Formal curricula, official curriculum documents and recommended resources, are revised periodically and have the opportunity to reflect feminist scholarship available at the time of writing. This feminist project analyzes the treatment of women's history in British Columbia's Social Studies 8-10 Integrated Resource Package 1997, the Social Studies 11 Integrated Resouces Package 1997, and the History 12 Integrated Resource Package 1997, all of which are due to be implemented in September, 1999. Informed by feminist historiography and pedagogy, the above curricula are analyzed using the following thematic organizers: degree of representation; segregation versus integration; experience, diversity and voice; and the construction and deconstruction of gender knowledge. A sampling of recommended learning resources found in the above Integrated Resource Packages are also examined for their treatment of women's history. The outcome of the research suggests that while limited gains have been made in the degree to which women are addressed in the new curricula, the manner of representation largely reflects her-story approaches that have been considered problematic by most feminist historians since the mid-1970s. Recommendations for future revisions are also included. / Education, Faculty of / Graduate

The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.

No description available.

Relevance to the California science, history, and social-science frameworks.

Whole language philosophy.

5th grade -- Gender socialization.

Rim of the World Unified School District -- 4th, 5th, and 6th grades.

No description available.

No description available.

No description available.