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Analysis of the treatment given to s...

Santoli, Susan Pitts.

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Analysis of the treatment given to selected aspects of World War II in secondary school history textbooks published in France, Germany, Great Britain, Japan, Russia, and the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of the treatment given to selected aspects of World War II in secondary school history textbooks published in France, Germany, Great Britain, Japan, Russia, and the United States./
Author:	Santoli, Susan Pitts.
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3825.
Contained By:	Dissertation Abstracts International58-10A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9811967
ISBN:	0591627019

Analysis of the treatment given to selected aspects of World War II in secondary school history textbooks published in France, Germany, Great Britain, Japan, Russia, and the United States.
Santoli, Susan Pitts.

Analysis of the treatment given to selected aspects of World War II in secondary school history textbooks published in France, Germany, Great Britain, Japan, Russia, and the United States. - 208 p.

Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3825.

Thesis (Ph.D.)--Auburn University, 1997.

The purpose of this study was to compare and contrast the treatment given World War II in currently used high school textbooks from Japan, France, Germany, Great Britain, Russia, and the U.S. All of the books were copyrighted after 1991 and were written for the college-bound student. Information from each textbook was matched with a list of World War II events and people that was compiled with input from university history professors. The war was divided into six major periods of time with events listed under each, and one people topic which included 10 people. The amount of coverage given by each text to every event and person was entered on charts, one for each of the seven major headings, then the information was analyzed, noting how each text covered the events and people, and the differences in the information provided in the texts. Great differences occurred in the events which were included in the texts, the amount of coverage given, and what facts were included. The information presented in some of the textbooks was insufficient in helping the student achieve a clear understanding of World War II. The Japanese text was the most blatant in providing imbalanced coverage, focusing almost exclusively on the Pacific War. Much of the information presented in that text was purely factual, containing no descriptions or explanations. The French text did the best job in achieving balanced coverage because of the numerous examples from many different countries that were used in presenting information. Some differences occurred among all of the texts in the interpretation of the facts presenting, illustrating the need for more international cooperation in the preparation of history textbooks, both in determining what information should be included in the texts and in determining an international perspective that can be presented to students.

ISBN: 0591627019Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Analysis of the treatment given to selected aspects of World War II in secondary school history textbooks published in France, Germany, Great Britain, Japan, Russia, and the United States.
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100 1 $a Santoli, Susan Pitts. $3 1951538
245 1 0 $a Analysis of the treatment given to selected aspects of World War II in secondary school history textbooks published in France, Germany, Great Britain, Japan, Russia, and the United States.
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500 $a Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3825.
500 $a Director: Andrew M. Weaver.
502 $a Thesis (Ph.D.)--Auburn University, 1997.
520 $a The purpose of this study was to compare and contrast the treatment given World War II in currently used high school textbooks from Japan, France, Germany, Great Britain, Russia, and the U.S. All of the books were copyrighted after 1991 and were written for the college-bound student. Information from each textbook was matched with a list of World War II events and people that was compiled with input from university history professors. The war was divided into six major periods of time with events listed under each, and one people topic which included 10 people. The amount of coverage given by each text to every event and person was entered on charts, one for each of the seven major headings, then the information was analyzed, noting how each text covered the events and people, and the differences in the information provided in the texts. Great differences occurred in the events which were included in the texts, the amount of coverage given, and what facts were included. The information presented in some of the textbooks was insufficient in helping the student achieve a clear understanding of World War II. The Japanese text was the most blatant in providing imbalanced coverage, focusing almost exclusively on the Pacific War. Much of the information presented in that text was purely factual, containing no descriptions or explanations. The French text did the best job in achieving balanced coverage because of the numerous examples from many different countries that were used in presenting information. Some differences occurred among all of the texts in the interpretation of the facts presenting, illustrating the need for more international cooperation in the preparation of history textbooks, both in determining what information should be included in the texts and in determining an international perspective that can be presented to students.
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