Dissertation Defense Announcement Ed.D. Program: Adam Gold “Changing History In Clark County: Social Studies Teachers’ Experiences Using A Thematic Approach”

The chronological teaching of US history is now the tradition in American public schools, with questionable results. Americans lack historical knowledge and struggle with basic civics. Despite this issue, the public debate has centered more on what is taught in history classes rather than how history is taught. In Nevada, specifically Clark County, the approach has been different. Since changing the state standards to embrace a thematic approach to history, Clark County, the fifth largest district in the United States, has mandated its history teachers to teach history within thematically organized units. This study is designed to illuminate the experience of those teachers as they shift to the thematic approach from a chronological one, focusing on their perspective on its impact on their students, how they implement it, and whether it makes a difference on students’ understanding of social justice. Through interviews, focus groups, observations, and analysis of relevant documents, this study seeks to center teachers’ voices and further the conversation about implementing thematic instruction to address Americans’ lack of historical knowledge and thinking skills.