Recent changes in our history syllabi stress the importance of developing an investigative/enquiry method of learning involving the framing of questions, subsequent research and the presentation of findings. Scotland has made several attempts to assess not only the end result (the paper) but also the process itself and now uses an extended essay format in two important history courses that come at the end of secondary schooling. This article discusses how we experimented before we decided on these various approaches to assessing investigative skills and evaluates the extended essay solution with particular reference to the comments of students and teachers. This analysis expands a previous article on the assessment of investigative skills which appeared in this journal.
{"title":"Assessing investigative skills in history: a case study from Scotland","authors":"P. Hillis","doi":"10.2307/30037012","DOIUrl":"https://doi.org/10.2307/30037012","url":null,"abstract":"Recent changes in our history syllabi stress the importance of developing an investigative/enquiry method of learning involving the framing of questions, subsequent research and the presentation of findings. Scotland has made several attempts to assess not only the end result (the paper) but also the process itself and now uses an extended essay format in two important history courses that come at the end of secondary schooling. This article discusses how we experimented before we decided on these various approaches to assessing investigative skills and evaluates the extended essay solution with particular reference to the comments of students and teachers. This analysis expands a previous article on the assessment of investigative skills which appeared in this journal.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"341-360"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
TYPICAL PROFESSIONAL DEVELOPMENT for teachers was described in a 1995 report of the National Governors' Association as being "the educational equivalent of junk food."' It is rare that a participant leaves a week-long workshop and enthusiastically says that it was "excellent [and a] very worthwhile expenditure of my time!" Yet this was the reaction given by an overwhelming majority of twenty secondary social studies teachers and librarians who participated in a week-long workshop sponsored by the Center for the Teaching of American History on the campus of Binghamton University during the summer of 2002. Funding for this workshop was a Teaching American History Program grant from the Department of Education. The overall goals and purpose of this series of grants were clearly outlined in a 2003 article in this journal by Alex Stein. In the same issue, other grant recipients explained that the success of their programs was due to their focus on content, and on providing hands-on experience. In particular, the facilitators of a seminar run at the University of New Hampshire commented that many teachers asked for a greater emphasis on discussing curricular problems and on sharing lessons between teachers.2 At the time that we planned our first workshop, we had little contact with other grant recipients, but we nevertheless designed our workshop along similar lines. We repeated this formula
{"title":"Bridging Learning Communities: A Summer Workshop for Social Studies Teachers","authors":"James J. Carpenter, T. Dublin, P. Harper","doi":"10.2307/30037013","DOIUrl":"https://doi.org/10.2307/30037013","url":null,"abstract":"TYPICAL PROFESSIONAL DEVELOPMENT for teachers was described in a 1995 report of the National Governors' Association as being \"the educational equivalent of junk food.\"' It is rare that a participant leaves a week-long workshop and enthusiastically says that it was \"excellent [and a] very worthwhile expenditure of my time!\" Yet this was the reaction given by an overwhelming majority of twenty secondary social studies teachers and librarians who participated in a week-long workshop sponsored by the Center for the Teaching of American History on the campus of Binghamton University during the summer of 2002. Funding for this workshop was a Teaching American History Program grant from the Department of Education. The overall goals and purpose of this series of grants were clearly outlined in a 2003 article in this journal by Alex Stein. In the same issue, other grant recipients explained that the success of their programs was due to their focus on content, and on providing hands-on experience. In particular, the facilitators of a seminar run at the University of New Hampshire commented that many teachers asked for a greater emphasis on discussing curricular problems and on sharing lessons between teachers.2 At the time that we planned our first workshop, we had little contact with other grant recipients, but we nevertheless designed our workshop along similar lines. We repeated this formula","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"361-369"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
OVER A DECADE AGO the newsletter of the American Historical Association Perspectives carried a long lead article entitled "Teaching 'Eastern Europe' without the Iron Curtain."' Referring to the challenge posed by the revolutions of 1989 in Eastern Europe to the teaching of European history, the author, Larry Wolff, saw it as "an opportunity to think critically about the ways in which the Cold War has shaped the way we teach the history of Eastern Europe."2 He argued that the very notion of Eastern Europe was historically dubious, invented in the age of the Enlightenment "as a politically charged, cultural construction."3 The Cold War and the Iron Curtain gave this division of Europe "an air of geopolitical inevitability, encouraging historians to interpret earlier periods in terms of the same distinction between Western and Eastern Europe."4 "The idea of Eastern Europe...has become a pedagogical convenience in our history curriculum, creating a category for quick generalizations to serve as a fig leaf for our scant attention to that historical terrain."5
{"title":"Eastern Europe in Western Civilization Textbooks: The Example of Poland*","authors":"J. Kulczycki","doi":"10.2307/1555717","DOIUrl":"https://doi.org/10.2307/1555717","url":null,"abstract":"OVER A DECADE AGO the newsletter of the American Historical Association Perspectives carried a long lead article entitled \"Teaching 'Eastern Europe' without the Iron Curtain.\"' Referring to the challenge posed by the revolutions of 1989 in Eastern Europe to the teaching of European history, the author, Larry Wolff, saw it as \"an opportunity to think critically about the ways in which the Cold War has shaped the way we teach the history of Eastern Europe.\"2 He argued that the very notion of Eastern Europe was historically dubious, invented in the age of the Enlightenment \"as a politically charged, cultural construction.\"3 The Cold War and the Iron Curtain gave this division of Europe \"an air of geopolitical inevitability, encouraging historians to interpret earlier periods in terms of the same distinction between Western and Eastern Europe.\"4 \"The idea of Eastern Europe...has become a pedagogical convenience in our history curriculum, creating a category for quick generalizations to serve as a fig leaf for our scant attention to that historical terrain.\"5","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"120 1","pages":"153-177"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
FACTS, OR SKILLS? Content, or process? Teachers of history and social studies teachers often lock horns over these questions, trying to define the nature of their field and its role in secondary education. The question is one of both method and purpose. Teachers of history often focus on content, presenting the past as a series of important people and events, an accumulated cultural lore that should be mastered by all students. Teachers of social studies, on the other hand, tend to approach the past more thematically, drawing on students' own experiences in order to promote social awareness, multicultural perspectives, and academic skills. The dichotomy between history and social studies, emphasized in current journalism (e.g., K.M. Manzo, "History Invading Social Studies' Turf in School," Education Week, January 22, 2003) seems to boil down to this: should students learn about the past, or how to learn about the past, or both? As a fairly traditional teacher, I had always been solidly in the "history-as-content" camp, until a recent experience teaching archaeology at the secondary level changed my outlook and methods dramatically. Initially, as I planned the course at Germantown Friends School in Philadelphia, I had no idea that archaeology would spark such enthusiasm among students, or be such an ideal pedagogical subject. In retro-
{"title":"Digging into History: Authentic Learning through Archeology.","authors":"M. Glendinning","doi":"10.2307/1555720","DOIUrl":"https://doi.org/10.2307/1555720","url":null,"abstract":"FACTS, OR SKILLS? Content, or process? Teachers of history and social studies teachers often lock horns over these questions, trying to define the nature of their field and its role in secondary education. The question is one of both method and purpose. Teachers of history often focus on content, presenting the past as a series of important people and events, an accumulated cultural lore that should be mastered by all students. Teachers of social studies, on the other hand, tend to approach the past more thematically, drawing on students' own experiences in order to promote social awareness, multicultural perspectives, and academic skills. The dichotomy between history and social studies, emphasized in current journalism (e.g., K.M. Manzo, \"History Invading Social Studies' Turf in School,\" Education Week, January 22, 2003) seems to boil down to this: should students learn about the past, or how to learn about the past, or both? As a fairly traditional teacher, I had always been solidly in the \"history-as-content\" camp, until a recent experience teaching archaeology at the secondary level changed my outlook and methods dramatically. Initially, as I planned the course at Germantown Friends School in Philadelphia, I had no idea that archaeology would spark such enthusiasm among students, or be such an ideal pedagogical subject. In retro-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"209-223"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555720","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
LAURA INGERSOLL SECORD was, admittedly, a well-known historical figure--at least in Canada over a century before the development of the World Wide Web. In 1860, she first achieved widespread notoriety in her adopted homeland of Canada (she was born in Massachusetts) when a deed she performed for the British army during the War of 1812 was publicly recognized by the Prince of Wales. The deed for which Laura received fame, albeit relatively little fortune (100 pounds sterling from the Prince), was walking approximately 20 miles through inhospitable terrain to alert British Lieutenant John Fitzgibbons that American troops were preparing to launch an attack on the British garrison at Beaver Dams, Upper Canada in late June 1813. However, as the diverse accounts of Laura Secord's journey detailed in a later section of this essay will demonstrate, this seemingly straightforward chronology of events has undergone a vast number of iterations over the years. Indeed, it would even eventually secure Laura Secord a hallowed place within the Pantheon of Canadian heroes and heroines.
{"title":"Looking for Laura Secord on the Web: Using a Famous Figure from the War of 1812 as a Model for Evaluating Historical Web Sites.","authors":"M. Tate","doi":"10.2307/1555721","DOIUrl":"https://doi.org/10.2307/1555721","url":null,"abstract":"LAURA INGERSOLL SECORD was, admittedly, a well-known historical figure--at least in Canada over a century before the development of the World Wide Web. In 1860, she first achieved widespread notoriety in her adopted homeland of Canada (she was born in Massachusetts) when a deed she performed for the British army during the War of 1812 was publicly recognized by the Prince of Wales. The deed for which Laura received fame, albeit relatively little fortune (100 pounds sterling from the Prince), was walking approximately 20 miles through inhospitable terrain to alert British Lieutenant John Fitzgibbons that American troops were preparing to launch an attack on the British garrison at Beaver Dams, Upper Canada in late June 1813. However, as the diverse accounts of Laura Secord's journey detailed in a later section of this essay will demonstrate, this seemingly straightforward chronology of events has undergone a vast number of iterations over the years. Indeed, it would even eventually secure Laura Secord a hallowed place within the Pantheon of Canadian heroes and heroines.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"225-240"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555721","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
DRAMATIC CONFLICTS and ideological changes occurred in Russia during the past decade. They inevitably influenced Russian education, particularly history teaching. We can identify a number of problems that have arisen in history education, from the emergence of new ideological symbols to inequities between schools for the rich and schools for the poor. In this essay I would like to call readers' attention to two issues. The first concerns the popularity of history among Russian high school students. The second looks at the problem of national identity and how it has played out in history teaching.1 In Russia, students' attitudes towards history education tend to differ markedly from those of American and European youth. Writing about American schools, James W. Loewen observed, "High school students hate history. When they list their favorite subjects, history invariably comes in last."2 Even considering Loewen's tendency to strong opinions, we cannot overlook his point. Evidence of similar attitudes has been exposed in many countries of Western Europe. In the 1990s, the Koerber Institute in Germany carried out a large survey titled Youth and History: The Comparative European Project on Historical Consciousness among Teenagers. Sampling 35,000 students in twenty-seven countries of West-
在过去的十年里，俄罗斯发生了剧烈的冲突和意识形态的变化。他们不可避免地影响了俄罗斯的教育，尤其是历史教学。我们可以发现历史教育中出现的一些问题，从新的意识形态符号的出现到富人学校和穷人学校之间的不平等。在这篇文章中，我想提请读者注意两个问题。第一个问题是俄罗斯高中生对历史的喜爱程度。第二部分着眼于国家认同问题及其在历史教学中的表现在俄罗斯，学生对历史教育的态度往往与美国和欧洲的年轻人有明显的不同。在谈到美国学校时，詹姆斯·w·罗文(James W. Loewen)写道:“高中生讨厌历史。当他们列出自己最喜欢的科目时，历史总是排在最后。即使考虑到罗文倾向于固执己见，我们也不能忽视他的观点。西欧许多国家也有类似态度的证据。20世纪90年代，德国Koerber研究所进行了一项名为“青年与历史:青少年历史意识的比较欧洲项目”的大型调查。抽样调查了西方27个国家的35000名学生
{"title":"Teaching History in Russia after the Collapse of the USSR.","authors":"Tatyana Volodina","doi":"10.2307/1555718","DOIUrl":"https://doi.org/10.2307/1555718","url":null,"abstract":"DRAMATIC CONFLICTS and ideological changes occurred in Russia during the past decade. They inevitably influenced Russian education, particularly history teaching. We can identify a number of problems that have arisen in history education, from the emergence of new ideological symbols to inequities between schools for the rich and schools for the poor. In this essay I would like to call readers' attention to two issues. The first concerns the popularity of history among Russian high school students. The second looks at the problem of national identity and how it has played out in history teaching.1 In Russia, students' attitudes towards history education tend to differ markedly from those of American and European youth. Writing about American schools, James W. Loewen observed, \"High school students hate history. When they list their favorite subjects, history invariably comes in last.\"2 Even considering Loewen's tendency to strong opinions, we cannot overlook his point. Evidence of similar attitudes has been exposed in many countries of Western Europe. In the 1990s, the Koerber Institute in Germany carried out a large survey titled Youth and History: The Comparative European Project on Historical Consciousness among Teenagers. Sampling 35,000 students in twenty-seven countries of West-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"179-188"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
THE NATIONAL ASSESSMENT Governing Board (NAGB) is considering creating a National Assessment of Educational Progress (NAEP) for world history education.' On the surface, a national assessment in world history appears to be a sensible and essentially unproblematic decision. NAGB already has assessments in United States History, Geography, Civics, and Economics (to be tested for the first time in 2006). As a school subject, world history in one form or another appears to be the fastest growing segment of the American school curriculum. Over the past twenty years almost every state has added world history related content to its curriculum at some grade level and in some form. Many require a course in world history for high school graduation. Perhaps the most dramatic indicator of world history's popularity has been the development and growth of the College Board's Advanced Placement (AP) World History course. Tested for the first time in the spring of 2002, the AP World History exam drew the largest first time subscription in
{"title":"Issues and Options in Creating a National Assessment in World History.","authors":"R. Bain, Tamara L. Shreiner","doi":"10.2307/1555722","DOIUrl":"https://doi.org/10.2307/1555722","url":null,"abstract":"THE NATIONAL ASSESSMENT Governing Board (NAGB) is considering creating a National Assessment of Educational Progress (NAEP) for world history education.' On the surface, a national assessment in world history appears to be a sensible and essentially unproblematic decision. NAGB already has assessments in United States History, Geography, Civics, and Economics (to be tested for the first time in 2006). As a school subject, world history in one form or another appears to be the fastest growing segment of the American school curriculum. Over the past twenty years almost every state has added world history related content to its curriculum at some grade level and in some form. Many require a course in world history for high school graduation. Perhaps the most dramatic indicator of world history's popularity has been the development and growth of the College Board's Advanced Placement (AP) World History course. Tested for the first time in the spring of 2002, the AP World History exam drew the largest first time subscription in","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"241-272"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555722","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
THE NATIONAL SOCIALIST REGIME remains, for many teachers, the classic example of totalitarian dictatorship. While students may have had little acquaintance with other twentieth century tyrants, all know, or at least claim to know, a thing or two about Adolf Hitler. The purpose of this essay is to offer some newer perspectives on the Hitler dictatorship and to demonstrate how the experience of young people in the Third Reich can be used as a case study. Students, whether at the secondary or college level, readily identify with the experiences of young people in times past and identifying with young people in Nazi Germany is no different. All resources (sources 1,2, 3, etc.) are available on the Internet at: . No effort has been made to provide objectives or detailed plans; it is assumed that teachers will take what is useful and tailor it in a way that fits their courses and curricula.
{"title":"Teaching the Nazi Dictatorship: Focus on Youth.","authors":"S. A. Pagaard","doi":"10.2307/1555719","DOIUrl":"https://doi.org/10.2307/1555719","url":null,"abstract":"THE NATIONAL SOCIALIST REGIME remains, for many teachers, the classic example of totalitarian dictatorship. While students may have had little acquaintance with other twentieth century tyrants, all know, or at least claim to know, a thing or two about Adolf Hitler. The purpose of this essay is to offer some newer perspectives on the Hitler dictatorship and to demonstrate how the experience of young people in the Third Reich can be used as a case study. Students, whether at the secondary or college level, readily identify with the experiences of young people in times past and identifying with young people in Nazi Germany is no different. All resources (sources 1,2, 3, etc.) are available on the Internet at: . No effort has been made to provide objectives or detailed plans; it is assumed that teachers will take what is useful and tailor it in a way that fits their courses and curricula.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"189-207"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
WHETHER WE LIKE IT OR NOT, we live in a highly competitive world. Although there is no national competency examination in our subject area, Advanced Placement social studies courses are being used more and more to improve the credentials of college applicants. Those of us teaching these courses are under increasing pressure from parents and school administrators to allow more and more students to take the AP courses and to improve the AP scores of our students. The present standards movement has affected all social studies teachers. As this movement sweeps the country, more and more of us are faced with the difficult task of either teaching meaningful skills or teaching to a test. A recent study I conducted has demonstrated that we can achieve both. The study focused upon improving instruction in AP social studies courses through providing teacher training in the use of different teaching methods and strategies. Specifically, teachers learned the importance of (a) mastery learning, (b) the use of weekly written assessments, (c) the use of primary documents, (d) the use of actual AP tests for practice, (e) the use of student-developed outlines, and (f) vocabulary development. Each of the AP social studies teachers attended an AP Teacher Institute for their
{"title":"Strategies for Improving the Advanced Placement Examination Scores of AP Social Studies Students.","authors":"R. Goss","doi":"10.2307/1555628","DOIUrl":"https://doi.org/10.2307/1555628","url":null,"abstract":"WHETHER WE LIKE IT OR NOT, we live in a highly competitive world. Although there is no national competency examination in our subject area, Advanced Placement social studies courses are being used more and more to improve the credentials of college applicants. Those of us teaching these courses are under increasing pressure from parents and school administrators to allow more and more students to take the AP courses and to improve the AP scores of our students. The present standards movement has affected all social studies teachers. As this movement sweeps the country, more and more of us are faced with the difficult task of either teaching meaningful skills or teaching to a test. A recent study I conducted has demonstrated that we can achieve both. The study focused upon improving instruction in AP social studies courses through providing teacher training in the use of different teaching methods and strategies. Specifically, teachers learned the importance of (a) mastery learning, (b) the use of weekly written assessments, (c) the use of primary documents, (d) the use of actual AP tests for practice, (e) the use of student-developed outlines, and (f) vocabulary development. Each of the AP social studies teachers attended an AP Teacher Institute for their","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"115-117"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Dunn, Laura J. Lipson, R. Sadoff, J. Sadoff, LisaGay Hamilton, Neda Armian, J. Demme, Joe Viola
{"title":"Standing on My Sisters' Shoulders","authors":"J. Dunn, Laura J. Lipson, R. Sadoff, J. Sadoff, LisaGay Hamilton, Neda Armian, J. Demme, Joe Viola","doi":"10.2307/1555635","DOIUrl":"https://doi.org/10.2307/1555635","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"126"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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