Please use this identifier to cite or link to this item:
http://hdl.handle.net/11375/13743
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Synge, J. | en_US |
dc.contributor.advisor | Rempel, R. | en_US |
dc.contributor.author | Van, Wyngaarden Brian | en_US |
dc.date.accessioned | 2014-06-18T17:05:05Z | - |
dc.date.available | 2014-06-18T17:05:05Z | - |
dc.date.created | 2013-11-28 | en_US |
dc.date.issued | 1997-07 | en_US |
dc.identifier.other | opendissertations/8572 | en_US |
dc.identifier.other | 9649 | en_US |
dc.identifier.other | 4861129 | en_US |
dc.identifier.uri | http://hdl.handle.net/11375/13743 | - |
dc.description.abstract | <p>History remains one discipline that continues to concern itself with better understanding the motives and behaviour of human beings. In recent years elementary schools have faced widely publicized criticism for producing graduates who lack even the most basic knowledge of Canadian historical events, personalities, and places. Such press coverage has understandably deepened the concerns of many teachers, parents, and members of the general public about the adequacy of Ontario's elementary history curriculum. Guidelines introduced by the Ontario Ministry of Education since the early nineteen-seventies have largely failed to address this issue, by allowing local school boards to produce and implement their own curricula in the area of history.</p> <p>At present, the deliberate study of history as a subject at the elementary level (ages 5-10, grades 1-5) is virtually non-existent. The most direct piece of evidence of this relatively recent trend has been the absence from many teachers' timetables and lesson plans of a reference to history in its own right. As misguided as such a generalized statement may seem, there is, in fact, strong evidence to support the accuracy of such a claim.</p> <p>This topic was selected in order to examine the validity of the perceptions, observations, and criticisms of the way in which history is currently being taught in Ontario's elementary schools, and to discuss the implications. In addition, a survey (N=100) was conducted in order to explore the views of the members of the public on issues relating to the teaching of history to young children.</p> <p>Children do have a real psychological need to touch even the most recent past, and teachers must be made more responsible for making it possible. The central value of history lies in its ability to allow children to see themselves and their own interests in the perspective of time. Clearly, that is one outcome of the study of history that is both meaningful and compelling.</p> | en_US |
dc.subject | History | en_US |
dc.subject | History | en_US |
dc.title | The Teaching of History at the Elementary Level Educating for Social Responsibility | en_US |
dc.type | thesis | en_US |
dc.contributor.department | History | en_US |
dc.description.degree | Master of Arts in Teaching (MAT) | en_US |
Appears in Collections: | Open Access Dissertations and Theses |
Files in This Item:
File | Size | Format | |
---|---|---|---|
fulltext.pdf | 6.22 MB | Adobe PDF | View/Open |
Items in MacSphere are protected by copyright, with all rights reserved, unless otherwise indicated.