With the introduction of the Aotearoa New Zealand histories curriculum in 2022 (Ministry of Education, 2022), educators are encouraged to engage students in understanding the bicultural foundations of Aotearoa New Zealand society, shaped by Te Tiriti o Waitangi. This curriculum refresh emphasises Maori history as foundational and ongoing,…

While standards and assessments demand that students be able to recall content information, planning guides direct teachers to prioritize the development of transferable skills and understandings, and scholars of education have spent the past century debating the purpose of history instruction without approaching consensus. The field is still…

Ordinary citizens and elected officials struggle with the unsettled nature of history and America's problematic racial past in particular. Textbooks--the most common curricular resource in the discipline--contribute by emphasizing singular names (e.g., Martin Luther King Jr.), curious objects (e.g., Rosa Parks's bus seat), and ahistorical notions…

History learning is many times considered dull and demotivating by young students. Probably this is due because the learning process is disconnected from these students' reality and experience. One possible way to overcome this state of matters is to use technology like mobile devices with georeferencing software and local history and heritage…

An alternative school in southern Oregon that allows students to make up missing credits offers project-based thematic classes that take students outside the school. One course studied the Klamath Basin's water crisis and involved exploring the area and the perspectives of farmers, biologists, park rangers, and Native Americans. Courses culminate…

Describes a classroom project in which elementary students bake homemade bread to learn about the settlement period in Canadian history and the early history of the students' community. Maintains that students learn to compare the lifestyle of the past with the present. (CFR)

A Nebraska high school art teacher who wanted to change from dictator to facilitator suggested that his class study local barns. Students found an old round barn, involved other classes, and helped found a nonprofit organization that coordinated a successful community-wide restoration effort. (TD)