot by a military Israelis obeying orders; the convicted soldiers were released after a short while. Other sensitive examples are: the atrocities committed during Vietnam War, and the US and the Israeli military "refuseniks." Mohandas Gandhi and Martin Luther King are mentioned in the textbooks as positive examples for nonviolent protest. While this article is primarily concerned with the Israeli Civics textbooks, it compares them to a random selection of US textbooks in order to obtain a proper perspective of the Israeli texts. A total of 25 Civics textbooks are analyzed: 12 from Israel and 13 from the USA, from the period 1980-2012. Many textbooks that ignored the issue of civil/military nonviolent disobedience were reviewed, but only these chosen 25 include the dilemma under examination. (Contains 22 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:
Childrens Literature; Culture; War; World History; Males; Peace; Political Attitudes; Publications; Religious Cultural Groups; Progressive Education; Foreign Countries

Abstract:
Histories of the First World War have regularly implicated children's literature in boys' eagerness to enlist in the first two years of that conflict. While undoubtedly the majority of children's books, comics and magazines did espouse nationalistic, jingoistic and martial attitudes, there were alternative stories and environments. Looking at the publications, organisations and educational establishments that opposed the war and resisted the Germanophobia that began to dominate public discourse at the start of the twentieth century casts new light on some of the challenges and dilemmas facing a proportion of boys as they decided whether or not to join up. Additionally, the fact that there were alternative discourses is a reminder that not all readers would have responded in the same way to the same texts. Three areas are considered: children's stories and pamphlets produced by Quakers and peace societies; left-wing publications, especially those associated with Socialist Sunday Schools; and two of the first progressive schools in Britain. 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; History Instruction; Inquiry; World History; Teacher Collaboration; International Cooperation; Historical Interpretation

Abstract:
The Association for Historical Dialogue and Research (AHDR) is a Cyprus-based organization that works to foster dialogue among history teachers and other educators across the divide in Cyprus. In one of their UN-funded projects, AHDR members worked with UK colleagues to shape a lesson sequence and resources on the Ottoman period in Cyprus. Here they explain how they arrived at an enquiry question to shape the pupils' historical thinking. (Contains 13 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; History Instruction; Historical Interpretation; Drama; Scripts; Secondary School Students; Student Motivation; Active Learning; Class Activities; European History; World History; United States History

Abstract:
An article on scripted drama might seem an unlikely choice for an edition devoted to getting students talking. Surely the point about a script is that the words used are chosen and prescribed by others. However, the examples presented here by Helen Snelson, Ruth Lingard and Kate Brennan demonstrate how effectively a well-crafted script can serve not merely to clarify complex sequences of past events, but to prompt rigorous discussion and animated questioning among students about the motives and intentions of key individuals and their relationships with one another. With scenes ranging from the Wars of the Roses to Vietnam, characters as diverse as Ambroise Pare and Harry Truman, and commentators as perceptive as Ann Alysis and Eve Aluate, the scene is set for lively, critical and highly productive debate. (Contains 8 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:
History Instruction; Videoconferencing; International Cooperation; Secondary School Students; World History; War; Class Activities

Abstract:
Richard Kerridge and Sacha Cinnamond explain how their history department built a culture of international dialogue and collaboration that enriches their students' historical learning. Video-conferencing is at the centre of these activities. Their story begins with an initial, moving encounter with the First World War battlefields that soon turned into a remarkable collaboration with a German school. This experience then fostered many other projects, each involving video-conferencing. It has become a cliche to say that we now live in a global community, with modern technology making it easy to communicate instantly, around the world, yet it is rare for learning in the history classroom to incorporate an international collaboration or for a history departmental culture to embed it so fully. Kerridge and Cinnamond explain how their use of international collaboration built rich enthusiasm for history and new kinds of historical understanding, especially at GCSE, taking their students well beyond the narrow confines of typical 14-16 courses and securing many other benefits. (Contains 5 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:
State Standards; Social Sciences; Foreign Countries; Beginning Teachers; Elementary Secondary Education; Global Approach; Industrialization; World History; Historiography; Preservice Teachers; Grade 10; Faculty Development; Instructional Materials; Learning Activities; College Faculty; History Instruction

Abstract:
Given California's role in the Pacific economy, its historic Asian heritage, and the strong and growing presence of Asian communities and businesses in the state, it is imperative that students statewide understand the history of Asia. Unfortunately, the California state curricular framework and standards in history and social science limit the coverage of Asia. Most K-12 students' learning of Asia comes through middle and high school world history courses aligned to state standards that not only are Eurocentric, but also present Asia through an Orientalist lens. With funding from the Freeman Foundation, the History-Social Science Credential Program at California State University, Long Beach developed a professional development program for university faculty involved in the preparation of pre-service history teachers. "Raising the Visibility of Asia in World History Teacher Preparation" seeks to develop curricular materials and instructional activities for the university pre-service classroom that engage novice teachers with the recent scholarship and historiography of the "New World History." This scholarship presents a global and integrated conceptualization of world historical development that both resituates Europe away from the center of investigation and raises the visibility and significance of Asia. Providing pre-service teachers with this historiographic and scholarly understanding imparts them with the tools to teach world history from a global perspective that deepens and expands student learning about Asia in a fashion that is current with contemporary scholarship, yet mindful of the curricular mandates of the state standards. This article presents three lessons created by Miguel Escobar and Manoj Choudhary that are part of a larger unit of study in world history within the California tenth-grade curriculum. The goal of this unit is to provide students with information and knowledge concerning the Industrial Revolution and its global historical significance. At the completion of the unit, students understand the Industrial Revolution and the importance of industrialization in a global context. Students demonstrate knowledge of key terms and vocabulary and are able to provide and evaluate alternative theories of industrialization. Additionally, as is part of a goal in the classroom throughout the year, students are able to synthesize how the Industrial Revolution fits within a broader concept of modernity and diffusion. The unit places specific emphasis upon the study of Asia with relation to the Industrial Revolution. This unit provides alternative ideas for the long-term process of industrialization in Asia. This unit includes topics and concepts associated with the New World History that include Southernization, hybridity, cultural and technological diffusion, and the notion of a Pacific Rim. (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:
Females; Educational Quality; Community Involvement; Teacher Supply and Demand; Equal Education; Sex Fairness; Gender Differences; Educational Environment; Low Income; Foreign Countries; Barriers; Social Attitudes; Cultural Influences; World History; Womens Education; Individual Development

Abstract:
The article draws on qualitative educational research across a diversity of low-income countries to examine the gendered inequalities in education as complex, multi-faceted and situated rather than a series of barriers to be overcome through linear input-output processes focused on isolated dimensions of quality. It argues that frameworks for thinking about educational quality often result in analyses of gender inequalities that are fragmented and incomplete. However, by considering education quality more broadly as a terrain of quality it investigates questions of educational transitions, teacher supply and community participation, and develops understandings of how education is experienced by learners and teachers in their gendered lives and their teaching practices. By taking an approach based on theories of human development the article identifies dynamics of power underpinning gender inequalities in the literature and played out in diverse contexts and influenced by social, cultural and historical contexts. The review and discussion indicate that attaining gender equitable quality education requires recognition and understanding of the ways in which inequalities intersect and interrelate in order to seek out multi-faceted strategies that address not only different dimensions of girls' and women's lives, but understand gendered relationships and structurally entrenched inequalities between women and men, girls and boys. (Contains 2 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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