Theses and dissertations

This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students. 

Displaying 1 - 2 of 2
Filtering by

Clear all filters

136169-Thumbnail Image.png

Civics in Arizona Classrooms

Description
Based on recent polls, citizens generally agree that civic education has an important place in schools, yet it is often overlooked by schools due to high-stakes testing. Even when civics is included in the curriculum, the methods and goals of said education are not consistent. This paper addresses civic education…

Based on recent polls, citizens generally agree that civic education has an important place in schools, yet it is often overlooked by schools due to high-stakes testing. Even when civics is included in the curriculum, the methods and goals of said education are not consistent. This paper addresses civic education in the Peoria Unified School District by examining state education standards, textbooks and curriculum in the subject of social studies. This paper calls attention to the connection between education and citizenship, and organizes the curriculum in three categories of citizenship created by Kahne and Westheimer (2004). The purpose of this research is to examine civic education in the Peoria Unified School District, and address the role of civic education in relation to democratic citizenship.
ContributorsSchryver, Haley Alyse (Author) / Ron, Amit (Thesis director) / Harris, Lauren (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2015-05

History in Action: Performing History as a Method of Teaching

Description
The purpose of this research was to create a theoretical lesson plan to teach the French Revolution, and specifically the March on Versailles, to secondary-level (middle and high school) students. This lesson plan incorporates a simulation of the March on Versailles for students to participate in as a supplement to…

The purpose of this research was to create a theoretical lesson plan to teach the French Revolution, and specifically the March on Versailles, to secondary-level (middle and high school) students. This lesson plan incorporates a simulation of the March on Versailles for students to participate in as a supplement to their usual lesson, and as a different and engaging method of learning. For the purposes of this honors thesis, the research and information gathered was split into four individual sections: a pedagogy, a historiography, a series of short biographies, and a script which is accompanied by a short film of the dialogue. These four parts would work together in order for an instructor to easily build either a simple, short, one-class lesson or a multi-lesson project for their students. The parts combine research into educational studies and research on French Revolutionary history in order to encompass all aspects of a lesson. The goal of such research into a potential lesson plan would be to create a history lesson which is more interesting to all students, especially those who struggle to find enjoyment in history. Moving forward, this theoretical lesson would be put into practice with middle or high school students in order to gauge their interest and engagement with the subject before and after a simulation in their class.
ContributorsNun, Taylor Jaylene (Author) / Thompson, Victoria (Thesis director) / Harris, Lauren (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05