Pub Date : 2021-03-15DOI: 10.1080/00377996.2021.1896464
Sylvia Pantaleo
Abstract Participation in a classroom-based study provided Grade 4 students with multiple opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles. Intentionally-designed instruction during the multifaceted research included a variety of activities focused on a selection of elements of visual art and design. Student participants read and discussed, and wrote about picturebooks during Language Arts, Science and Social Studies. The Rabbits, a picturebook that has been interpreted as a powerful and unsettling allegory of colonization, industrializaiton, and ecological destruction, was one selection of literature featured during a Social Studies unit on European exploration. The content analysis of the students’ responses to The Rabbits revealed how the students identified, described, and interpreted Shaun Tan’s use of color, visual point of view, and typography as fulfilling multiple, and often simultaneous, meaning-making purposes. The responses provided evidence of student engagement in sophisticated visual analysis and symbolic interpretation that deepened their critical understanding and appreciation of The Rabbits, as well as enhanced their understanding of curriculum. Overall, the findings extend the limited research on how student knowledge about and interpretation of elements of visual art and design in the artwork in picturebooks used for Social Studies pedagogy can simultaneously develop students’ visual reading skills, enhance their comprehension of curricular content, and build their higher-order thinking skills.
{"title":"Student Meaning-Making of an Allegorical Picturebook in Social Studies","authors":"Sylvia Pantaleo","doi":"10.1080/00377996.2021.1896464","DOIUrl":"https://doi.org/10.1080/00377996.2021.1896464","url":null,"abstract":"Abstract Participation in a classroom-based study provided Grade 4 students with multiple opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles. Intentionally-designed instruction during the multifaceted research included a variety of activities focused on a selection of elements of visual art and design. Student participants read and discussed, and wrote about picturebooks during Language Arts, Science and Social Studies. The Rabbits, a picturebook that has been interpreted as a powerful and unsettling allegory of colonization, industrializaiton, and ecological destruction, was one selection of literature featured during a Social Studies unit on European exploration. The content analysis of the students’ responses to The Rabbits revealed how the students identified, described, and interpreted Shaun Tan’s use of color, visual point of view, and typography as fulfilling multiple, and often simultaneous, meaning-making purposes. The responses provided evidence of student engagement in sophisticated visual analysis and symbolic interpretation that deepened their critical understanding and appreciation of The Rabbits, as well as enhanced their understanding of curriculum. Overall, the findings extend the limited research on how student knowledge about and interpretation of elements of visual art and design in the artwork in picturebooks used for Social Studies pedagogy can simultaneously develop students’ visual reading skills, enhance their comprehension of curricular content, and build their higher-order thinking skills.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"5 1","pages":"217 - 230"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88822807","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}
Pub Date : 2021-03-04DOI: 10.1080/00377996.2020.1830362
Scott Scheuerell
Abstract The author describes how high school students can use Google Tour Builder to track the impact of local Civil War veterans by conducting research with primary and secondary sources. In the article, there is a description of an example from Larned, Kansas where more than one hundred Civil War veterans settled a community on the plains. Digitized primary sources from the Kansas State Historical Society can be accessed on the Internet to investigate how the veterans were among the earliest settlers of the community and many served in key government positions. The activity presented can be replicated by teachers elsewhere to enable students to participate in local history research. Census reports, plat maps, and rosters from the Grand Army of the Republic enable students to research and produce an interactive Google Tour Builder. The site can enable the rest of the community to learn about the impact of veterans who lived there. Today students can enter the name of any Civil War veteran into an Internet database sponsored by the National Park Service. Students can use the database to mine for information such as where the soldier enlisted, location of battles fought, and how many soldiers died in the regiment.
作者描述了高中生如何使用Google Tour Builder通过对主要和次要资源进行研究来跟踪当地内战退伍军人的影响。在文章中，有一个来自堪萨斯州拉内德的例子，一百多名内战退伍军人在平原上建立了一个社区。来自堪萨斯州历史学会的数字化原始资源可以在互联网上访问，以调查退伍军人是如何成为社区最早的定居者之一，并且许多人担任重要的政府职位。这个活动可以被其他地方的老师复制，让学生参与到当地的历史研究中来。来自共和国大军的人口普查报告、地图和花名册使学生能够研究和制作一个交互式的谷歌旅游生成器。该网站可以让社区的其他人了解住在那里的退伍军人的影响。如今，学生们可以在国家公园管理局赞助的互联网数据库中输入任何内战老兵的名字。学生们可以使用数据库来挖掘信息，比如士兵在哪里入伍，战斗的地点，以及该团有多少士兵死亡。
{"title":"Google Tour Builder: Tracking the Impact of Civil War Veterans in a Kansas Community","authors":"Scott Scheuerell","doi":"10.1080/00377996.2020.1830362","DOIUrl":"https://doi.org/10.1080/00377996.2020.1830362","url":null,"abstract":"Abstract The author describes how high school students can use Google Tour Builder to track the impact of local Civil War veterans by conducting research with primary and secondary sources. In the article, there is a description of an example from Larned, Kansas where more than one hundred Civil War veterans settled a community on the plains. Digitized primary sources from the Kansas State Historical Society can be accessed on the Internet to investigate how the veterans were among the earliest settlers of the community and many served in key government positions. The activity presented can be replicated by teachers elsewhere to enable students to participate in local history research. Census reports, plat maps, and rosters from the Grand Army of the Republic enable students to research and produce an interactive Google Tour Builder. The site can enable the rest of the community to learn about the impact of veterans who lived there. Today students can enter the name of any Civil War veteran into an Internet database sponsored by the National Park Service. Students can use the database to mine for information such as where the soldier enlisted, location of battles fought, and how many soldiers died in the regiment.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"62 1","pages":"91 - 102"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86797201","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}
Pub Date : 2021-03-04DOI: 10.1080/00377996.2021.1889456
Taraneh Matloob Haghanikar
Abstract This study reviewed incorporating a lesson about immigration in pre-service teachers’ (N = 45) respective curricula. Additionally, it discussed participants’ responses, their level of preparedness, and in some cases their hindrances to teaching controversial lessons. Crafting a framework to teach future teachers about complex subjects such as forced journeys demands that teacher training programs develop promising pedagogies as well as multiple curricular venues through which teachers can relate to and understand the complexities of immigration. The study is grounded on the theory of cultural competence to prepare prospective teachers for a world on the move. Data from written reflections and class discussions showed the desire and ability of participants to develop critical awareness of teaching controversial issues. However, to equip future teachers with knowledge and skills essential in teaching contentious topics, teacher education programs need a more consistent and comprehensive curriculum.
{"title":"Forced Journeys: Integrating Lessons about Immigration in Teacher Education","authors":"Taraneh Matloob Haghanikar","doi":"10.1080/00377996.2021.1889456","DOIUrl":"https://doi.org/10.1080/00377996.2021.1889456","url":null,"abstract":"Abstract This study reviewed incorporating a lesson about immigration in pre-service teachers’ (N = 45) respective curricula. Additionally, it discussed participants’ responses, their level of preparedness, and in some cases their hindrances to teaching controversial lessons. Crafting a framework to teach future teachers about complex subjects such as forced journeys demands that teacher training programs develop promising pedagogies as well as multiple curricular venues through which teachers can relate to and understand the complexities of immigration. The study is grounded on the theory of cultural competence to prepare prospective teachers for a world on the move. Data from written reflections and class discussions showed the desire and ability of participants to develop critical awareness of teaching controversial issues. However, to equip future teachers with knowledge and skills essential in teaching contentious topics, teacher education programs need a more consistent and comprehensive curriculum.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"101 1","pages":"209 - 216"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90395332","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}
Pub Date : 2021-03-04DOI: 10.1080/00377996.2020.1829528
Alisha Milam
{"title":"Teacher, Why is This So Boring?","authors":"Alisha Milam","doi":"10.1080/00377996.2020.1829528","DOIUrl":"https://doi.org/10.1080/00377996.2020.1829528","url":null,"abstract":"","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"47 1","pages":"103 - 104"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76171986","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}
Pub Date : 2021-02-11DOI: 10.1080/00377996.2021.1871580
Scott L. Roberts, Jeremiah C. Clabough
Abstract U.S. politics has been primarily focused on the exploration of presidential power. People have engaged in traditional Master Narratives with the examination of U.S. Presidents where their actions are elevated and the catalysts for seismic societal changes. What is not examined in as much detail is legislative power wielded by members of the House of Representatives and the U.S. Senate. It could be argued that the influence of the U.S. Senate is more substantial given the longer length of its members’ terms. The exploration of a senator’s power, impact, and legacy is made even more difficult to measure by the subtle legislative maneuvers employed in the U.S. Senate along with the quantity of his or her votes on a variety of issues. However, students need to be equipped with the skills to analyze their elected representatives’ political records. One notable U.S. senator in the 20th century that the social studies teacher can research using the C3 Framework is Senator Richard Russell of Georgia.
{"title":"Using the C3 Framework to Evaluate the Legacy of Southern Segregationist Senators","authors":"Scott L. Roberts, Jeremiah C. Clabough","doi":"10.1080/00377996.2021.1871580","DOIUrl":"https://doi.org/10.1080/00377996.2021.1871580","url":null,"abstract":"Abstract U.S. politics has been primarily focused on the exploration of presidential power. People have engaged in traditional Master Narratives with the examination of U.S. Presidents where their actions are elevated and the catalysts for seismic societal changes. What is not examined in as much detail is legislative power wielded by members of the House of Representatives and the U.S. Senate. It could be argued that the influence of the U.S. Senate is more substantial given the longer length of its members’ terms. The exploration of a senator’s power, impact, and legacy is made even more difficult to measure by the subtle legislative maneuvers employed in the U.S. Senate along with the quantity of his or her votes on a variety of issues. However, students need to be equipped with the skills to analyze their elected representatives’ political records. One notable U.S. senator in the 20th century that the social studies teacher can research using the C3 Framework is Senator Richard Russell of Georgia.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"17 1","pages":"190 - 198"},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84573041","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}
Pub Date : 2021-02-09DOI: 10.1080/00377996.2021.1878994
W. McCorkle
Abstract Discussions on immigration in the social studies classroom have often focused on the political ideologies that frame the debate. Often, the religious and ethical frameworks surrounding immigration are often overlooked. This article provides a rationale for exploring the teachings of the Christian scriptures in relation to immigration, particularly in the U.S. social studies classroom. Though there is a relevance for all denominations of Christianity, there is particular focus on Protestantism. The reason behind this approach is based in Christianity’s strong influence on the United States’ society. However, it is also a religion where there is often little depth of knowledge and thus a source that can easily be manipulated by those in power. This article examines how teachers can help lead students into an exploration of Christian teachings on the importance of having a stance of compassion toward immigrants and ensuring they receive equal justice. This focus on the Christian teachings of immigration can be relevant for both Christian students, those of other faith traditions, and those who have no faith tradition. Ideally, the students will more thoroughly and accurately understand this crucial intersection of faith and immigration and move toward a just and inclusionary perspective on immigrant rights.
{"title":"Exploring the Christian Teachings on Immigration in the Social Studies Classroom","authors":"W. McCorkle","doi":"10.1080/00377996.2021.1878994","DOIUrl":"https://doi.org/10.1080/00377996.2021.1878994","url":null,"abstract":"Abstract Discussions on immigration in the social studies classroom have often focused on the political ideologies that frame the debate. Often, the religious and ethical frameworks surrounding immigration are often overlooked. This article provides a rationale for exploring the teachings of the Christian scriptures in relation to immigration, particularly in the U.S. social studies classroom. Though there is a relevance for all denominations of Christianity, there is particular focus on Protestantism. The reason behind this approach is based in Christianity’s strong influence on the United States’ society. However, it is also a religion where there is often little depth of knowledge and thus a source that can easily be manipulated by those in power. This article examines how teachers can help lead students into an exploration of Christian teachings on the importance of having a stance of compassion toward immigrants and ensuring they receive equal justice. This focus on the Christian teachings of immigration can be relevant for both Christian students, those of other faith traditions, and those who have no faith tradition. Ideally, the students will more thoroughly and accurately understand this crucial intersection of faith and immigration and move toward a just and inclusionary perspective on immigrant rights.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"40 1","pages":"199 - 208"},"PeriodicalIF":0.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82649814","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}
Pub Date : 2021-02-09DOI: 10.1080/00377996.2021.1871579
Jeremiah C. Clabough
Abstract In this article, I discuss one approach of implementing thematic teaching in the high school social studies classroom exploring the Civil Rights Movement of the 1950s and 1960s. First, a short summary for the type of high school social studies classroom envisioned in the C3 Framework by NCSS is discussed. Then, I define thematic teaching and the benefits of doing this type of social studies instruction. Next, a brief overview of the benefits of using trade books focusing on social studies topics is provided. Finally, three activities are given. Each activity uses a social studies trade book connected to three different civil rights activists during the 1950s and 1960s: Thurgood Marshall, Fred Shuttlesworth, and Fannie Lou Hamer. The steps and resources to implement these activities are provided.
{"title":"Using Thematic Social Studies Teaching to Explore the Civil Rights Movement","authors":"Jeremiah C. Clabough","doi":"10.1080/00377996.2021.1871579","DOIUrl":"https://doi.org/10.1080/00377996.2021.1871579","url":null,"abstract":"Abstract In this article, I discuss one approach of implementing thematic teaching in the high school social studies classroom exploring the Civil Rights Movement of the 1950s and 1960s. First, a short summary for the type of high school social studies classroom envisioned in the C3 Framework by NCSS is discussed. Then, I define thematic teaching and the benefits of doing this type of social studies instruction. Next, a brief overview of the benefits of using trade books focusing on social studies topics is provided. Finally, three activities are given. Each activity uses a social studies trade book connected to three different civil rights activists during the 1950s and 1960s: Thurgood Marshall, Fred Shuttlesworth, and Fannie Lou Hamer. The steps and resources to implement these activities are provided.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"97 12 1","pages":"177 - 189"},"PeriodicalIF":0.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73420748","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}
Pub Date : 2021-01-02DOI: 10.1080/00377996.2020.1792819
Alexander Patrick Fancher
Abstract Today’s political environment continues to become more polarized as Americans find themselves taking sides on controversial issues. While this is certainly not new to the American democratic experience, the way we as a country are combating it is. With the nation engulfed in a political maelstrom, people are forgetting how to have a civilized conversation with those who have opposing viewpoints. To inspire change, we must work with students in an educational setting to promote tolerance. But rather than limit controversial arguments involving politics, it is important to encourage these discussions so that we can prepare future generations to have the skills required to engage in meaningful political discourse. Only then can we strengthen our nation while weakening the divide that continues to plague our country on a daily basis.
{"title":"The American Taboo and Its Impact on Learning: Building Tolerance with More Politics, Not Less","authors":"Alexander Patrick Fancher","doi":"10.1080/00377996.2020.1792819","DOIUrl":"https://doi.org/10.1080/00377996.2020.1792819","url":null,"abstract":"Abstract Today’s political environment continues to become more polarized as Americans find themselves taking sides on controversial issues. While this is certainly not new to the American democratic experience, the way we as a country are combating it is. With the nation engulfed in a political maelstrom, people are forgetting how to have a civilized conversation with those who have opposing viewpoints. To inspire change, we must work with students in an educational setting to promote tolerance. But rather than limit controversial arguments involving politics, it is important to encourage these discussions so that we can prepare future generations to have the skills required to engage in meaningful political discourse. Only then can we strengthen our nation while weakening the divide that continues to plague our country on a daily basis.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"30 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82782891","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}
Pub Date : 2021-01-02DOI: 10.1080/00377996.2020.1792821
S. Schroeder, J. Gates
Abstract This article explores depictions of the American Civil Rights Movement in award-winning children’s picture books published between 2010 and 2018. Specifically, we focused on 25 books chosen by the American Library Association (ALA) and the National Council for the Social Studies (NCSS) for inclusion on their yearly book lists. We included books about events or figures of the long Civil Rights Movement as well as notable African-American “firsts” or famous cultural figures whose experiences with racial discrimination and/or engagement with activism during this time period were depicted. Using qualitative content analysis, we explored the extent to which books expanded or limited six common and inaccurate narratives of the movement. Ultimately, we found that the majority of award-winning books we analyzed present a limited portrayal of the Civil Rights Movement, often depicting racism as confined solely to the South, failing to depict sexism against women within the movement, reducing the demands of the movement to solely desegregation, and presenting heroes of the movement rather than collectives. While we see many of these books as limiting, we close with suggestions for using these texts in ways that can expand students’ understandings of the Civil Rights Movement.
{"title":"A Limited Portrayal: Depictions of the American Civil Rights Movement in Award-Winning Children’s Picture Books","authors":"S. Schroeder, J. Gates","doi":"10.1080/00377996.2020.1792821","DOIUrl":"https://doi.org/10.1080/00377996.2020.1792821","url":null,"abstract":"Abstract This article explores depictions of the American Civil Rights Movement in award-winning children’s picture books published between 2010 and 2018. Specifically, we focused on 25 books chosen by the American Library Association (ALA) and the National Council for the Social Studies (NCSS) for inclusion on their yearly book lists. We included books about events or figures of the long Civil Rights Movement as well as notable African-American “firsts” or famous cultural figures whose experiences with racial discrimination and/or engagement with activism during this time period were depicted. Using qualitative content analysis, we explored the extent to which books expanded or limited six common and inaccurate narratives of the movement. Ultimately, we found that the majority of award-winning books we analyzed present a limited portrayal of the Civil Rights Movement, often depicting racism as confined solely to the South, failing to depict sexism against women within the movement, reducing the demands of the movement to solely desegregation, and presenting heroes of the movement rather than collectives. While we see many of these books as limiting, we close with suggestions for using these texts in ways that can expand students’ understandings of the Civil Rights Movement.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"22 1","pages":"28 - 45"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83516790","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}
Pub Date : 2021-01-02DOI: 10.1080/00377996.2020.1792820
C. Svensson, Tobias Samuelsson
Abstract Lately, theme parks have emphasized the learning and edutainment aspects of their business. This has created new opportunities for theme parks and schools to cooperate. Research has shown that learning at science centers, a similar form of learning arena, tends to be out of context and that the learning outcomes are meager. High Chaparral, in southern Sweden, is a theme park primarily focusing on the American 1870s. With 160,000–170,000 visitors each year, the theme park is one of the largest arenas for history communication in Sweden, alongside traditional cultural heritage institutions. This paper presents an analysis of students, mainly aged 10–12 years, visiting the park. In the park, the children are presented with various fact- and skills-oriented activities. While the children enjoy the activities, they do not align the presentations with their school history education. Rather, the children relate them to their own everyday life experiences, and the idea of 1870s America they take from the park is, to a high degree, informed by popular TV and movie Westerns. While the theme park seems fun for the children, the findings of this analysis show that the park’s theme is not easily connected to the Swedish history curriculum for the studied group of students. In particular, the park does not align with the constructivist ideals of the Swedish curriculum. This does not mean that learning possibilities are absent. The park contains multifaceted leaning opportunities, but given the park’s present focus, these are not fully developed.
{"title":"“A Gunpowder-Smelling History Lecture”?—Learning at a Wild West History Theme Park","authors":"C. Svensson, Tobias Samuelsson","doi":"10.1080/00377996.2020.1792820","DOIUrl":"https://doi.org/10.1080/00377996.2020.1792820","url":null,"abstract":"Abstract Lately, theme parks have emphasized the learning and edutainment aspects of their business. This has created new opportunities for theme parks and schools to cooperate. Research has shown that learning at science centers, a similar form of learning arena, tends to be out of context and that the learning outcomes are meager. High Chaparral, in southern Sweden, is a theme park primarily focusing on the American 1870s. With 160,000–170,000 visitors each year, the theme park is one of the largest arenas for history communication in Sweden, alongside traditional cultural heritage institutions. This paper presents an analysis of students, mainly aged 10–12 years, visiting the park. In the park, the children are presented with various fact- and skills-oriented activities. While the children enjoy the activities, they do not align the presentations with their school history education. Rather, the children relate them to their own everyday life experiences, and the idea of 1870s America they take from the park is, to a high degree, informed by popular TV and movie Westerns. While the theme park seems fun for the children, the findings of this analysis show that the park’s theme is not easily connected to the Swedish history curriculum for the studied group of students. In particular, the park does not align with the constructivist ideals of the Swedish curriculum. This does not mean that learning possibilities are absent. The park contains multifaceted leaning opportunities, but given the park’s present focus, these are not fully developed.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"38 1","pages":"14 - 27"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90961302","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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