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Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on February 2, 2010. Major professor: Tom Trice, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Arts in History." "November 2009." Includes bibliographical references (p. 72-76).

Thesis (Ed.M.)--Boston University

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 127, [8] p. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 109 p. : ill. Includes abstract. Includes bibliographical references (p. 78-96).

While debates rage over the relevance and worth of school history, history has been one of the five compulsory subjects up to Ordinary Level in Zimbabwe. However, far away from the corridors of power, it is essential that research be conducted on what school history is for and what represents that which the learner of school history acquires through at least eleven years of school history studies in Zimbabwe. Using the concept of historical literacy as its framework, this study is an analysis of three Ordinary Level history textbooks in Zimbabwe to explore how historical literacy manifests itself in Zimbabwean school history textbooks. In a context of increased government concern over what and how school history should be taught, the study explains how the textbooks that were produced more than ten years ago can still be turned into resources for the propagation of patriotic history, which emerged in the last decade. While conceptualisations of historical literacy continue, I argue for multiple historical literacies, that is, historical literacy which actually takes different forms in different times, spaces and contexts. Thus, what is represented as historical literacy in Zimbabwean history textbooks is not necessarily what historical literacy is elsewhere. This research is a qualitative textual analysis which was conducted in an interpretivist paradigm. I employed historical discourse analysis, question analysis and visual analysis as the analysis methods. The analysis was conducted through an instrument created from the benchmarks of the conceptual framework. The study concluded that despite attempt to push for an activitybased curriculum, historical knowledge, especially the nationalist narrative, is still the dominant benchmark of historical literacy in Zimbabwean textbooks. As a result, the current textbooks can be used, not only for a state sanitised version of historical literacy, but also a version of political literacy. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 108 p. Includes bibliographical references.

The problem with which this investigation is concerned is the contextual changes which have occurred in American history textbooks adopted for use in the public high schools of the state of Texas from 1919 to 1970. The purpose of the study is to trace the development of high school American history textbooks by analyzing the following five areas: verbal aids, graphic aids, subject content, three areas of historiography, and the prefaces.

Drawing attention to the material politics of the Saudi regime, this dissertation genealogically explores the ways in which the imperatives of the modern state and its oil economy came to structure the production of Arabia's history, social life, built urban environment and concepts of nationhood and religiosity. It examines cultural artifacts and commemorative spaces as evidentiary networks through which official historical knowledge moves and becomes visible. It does so first through a study of the construction and memorialization of "official" Saudi history via textbooks and archives, and of historical elisions therein. In order to discern how breaks with the past are configured within disciplinary history, the dissertation begins with a sociocultural history of late Ottoman Arabia on the eve of Al Sa`ud's territorial conquest. It reveals the ways in which early twentieth-century Arabia's shared transregional histories and emergent socio-intellectual and political worlds were transformed with the aim of developing Al Sa`ud's territorial empire into a petro-state. In the second venue of inquiry, I analyze spatial transformations characteristic of Saudi Arabia's oil modernity as central to practices of statecraft and capital accumulation by comparing the urban and cultural redevelopment plans of Riyadh and Mecca. The erasure of alternative accounts of state formation through commemoration in Riyadh and destruction in Mecca is, at heart, a continuation of Al Sa`ud's imperial project and its deep-seated violence to the everyday, the spiritual and the temporal. This dissertation is a material and spatial reading of the regime's mechanisms of political legitimation, one that focuses on the infrastructure of Saudi petro-modernity and on sites that are rarely considered in discussions of the state, despite their centrality. From the mundane lifeworlds of archival and planning documents and the spaces that house them to the spectacular commercial and archeological megaprojects, these simultaneously constitute monuments to oil modernity and serve as pillars of political governance. The projects of historical memorialization and urban planning are material realizations of the regime's late twentieth-century strategies for political legitimation and economic diversification, especially following the crisis of the 1990 Gulf War. In highlighting everyday practices of state making, I suggest new sites and modes for reading the Saudi state as an unfinished, unstable work-in-progress. I argue that oil capitalization (which produced the theory of the rentier state) is being eclipsed, increasingly, by speculation, real estate and distinctive logics of built form.

The purpose of this study was to apply the research technique, content analysis, to the five most widely used United States high school history textbooks. The textbooks were investigated to obtain an objective, systematic, quantitative, and qualitative description of the textual content concerning the period of World War II.The population studied consisted of the five most widely used high school United States history textbooks. Three categories, people, events, and themes were researched in all five textbooks. Each of 126 specific items were coded from each textbook according to inclusion, frequency, magnitude, and direction. Jury validity was utilized, and three professional historians used as independent coders confirmed instrument reliability.Findings1. Events were included in a greater percentage than people or themes.2. American, British, and German political leaders were included more frequently than Russian, Italian, or Japanese leaders.3. Allied leaders were treated more favorably than the Axis leaders.4. The specific items were superficially treated with the textbook lacking indepth presentation of many specific items.Conclusions1. There exists a commonness and similarity among the most widely used United States history textbooks with a distinct lack of differences in that they generally present a series of chronological events and facts.2. The textbooks less than fully achieve the goals established for history courses by state and national organizations.3. Omissions, biases, inaccuracies, and distortions appear in the most widely used American history textbooks because of the forces of the mass market and apparent inadequate usage of current historiography.