Addressing the Exclusionary Nature of Eurocentric World History Instruction- A Systematic Literature Review

The exclusion of global knowledge in favor of a condensed western-centric history curriculum casts a shadow on the fact that America is the most globalized and culturally diverse nation in the world. This paper aims to analyze the standards-based world history curriculum as taught in high school among both regular and Advanced Placement classes for its deficiency in providing a comprehensive global history. The primary topic used in the qualitative content analysis and systematic literature review is Buddhism and its spread throughout China. Especially with the curriculum change from the College Board’s AP World History to AP World History: Modern, key developments in history are marginalized in favor of a direct look at history beginning in the 13th century (1200 CE onwards). Twenty-five world history instructor websites were analyzed to explore the extent of instruction on concepts related to Buddhism in East Asia. The literature review results support the hypothesis that the major world religion is sparsely covered in the greater picture of general world history. Included is a short paper covering information on the spread of Buddhism into China based on research findings from more in-depth college courses as well as simple internet browsing. This paper concludes with a recommendation that educational policies and curriculum standards address the growing diversity of the U.S. student population.

Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.

Determining Mosquito Distribution from Egg Data: The Role of the Citizen Scientist

Nationwide science classes, from elementary through secondary, are placing a larger emphasis on inquiry and authentic experiences. The opportunity for community members (students, teachers, or interested individuals) to collect real data and contribute to a research project is the definition of citizen science. Recent disease outbreaks of mosquito-transmitted pathogens (West Nile, eastern equine encephalitis, dengue, chikungunya, and Zika) demonstrate the need to educate children and adults about the public health risks posed by mosquitoes. This lesson plan has students determine mosquito species and subsequent disease risk around their house and in their community by collecting mosquito eggs and rearing a portion of them to adults. The students identify adult mosquitoes and associated health risks. Furthermore, students and teachers have the option to participate in a national mosquito-species-distribution study by submitting mosquito eggs and adults to the U.S. Department of Agriculture. The data generated by participant submissions will be available to all mosquito submitters, making each student and school part of a larger project. This lesson plan has three objectives beyond the citizen science experience: (1) clarify the individual's role in protecting individuals, communities, and pets from illness; (2) raise awareness of pathogens transmitted by mosquitoes; and (3) participate in a national program to gather mosquito distribution data. The lesson and the associated supplementary material (available at http://www.citizenscience.us) can be used for middle to high school classes, as well as Advanced Placement classes, because the materials and presentations can be easily modified to classroom needs.