Doctor of Philosophy, University of Toledo, 2022, Curriculum and Instruction

This qualitative case study examined the implementation of a four-week instructional unit on the Civil Rights Movement taught through a human rights lens and emphasizing written discourse in the classroom. The study was conducted in a large, urban high school in the Midwest near the end of the 2022 spring semester. The instructional unit, a critical case, was taught as part of the curriculum of an American History class required for sophomores but including some juniors and seniors. Data from 32 students who met the attendance and assignment submission requirements of the study were included. The framework for the case study was the intersection of theories of history instruction, human rights education, and discourse. Data collected included student created classwork and artifacts, teacher-researcher participant observations, and curricular and instructional materials. The research questions addressed the ways students independently and collaboratively reflected on history and human rights, the ways students engaged in analysis and critical thinking, and the ways in which they reflected on their experiences through their written discourse. Data analysis showed that students often made meaningful connections between history, human rights, and current events through written discourse, but that there were specific concepts with which they struggled such as the human rights concept of correlative duties. Additionally, students engaged in collaborative discourse that gave them the opportunity to practice human rights discourse. Students' most personal connections were made in activities and discussions in which they engaged in critical thinking and analysis. The connections made by students included comparisons between events of the Civil Rights Movement and current issues such as police brutality and the Black Lives Matter Movement. Students also demonstrated the ability to effectively reflect on their personal and classroom experiences. These findings illustrated the (open full item for complete abstract)

Committee: Susanna Hapgood (Committee Chair); Mark Templin (Committee Member); Dale Snauwaert (Committee Member); Colleen Fitzpatrick (Committee Member) Subjects: American History; Curriculum Development; Education; Instructional Design; Literacy; Peace Studies; Secondary Education; Teaching