Moving Past Oppression to Empowerment: A Framework for Infusion of Positive Historical Attributes of Diverse Populations in High School United States History Curriculum

Author

Grifan Inglis Cayce, Central Washington University

Document Type

Graduate Project

Date of Degree Completion

Summer 2006

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Don B. Woodcock

Second Committee Member

Harold S. Williams

Third Committee Member

C. Weiner

Abstract

The relationship between student dispositions and content regarding historically marginalized cultures was studied. Research explored how the delivery by the teacher on challenging subjects would have a direct result on student dispositions and learning. The research supported the need to change the current approach of teaching United States history into a transformative model where students are challenged to think about history from different perspectives. Implications for curriculum delivery are discussed.

Recommended Citation

Cayce, Grifan Inglis, "Moving Past Oppression to Empowerment: A Framework for Infusion of Positive Historical Attributes of Diverse Populations in High School United States History Curriculum" (2006). All Graduate Projects. 892.
https://digitalcommons.cwu.edu/graduate_projects/892