Anthropology and its role in teaching history: A model world history curriculum reform Item Type text; Dissertation-Reproduction (electronic) Authors Chavarria, Sara Patricia Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 06/10/2021 05:12:30 Link to Item http://hdl.handle.net/10150/284264 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substarxjard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author dki not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to l>e removed, a note vmII indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, t>eginning at the upper left-hand comer and continuirig from left to right in equal sections with small overiaps. Photographs included in the original manuscript have t>een reproduced xerographically in this copy. Higher quality 6' x 9" t>iack and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information arKl Learning 300 North Zeeb Road, Ann Artx>r, Ml 48106-1346 USA 800-521-0600 ANTHROPOLOGY AND ITS ROLE IN TEACHING HISTORY: A MODEL WORLD HISTORY CURRICULUM REFORM by Sara Patricia Chavarria A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING, AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY in the Graduate College THE UNIVERSITY OF ARIZONA 2000 UMI Number: 9992081 UMI ® UMI Microform 9992081 Copyright 2001 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17. United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor. Ml 48106-1346 2 THE UNIVERSITY OF ARIZONA ® GRADUATE COLLEGE As members of the Final Examination Committee, we certify that ve have read the dissertation prepared by Sara Patricia Chavarria entitled Anthropology and its Role in Teaching History: A Model World History Curriculum Reform and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy Toni Gj^ego-Jone^j Date Norma ^"Gonzalez Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirtme^vt. //A?/ oO Dissertation Director ^chard iz Date 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotations from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtain®' " SIGNED 4 ACKNOWLEDGMENTS Alternative means by which to study world history today was the primary focus of this study. However, the knowledge gained during this research goes beyond what is confined to this book. The help and support of many individuals made this study possible. This research could not have been conducted without the fiiU support of llse Billings whose generous oflfer to let me work with her and her students provided me with so much valuable knowledge and friendship. I am also extremely indebted to Richard Ruiz for his patience, gukiance, and understanding through my studies in Language, Reading, and Culture. His constant support and encouragement played an invaluable role in helping me reach my goals. Our stimulating discussions about my research and where it could lead me were a constant inspiration I am also gratefiil to Norma Gonzalez for her guidance, support, and encouragement throughout my studies. Thanks must also be extended for her invaluable comments on this manuscript. Many thanks to Toni Griego-Jones for her generous support of my research and for the many comments that aided in arriving at the final product. I am also thankful to Paul Fish and Suzanne Fish for their strong faith in me and my ideas. 1 think myself lucky to call them mentors and fiiends. Thanks must also be extended to Allen Dart at Old Pueblo Archaeology Center for generously understanding my schedule constraints at work during my research and writing phases. Thanks to all my colleagues in Language, Reading, and Culture, in Anthropology, and at the Arizona State Museum for making my work such an enjoyable experience. Special thanks to my colleague and dear fiiend Sally Rusk for her unwavering support of my research and for gladly adopting the final product in her classroom. Also, special thanks to Maria and Yvonne in LRC for keeping me grounded and on track. Thanks to all of my friends who became my family here in Tucson. I have too many fiiends to thank here but a very special thanks must be extended to my dear fiiends Kathy, Nieves, Ann, Joanne, Ester, Barbara, Andrea, Patricia, Breda, Isobel, and Gail — true sisters in every sense of the word. A very loving thanks to my family in Laredo, Texas. To my parents, tias, tios, brothers, sisters, primas, primos, my grandmother, and Rose Trevifio ~ thanks for your support and faith in me. I did it for all of you. Finally, to my wonderful partner in Life and beyond. Wim, I am eternally grateful for your generous love and support. Thank you. DEDICATION To my wonderful and loving parents Ruben and Sara Chavarria Thank you for your constant encouragement and support. Amor y besos. 6 TABLE OF CONTENTS LIST OF TABLES 9 LIST OF FIGURES 10 ABSTRACT 12 Chapter 1: INTRODUCTION 13 Purpose of this paper 15 The goals of the study 16 Definitions and explanations of terminology 18 Research background - History in the schools 22 History teaching and education 22 Textual discourse in history books 25 What is historical fact? 28 Research background - How to teach 30 Rote memorization v. Critical thinking 33 A question: Why culture? 35 Closing remarks 39 Chapter 2: RESEARCH BACKGROUND IN HISTORY STUDIES 41 History and objectivity 43 Teaching history in the pre-collegiate classroom 48 Textbooks 49 Textbook reliance and teachers 52 The goal of history 54 Identity: Nationalism or ethnicity 55 The Cold War and its implications to educational reform 57 Man: A Course of Study (MACOS) 60 MACOS teaching methodology 60 MACOS content 62 Social studies curriculum - the Canadian response 64 Lessons of the past 66 The new fad: Bringing archaeology into the classroom 68 Science or social studies content 71 What does this all mean in terms of culture? 75 Chapter 3: TEACHING METHODOLOGY BACKGROUND 79 Formal education in the Western World and its implications 79 7 TABLE OF CONTENTS - continued Critical thinking and learning 84 Culture and critical pedagogy 85 From drawing board to real life: Application of a critical education approach 87 Teacher realities 89 Textbook reliance in history classrooms 91 Critically learning about human history and prehistory 93 Chapter 4: RESEARCH METHODOLOGY 95 The project 95 Choosing the school 96 Choosing the classroom 96 Study questions 97 Methodology: The formation of the curriculum 97 The three phases of research 97 Defining the methodology 98 Researcher as participant observer 100 Data collection 103 Meeting National Standards development criteria 104 Meeting State and School Standards 104 Closing remarks 106 Chapter 5: RESEARCH OBSERVATIONS AND INITIAL RESULTS 116 The Fall Semester - I am an Observer 116 The teacher in the World History classroom 117 The curriculum in the World History classroom 121 The students in the World History classroom 122 The school policy 128 My initial perceptions 131 Spring Semester - The Participant Observer (I am the Teacher) 133 Student response to my presence 135 Creating a curriculum for use in the classroom 141 The curriculum realized 160 Teaching the curriculum: The evolution of the thematic unit concept...162 Final observations 193 The curriculum and the National Standards 194 Final observations 206 8 TABLE OF CONTENTS - continued Chapter 6: FINAL RESULTS: THE CREATION OF THE TEACHING MODEL 211 The traditional curriculum 211 What does History teach us? 213 Cultural knowledge is the key 215 The new curriculum 217 Learning because it makes sense 222 The future of the model 224 Using visuals 227 Making it available to teachers 228 Dissertation research contributions 230 Closing remarks 235 APPENDIX A 237 APPENDIX B 239 APPENDIX C 253 APPENDIX D 262 APPENDIX E 269 REFERENCES CITED 272 9 LIST OF TABLES 4.1 Schedule of research and mediodology 99 4.2 List of learning skills in critical thinking to be encouraged in classroom learning as discerned from the NCHS National Standards development criteria 105 4.3 The NCHS development criteria for World History Standards in the US as they apply to the High School classroom.