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1	Inclusion and Interpretation: Examining Difficult History Topics at Eighteenth-Century Historic Sites in Southeastern Pennsylvania Michonski, Cassidy 01 January 2023 (has links) (PDF) This thesis explores four distinct eighteenth-century historic sites in southeastern Pennsylvania and how they interpret difficult history topics. Difficult history, the parts of our nation's past that may be uncomfortable to discuss and learn about, should be included in historic site narratives to ensure that all people who lived at these sites are represented. Telling the stories of enslaved people, Indigenous groups, women, and members of the LGBTQ+ community often means addressing difficult topics. Four sites—Elfreth's Alley, Stenton, the Daniel Boone Homestead, and the 1719 Museum—were examined for this study. A review of their staff training and institutional investment in interpretation, the comprehensive nature of their historical content, and their community outreach—all different methods for establishing a thorough interpretation—demonstrates that each of the sites have provided more inclusive interpretation in their narratives over time. These efforts have coincided with social movements such as the Civil Rights Movement and the American Indian Movement, the professionalization of public history, and the evolution of each site's community. Implementing difficult history into conversations at historic sites is a relatively new debate in the field; this research supports the argument that including narratives that challenge our comfort and incorporating community voices matter. difficult history public history historic sites Public History United States History
2	Les enjeux controversés dans le cadre de l’enseignement de l’histoire au secondaire : énoncés théoriques d’une synthèse des connaissances Larocque, Stéphanie 12 1900 (has links) Ce mémoire vise à produire des énoncés théoriques par une synthèse des connaissances sur les enjeux controversés dans le cadre de l’enseignement de l’histoire au secondaire. Nous posons au corpus de la recherche les questions suivantes : Comment le contexte influence-t-il le traitement scolaire des enjeux controversés ? Comment se manifestent les différentes approches pédagogiques et quels sont leurs effets sur les élèves ? Notre synthèse révèle que le traitement des enjeux controversés est limité par différents facteurs contextuels, comme la mémoire collective, la pression normative et la pression sociale. Puis, elle révèle aussi que les discussions sur des enjeux controversés contribuent au développement des habiletés intellectuelles, des compétences citoyennes et des connaissances lorsqu’elles s’opèrent selon certains critères. / The purpose of this thesis is to produce theoretical statements by gathering the available knowledge from the existing body of research on the teaching of controversial issues in high school history classrooms. We ask the following questions: How does context influence the school treatment of controversial issues? What are the possible approaches and how do they affect students? Our work reveals that school treatment of controversial issues is limited by contextual factors such as collective memory, normative pressure and social pressure. It also reveals that discussions of controversial issues contribute to the development of intellectual abilities, citizenship skills and knowledge when they follow certain criteria. enseignement de l'histoire pensée historienne pensée historique enjeux controversés questions socialement vives questions vives histoire difficile discussion débat délibération controverse histoire enseignement history teaching history teaching historical thinking controversial issues difficult history socially acute questions debate discussion controversy

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Inclusion and Interpretation: Examining Difficult History Topics at Eighteenth-Century Historic Sites in Southeastern Pennsylvania

Les enjeux controversés dans le cadre de l’enseignement de l’histoire au secondaire : énoncés théoriques d’une synthèse des connaissances