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This paper presents preliminary findings from a study of the historical understanding of secondary students age 12-15 years in Northern Ireland. The study investigated the ideas students had about history, the sources of those ideas, how those ideas related to their sense of identity, and how school history compared to other, less formal influences. Participants were 40 children at several different types of schools in different geographic regions. Data collection involved having students arrange historical pictures and complete formal, semi-structured interviews. Initial results from interviews with students who had completed the first year of the secondary curriculum indicated that they considered history strongly related to their sense of heritage and their personal connections to place and community. Many thought that school history should help them understand the contemporary conflict in Northern Ireland. Students learned about history from their families and others in their communities, and they demonstrated attachment to their heritage. Students discussed conflict in terms of religious antagonism, competition among organized groups (political parties or para-militaries) and efforts to obtain rights. (Contains 44 references.) (SM)

This study, part of a graduate level social studies methods course at a large midwestern university, investigated beginning teachers' ideas about teaching and learning social studies before and after their participation in a set of open-ended interviews with children in the elementary grades. The interviews were designed to give new teachers direct experience investigating children's explanations of key social studies concepts and to track changes in the teachers' ideas through a set of focus group discussions. Initial discussions indicated that teachers were aware social studies occupied a position of low status (and low incidence) in the elementary curriculum, and that students often had difficulty learning the content of the subject. Teachers attempted to explain this by suggesting that students were developmentally incapable of learning social studies, students had insufficient prior knowledge, or the subject was irrelevant. They had few suggestions for how to overcome these limitations. Focus group discussions after completing interviews with students suggested a shift away from emphasis on shortcomings in student or curriculum, and toward a recognition of the teachers' role in developing students' understanding, particularly through assessing and building on students' background knowledge, focusing on conceptual understanding rather than recall of factual information, and establishing the relevance of the subject. Findings suggest that experiences that directly challenge beginning teachers' assumptions about children's thinking may be an effective way of developing their understanding of teaching and learning in social studies. Contains 26 references. Appendices contain protocols for student interviews and focus group interviews. (Author/BT)

The result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences: for states to upgrade their state social studies standards and for practitioners--local school districts, schools, teachers and curriculum writers--to strengthen their social studies programs. Its objectives are to: a) enhance the rigor of the social studies disciplines; b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies. In June 2017, a Religious Studies Companion Document was added as a Supplement to the C3 Framework. [This document is the product of a collaboration among the following fifteen professional organizations committed to the advancement of social studies education: American Bar Association; American Historical Association; Association of American Geographers; Campaign for the Civic Mission of Schools; Center for Civic Education; Constitutional Rights Foundation Chicago; Constitutional Rights Foundation USA; Council for Economic Education; National Council for Geographic Education; National Council for History Education; National Council for the Social Studies; National Geographic Society; National History Day; Street Law, Inc.; and World History Association.]

This study used open-ended interviews and classroom observations to examine the development of children's understanding of historical time in Northern Ireland. Even the youngest made distinctions among past times, and these differentiations became increasingly numerous with age; students also were able to sequence historic time periods with a high degree of accuracy. This categorization and sequencing involved using personal and family experience, historical information learned in and out of school, and assumptions about the nature of change over time. In addition, students had mastered the arithmetical and linguistic conventions for dates and other standardized notations of time, but the accuracy of their attempts to use such systems depended on their recognition of reference points which they associated with specific visual images; these reference points also derived from personal and family experience and historical information learned in and out of school. These findings indicate that students' understanding of historical time depends on their facility with a set of learned and culturally embedded strategies for describing the past. Differences between the students in this study and those described in previous U.S. research further highlight the impact of learning and cultural context on the development of children's understanding of historical time. (EH)

This study examines the influence of differing social contexts on the historical understanding of primary and elementary students in Northern Ireland and the United States. Although children in both locations learn about the past not only at school but from relatives, historic sites, literature, and the media, the U.S. emphasis on a narrative of national development leads students to emphasize inventions, rational progress, and individual achievements in attempting to explain change over time. Primary students in Northern Ireland, however, encounter history not as a story of national development but a series of portrayals of social and material life in other times and places; as a result, they are more likely to explain historical change in terms of economic factors, legal and institutional developments, or changing fashions. U.S. students conclude that the purpose of learning history is to understand themselves and the national community with which they identify; primary students in Northern Ireland think history is important to learn about people who are different than themselves. (Author)

This study investigates middle graders' understanding of significance in United States history through open-ended interviews with 48 students in grades 5-8. Students were presented with a set of captioned historical pictures and asked to choose the one important enough to include on a timeline of the last five hundred years, and to explain their choices. Students' choices focused primarily on the origin and development of the political and social structure of the United States, and their explanations pointed to steadily expanding rights and opportunities as a central theme in U.S. history. At the same time, students had difficulty incorporating some historical patterns and events into their image of progress, and their discussion of these issues indicated a familiarity with a"vernacular" view of history separate from "official" views justifying the contemporary social structure. This study suggests that students need experience with the complexities of the past within a context that provides some framework for making critical sense of both legitimating stories and alternative, vernacular histories. The paper suggests one way to help students build such a framework is by letting them grapple with exactly those issues--race, gender, and class, for example--that have not been so thoroughly digested that their meaning is firmly established in the historical canon. (Contains 36 references.) (Author/EH)

In order to investigate elementary school students' understanding of historical time, this study conducted open-ended interviews with 58 children in kindergarten through sixth grade. The students were asked to place nine illustrations from various periods of American history in chronological order and to talk about the reasoning behind the order they chose. The paintings and photographs consisted of scenes broadly representative of a particular era, such as the colonial period, the 1920s, or the 1960s. The study found that even the youngest children made some basic distinctions in historical time and that those distinctions became increasingly differentiated with age. Dates, however, had little meaning for children before third grade; and although third- and fourth-graders understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children's placement of most pictures revealed substantial agreement with each other and with the correct order. Two appendixes contain copies of the illustrations used in the study and the interview protocol. (MDM)

Presents two composite and contrasting cases of how elementary school children are taught history. One student receives instruction heavily slanted toward institutional political history, while the other learns these concepts incorporated throughout social history illustrated with different types of learning activities. Suggests workable alternatives for the upper elementary grades. (MJP)

Reports on the results of an experiment testing 58 elementary school students tasked with chronologically ordering a set of nine historical pictures and thinking aloud about their efforts. Provides increased evidence regarding the kind and sources of children's historical knowledge and how they deploy that knowledge. (MJP)