| The purpose of this study was to examine the efficacy of using a text, Understanding US History (UUSH), with and without its African American History Supplement, with middle-school inner city, African American students, with and without disabilities. UUSH is designed to address the problems of teaching history to at-risk students. It is also designed according to traditional Eurocentric historiography and lacks cultural relevancy for African Americans.;The study consisted of two teachers, a control group with UUSH and enrichment exercises (n = 15), and an experimental group with UUSH and the supplement (n = 16). Each teacher taught the experimental group the same amount of time. Quantitative measures were (a) acquisition of knowledge, (b) application of knowledge, and (c) motivation to study history. Qualitative data were gathered on classroom management and student and teacher perspectives of the curriculum. Parents of the students were interviewed to ascertain whether they deem it important for students to learn African American history in school.;Of the eight pre and post tests, changes were statistically significant for all measures except motivation. The pre to post test changes were significantly different on three measures. In each case, the changes were greater for the experimental group than for the control group. The lack of statistical power caused by the small sample size could be a factor in the lack of significant differences on other measures.;The experimental group scored higher than the control group on six of the eight post tests and on three post-test-only end-of-chapter tests. The results show no statistical difference between groups on the end-of-chapter tests.;Students reported an increased interest in history due to the inclusion of African Americans. Yet, scores for both groups were not high enough to reach passing marks on most measures. Data imply three areas of concern, the curriculum, the skills of the teachers, and structural issues related to reform.;This study may provide valuable information to those who are responsible for implementing high stakes standards in history. Curriculum based on an understanding of the relationship between this sociocultural group and history may lead to higher achievement scores. |
