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Using a difficult history framework, we analyzed the high school history standard sets for the 50 United States and the District of Columbia and the Vietnamese national history standards. We conducted a cross-comparative content analysis to answer the question: How do Vietnamese and U.S. high school history standards represent the Vietnam War and each other? Our analysis revealed that Vietnam includes the United States more often and in a broader historical context than the United States includes Vietnam; that standards reify the notion that the Vietnam War was pivotal in each nation's unique cultural and political trajectories, yet the two countries rationalized their engagement in the war for different ideological reasons; and that there are substantial and surprisingly similar omissions of difficult history. [ABSTRACT FROM AUTHOR]

There is a large body of research around the effectiveness of active participation and in-class discussion as a means to promote students' critical thinking and communication skills. However, little research exists that investigates the factors that affect the equality of participation in classroom discussions. Therefore, this study analyzes relationships between students' levels of engagement and the levels of equity of participation during discussion-based classes. This study's data suggested that: (1) Behavioral Engagement may be a significant positive predictor of a discussion's equality and (2) Cognitive Engagement may be a significant negative predictor of a discussion's equality. [ABSTRACT FROM AUTHOR]