Record Details
A supplementary American history curriculum taking an American Indian perspective
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | A supplementary American history curriculum taking an American Indian perspective |
| Names |
McDonald, Judy C.
(creator) |
| Date Issued | 1994 (iso8601) |
| Note | Access restricted to the OSU Community |
| Abstract | The present study involved the development and evaluation of an American history supplemental curriculum which was aimed at teaching high school students an American Indian perspective to the nation's history, while sustaining learning of the traditional curricula perspective. The project addressed an academic need for such curriculum for all students, particularly American Indian students. In addition, it addressed a need for enhanced self-esteem in Native American students stemming, in part, from the traditional history curriculum which is often culturally irrelevant and inaccurate concerning the role of their ancestors. In year one, a team of teachers and students developed a supplemental high school American history curriculum that was aligned to the history curriculum criteria of the State Department of Education. In year two, the curriculum was field tested in ten American history high school classrooms. Using a quasi-experimental design, the supplemental curriculum was compared to traditional curriculum in the content achievement domain. Further, changes in student self-concept and in students' knowledge of the supplemental curriculum content were examined. Results of an analysis of covariance statistical test demonstrated that students in the supplemental curriculum consistently achieved higher (p < 05) than students in a traditional curriculum on the Iowa Test of Basic Skills. Second, criterion referenced tests results of students in the supplemental curriculum demonstrated significant (p < 05) and dramatic gains in the content relevant domain. Finally, the self-concept of students also demonstrated significant (p < 05) increases for students in the supplemental curriculum. The data suggest that the model supplemental curriculum is effective in teaching an alternative perspective of the history of the United States without diminishing or corrupting learning from the traditional perspective. Further, supplemental companion curriculum can enhance a traditional history curriculum when it is aligned with the core curriculum and when presented in a compatible instructional format. |
| Genre | Thesis |
| Topic | United States -- History -- Study and teaching (Secondary) |
| Identifier | http://hdl.handle.net/1957/55834 |
