Graduate Project Title
Moving Past Oppression to Empowerment: A Framework for Infusion of Positive Historical Attributes of Diverse Populations in High School United States History Curriculum
Date of Degree Completion
Master of Education (MEd)
Don B. Woodcock
Second Committee Member
Harold S. Williams
Third Committee Member
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.
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.
Curriculum and Instruction Commons, Secondary Education Commons, United States History Commons