This article focuses on analysing the relations between expressions of historical consciousness and democracy as featured in the 2020 Norwegian Curriculum for Social Studies. In compulsory school in Norway, History is no longer a subject with a specific syllabus. However, there is a fundamental historical perspective running through the…

This qualitative case study sought to analyze and describe both the quantity and quality of African American history curriculum integration into Virginia's U.S. History curriculum standards at three points in time (2008 standards, 2015 standards, and revised 2020 standards) in the three U.S. history courses (USI, 5th; USII, 6th; VUS; 11th).…

The 'knowledge turn' in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. "Knowing History in Schools" explores these issues in the context of teaching and learning history through a…

This article investigates students' engagement with a historical inquiry into redlining--a practice of discriminatory lending that originated in the 1930s as part of the New Deal. The authors developed and implemented a week-long curricular intervention for high school sophomores using StoryQ--an Artificial Intelligence (AI) textual modeling…

Gifted learners are usually identified as students who show higher levels of aptitude or competence compared to their peers of the same age. Their advanced abilities often require specially designed educational strategies to meet their intellectual needs. By designing educational strategies that are appropriately challenging and intellectually…

This article explores the value of generative AI (genAI) tools for much-needed support for instructors in higher education in the realm of course design. Two authors detail their experiences partnering with two distinct tools, ChatGPT and Bard (now known as Gemini), for communication course development, emphasizing iterative collaboration with…

As early as the mid-1970s, William H. McNeill, the father of modern world history scholarship, warned that the pervasive tendency for faculty to pursue ever-narrowing specializations, combined with a widespread distaste for teaching survey courses, will be history's undoing. In his mind, without concerted pedagogical attention aimed at both…

This study explores how K-12 history curricula across Canada currently address--and may better address in future--decolonizing imperatives. Following a consideration of the limitations and strengths of curricula in this regard, the article identifies five recommendations for (re)designing history and social studies curricula with decolonizing…

Richard Harris draws on their own and others' research to take stock of where the history teaching community is in terms of curriculum thinking. Harris argues that despite a number of positive developments in recent years, certain issues continue to have undesirable effects on curriculum design. Such issues include inertia and unclear rationales…

In this article, the authors examine one approach to teaching hard history using an Inquiry Design Model (IDM) curricular loop. A curricular loop allows students to build a deeper understanding of a complex idea and develop a greater facility with the tools of inquiry over a course of study by regularly engaging in an inquiry. The curricular loop…

Many civic education initiatives have developed across the United States in order to help prepare students for civic engagement in school-based settings. At the same time, research shows that quality of school-based civic learning opportunities remains insufficient, inconsistent, and inequitable. In this article, we propose a framework of civic…

This quantitative study developed a measurement instrument, The Assessment of Historical Perspective-Taking (AHPT), to evaluate historical perspective-taking skills among 15- and 16-year-old students within their United States History classes by adapting an existing measurement instrument developed in Germany. Applying a theoretical framework that…

This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an aim in the curricula of Nordic countries. This…

Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example of 'the curriculum as the progression model', considering how to…

In history curriculum design in England, currently at least two loci of authority -- the history teachers' 'extended writing movement' and the national awarding body Pearson Edexcel -- present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are…