Date of Award

2-5-2007

Document Type

Dissertation

Degree Name

Doctor of Arts (DA)

Department

History

First Advisor

Barbara|Kelsch, Anne Handy-Marchello

Abstract

The teaching of the History survey has often been conducted using a lecture-based format. However, research has shown that integrating active learning techniques, such as Problem-Based Learning, can successfully balance content and historical process to create a learning environment that Will make the study of History in a survey course more meaningful and relevant to students. By utilizing past and current theoretical research in the fields of Education, Educational Psychology, and History and History teaching practices, it is possible to build a learning environment that can introduce students in the History survey to an array of historian's analytical tools utilizing Problem-Based Learning teaching methods. In shifting the focus of the survey from one that is lecture and content based to one that focuses on the development of critical thinking skills as developed in historical analysis, it is possible to balance historical content with historical process in the History survey. A portion of this shift is accomplished by critically evaluating the place of the textbook within the History survey and balancing the interpretations of the survey text with critical analysis of primary and secondary documents to develop fuller historical understanding. In place of a lecture-based survey format, I have developed four learning modules that demonstrate critical thinking and historical understanding in the History survey through Problem-Based Learning: Women in Ancient Greece, Women's Suffrage, Comparing and Contrasting the Past (focusing on the early nineteenth century), and the Interwar Years and World War II. These modules include instructor's notes, assessed activities, student assignment sheets, reading assignments, online lectures, and other relevant documents.

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