Dismisses the concept that the intellectual power of “talented and gifted” students in evenly distributed across intellectual domains. They use the unique signposts of historical understanding to evaluate the performance of talented math and science students in the area of historical thinking.
In a study on the attitudes of high school students toward women’s history and feminism, the author describes implications for the teaching of history in the secondary classroom.
Explores the development of historical empathy, describing how high school students wrestle with a moral dilemma of historic proportions, the atomic bomb.