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Glick, Stephanie – Compare: A Journal of Comparative and International Education, 2023
This paper conceptualises one possible antidote to the conditions that produce public mass gun violence (PMGV) in the United States. I begin by illuminating how PMGV is a backlash to the nation's 'founding' on the violent divisions of colonisation and coloniality. I then inquire: If PMGV is a reflection of a deep societal wound, what methodologies…
Descriptors: Violence, Weapons, Political Influences, United States History
Rick Savage – ProQuest LLC, 2020
As secondary social studies education in the United States moves toward inquiry and constructivist models of teaching, much of the history that is taught is stuck in a fairly rigid narrative. This narrative has been written and refined by historians and high school textbook writers until the canon is homogenous across the United States (Brinkley…
Descriptors: United States History, High School Students, History Instruction, Controversial Issues (Course Content)
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Beck, Bernard – Multicultural Perspectives, 2019
Contradictions between precious ideals and social realities are often handled by locating the problems of inequality in a limited setting, so that the rest of social life will not be disturbed. Racial inequality in America, starting with slavery, is concretely expressed in the troubled relations between agencies of social control, like the police,…
Descriptors: African Americans, Racial Bias, Social Bias, United States History
Guelzo, Allen – American Council of Trustees and Alumni, 2020
Why do we teach U.S. history and government to students? The answer is simple: to prepare students for engaged and informed citizenry, the essential ingredient for preserving the American republic. Unfortunately, ACTA's most recent "What Will They Learn?"® survey of the core curricula at over 1,100 colleges and universities found that…
Descriptors: History Instruction, United States History, Higher Education, Governance
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Garrett, H. James – Journal of Curriculum Studies, 2020
This paper attends to the emotional and affective relations that manifest through political discussions in secondary classrooms. In particular, the focus is on the dynamics of classrooms during discussions of political issues. Specific attention is given to interpretations of movements and manifestations of emotions as well as the ways that…
Descriptors: Social Problems, Political Attitudes, Secondary School Students, Emotional Response
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Metro, Rosalie – Social Education, 2019
A textbook author reflects on the ethical and ideological choices she made in her quest to create a history book that would be relevant to demographically diverse high school students.
Descriptors: Authors, Textbook Preparation, Ideology, Ethics
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Kimber M. Quinney – History Teacher, 2018
Historians of American foreign relations are continuing to expand the ways in which they approach the Cold War. The range of perspectives has evolved thanks to the influence of emerging fields and new emphases in history. The end of the Cold War revealed the many ways in which the conflict was a protracted global war. But it also brought a renewed…
Descriptors: History, History Instruction, Immigration, Teaching Methods