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"It Wasn't a Good Part of History": National Identity and Ambiguity in Students' Explanations of Historical Significance by Keith C. Barton & Linda S. Levstik - 1998In this study, we investigated middle graders' understanding of significance in U.S.
history through open-ended interviews with forty-eight students in grades five
through eight. Students pointed to steadily expanding rights and opportunities as a
central theme in U.S. history, but they also had difficulty incorporating some historical patterns and events into their image of progress. This study suggests that students need experience with the complexities of the past within a context that provides
some framework for making critical sense out of both legitimating stories and alternative, vernacular histories.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Keith Barton
Teachers College, Columbia University E-mail Author
- Linda Levstik
University of Kentucky
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