Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Teaching the United States Constitution: Multicultural inclusion
Abstract
This qualitative study explored curriculum elements, instructional practices, and values guiding expert thinking regarding multiculturally inclusive lessons about the United States Constitution. Significant research exists about teaching the Constitution and research is growing regarding multicultural inclusion. However, research integrating teaching about the Constitution with multicultural considerations is limited. Data were gathered from personal interviews with six Civics and multicultural education experts. Data analysis produced four themes regarding multiculturally inclusive citizenship education. The themes are: (1) Teaching extensive American and Constitutional history is a critical attribute of quality citizenship education. Civics students should develop deep historical understandings of the American founding documents and associated history. (2) America is, currently, and was historically, a racially, ethnically, and culturally diverse society. Citizenship education should include multiple historical perspectives and contributions generating increased student investment in our democratic system. (3) Civics educators may transmit culturally unifying information including concepts universally recognized by all Americans. These concepts include liberty, justice, and equality under the law. (4) The United States Constitution is an adaptable, dynamic, and evolutionary document. Students should see the founding documents as viable and applicable to contemporary situations. The study used the primary and secondary research questions listed below. Primary research question. (1) What curriculum elements, instructional strategies, and values guide expert thinking regarding multiculturally inclusive lessons about the United States Constitution? Sub questions. (1) What curriculum elements do experts recommend for multiculturally inclusive lessons about the Constitution? (2) What instructional practices do experts recommend for multiculturally inclusive lessons about the Constitution? (3) What values guide expert thinking regarding multiculturally inclusive lessons about the Constitution? (4) What do experts identify as the goals and objectives of multiculturally inclusive lessons about the Constitution? (5) What do experts identify as student outcomes from multiculturally inclusive lessons about the Constitution? (6) What do experts identify as social outcomes derived from multiculturally inclusive instruction about the U. S. Constitution?
Subject Area
Social studies education|American history|Curricula|Teaching
Recommended Citation
Anderson, Michael Frank, "Teaching the United States Constitution: Multicultural inclusion" (1997). ETD collection for University of Nebraska-Lincoln. AAI9805494.
https://digitalcommons.unl.edu/dissertations/AAI9805494