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An Analysis of U.S. History Textbooks: the Treatment of Primary Sources View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Research Repository @ WVU (West Virginia University) Graduate Theses, Dissertations, and Problem Reports 2009 An analysis of U.S. history textbooks: The treatment of primary sources Misty D. Rodeheaver West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Rodeheaver, Misty D., "An analysis of U.S. history textbooks: The treatment of primary sources" (2009). Graduate Theses, Dissertations, and Problem Reports. 4521. https://researchrepository.wvu.edu/etd/4521 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. AN ANALYSIS OF U.S. HISTORY TEXTBOOKS: THE TREATMENT OF PRIMARY SOURCES by Misty D. Rodeheaver Dissertation submitted to the College of Human Resources & Education at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum & Instruction Approved by Dr. Mary Haas, Committee Chairperson Dr. David Callejo-Perez Dr. Samuel Stack Dr. Robert Waterson Dr. William Mahoney Department of Curriculum & Instruction Morgantown, West Virginia 2009 Keywords: Social Studies; U.S. history; primary sources; textbook evaluation Copyright 2009 Misty Rodeheaver ABSTRACT AN ANALYSIS OF U.S. HISTORY TEXTBOOKS: THE TREATMENT OF PRIMARY SOURCES by Misty D. Rodeheaver This dissertation examines the treatment of primary sources in three of the most widely adopted secondary U.S. History textbooks. Specifically examined were the types of primary sources, location of corresponding questions, classification of corresponding questions according by the Depth of Knowledge and the Library of Congress steps in examining primary sources, and presence of answers in the narrative. An instrument was created to assure transparency in assessing the textbooks. The results were examined through the interpretative frame works of historians and the various perspectives within the social studies. All texts incorporated many primary sources but varied greatly in their presentations of the documents. Recommendations for changes were made for each of the stakeholders with interests in publishing and using textbooks. ACKNOWLEDGMENTS There are so many people that have carried me through this arduous process, and I am profoundly thankful to each and every person. Dr. Mary Haas, thank you for your guidance and infinite patience. As an advisor, you guided me through this task and were always there with the proper motivation to bolster my endurance. As a colleague, you introduced me to an invaluable number of fruitful professional opportunities, and as a friend, you provided comfort and reassurance. To the rest of my committee members – Dr. David Callejo, Dr. Sam Stack, Dr. Robert Waterson, and Dr. William Mahoney, I cannot thank you enough for all the countless hours of feedback and your willingness to serve on my committee. Additionally, each of you have pushed and challenged me both academically and professionally to strive for more, and I thank you for facilitating my educational pursuits. It has been an honor to work under each of you. Dr. Mahoney, I credit you with the spark that began my foray into graduate work. I never would have embarked on this journey had it not been for your influential presence. To my family and friends, I owe you everything. Mom and Dad, there are no words to describe my overwhelming gratitude for all of the sacrifices you made all these years and for your unconditional love and support. Vennessa, where to begin? I am so thankful to know you have always been by my side and that you allow me to share in your joy with Caleb. For my extended family of friends – Libby, Christy, Chris, Harold, Rachel, Ken, Connie, Parker and the rest of my WVU family, a thousand thanks for the welcome distractions, the willingness to listen to my woes, and the fierce support you provide. I am a lucky woman to have people like you in my life. Lastly, to my godson, your sweet presence and kind nature kept me going when I wanted to quit. Caleb, you are such a blessing. iii TABLE OF CONTENTS Chapter 1: Statement of the Problem..................................................................................... 1 Introduction.................................................................................................................................................1 Purpose of the study .................................................................................................................................5 Limitations of the study...........................................................................................................................8 Chapter 2: Review of Literature ............................................................................................... 9 Introduction.................................................................................................................................................9 Historical emphasis of history curriculum......................................................................................9 How history should be taught............................................................................................................ 13 Historical progression.......................................................................................................................................13 Current teaching methods...............................................................................................................................20 The role of the textbook in curriculum.......................................................................................... 23 Textbook evaluation.............................................................................................................................. 27 Types of textbook analyses.............................................................................................................................28 Textbook analysis methodology...................................................................................................................29 Concluding statements ......................................................................................................................... 31 Chapter 3: Methodology.............................................................................................................33 Introduction.............................................................................................................................................. 33 Textbooks................................................................................................................................................... 33 Instrument................................................................................................................................................. 35 Instrument components...................................................................................................................................35 Instrument validity.............................................................................................................................................37 Data Collection ......................................................................................................................................... 40 Research design....................................................................................................................................... 40 Quantitative analysis..........................................................................................................................................40 Framing ....................................................................................................................................................................41 Implications............................................................................................................................................... 41 Concluding statements ......................................................................................................................... 42 Chapter 4: Results ........................................................................................................................43 Introduction.............................................................................................................................................. 43 Description of selected textbooks.................................................................................................... 44 American Odyssey...............................................................................................................................................44 Background information.............................................................................................................................44
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