Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

Todd Lilly

Abstract

This action research study examined the impact of the Historical Thinking Method (HTM) on how students interacted with actual and virtual historical sites and museums. From September 2017 to May 2018, students engaged in analysis and evaluation of online exhibits and actual sites in the Washington, DC, and Columbia, South Carolina, areas using the 32 prompt HTM guide. The HTM was designed to develop not only students’ analytical abilities but also consideration of social justice issues such as racism and sexism in the exhibition and memorialization of history. Using qualitative data from student HTM guides, papers, teacher observations, and written interviews, I will modify future cycles of this action research study to make both actual and virtual trips to historical sites and museums into lessons on historical thinking. I will also share my findings, the HTM, and list of resources with colleagues at my school and beyond so that others can help students develop their historical thinking skills even if socio-economic factors make off-campus trips unlikely.

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