"True to Me": Case Studies of Five Middle School Students' Experiences with Official and Unofficial Versions of History in a Social Studies Classroom

Autor/in	Knapp, Kathryn Anderson
Titel	"True to Me": Case Studies of Five Middle School Students' Experiences with Official and Unofficial Versions of History in a Social Studies Classroom
Quelle	(2013), (226 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7422-2
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Case Studies; Student Experience; History Instruction; Social Studies; Qualitative Research; Trust (Psychology); Student Interests; United States History; African American Students; Grade 8; Interviews; Questionnaires; Observation; Urban Schools; Charter Schools; Genealogy; Resistance (Psychology); Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Case study; Fallstudie; Case Study; Studienerfahrung; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Qualitative Forschung; Studieninteresse; African Americans; Afroamerikaner; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; Interviewing; Interviewtechnik; Fragebogen; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Ahnenforschung; Genealogie; Resistenz
Abstract	This qualitative study addressed the problem of students' lack of trust of and interest in U.S. history and focused on students' experiences with official and unofficial versions of history in the middle school social studies classroom. A collective case study of five African American students was conducted in an eighth grade classroom at Carroll Academy, a public, urban charter school in Ohio. Interviews, questionnaires, observations, artifacts, and logs were collected and analyzed with a critical, interpretivist lens. The findings included: (a) the students were suspicious of the official historical story in the form of their textbook and teacher; (b) they shared similar rationales for the perceived motivations behind the dishonest accounts in their textbooks, and the rationales changed in similar ways throughout the course of the project; (c) although they had limited experience with unofficial history before the project, they preferred to use unofficial historical sources with the condition that one eventually corroborates accounts with official sources; (d) the experience of studying family histories created race-related instances of contradiction between unofficial and official accounts in the classroom, and (e) students developed productive forms of resistance to the grand narrative in U.S. history by the end of the study. The findings of the study offer implications for teachers of social studies. By using family history projects, teachers can engage students while helping them learn critical and historical thinking skills. They can provide a more inclusive social studies curriculum and can better understand their students' backgrounds and historical knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01