Over the past century, Curriculum has changed drastically but also has stayed very similar to the past. In order to understand why the curriculum is how it is today, we need to understand the historical roots of curriculum. In an article by Peter Seixas, A Model of Historical Thinking, it talks about the different countries that influenced the curriculum of what History teachers were told to teach at different times. The article breaks down curriculum influences from Britain, Germany, The U.S. and Canada.
When talking about the different countries, the article talks about how each country affects the other countries in terms of the curriculum they believed was important to teach about in History classes. They are all interrelated with the beliefs and the curriculum taught at the times. One section of the article titled Historical Significance talks about how people choose what to teach and learn from all of history. Who deems what is important and what is not? What events are deemed historically significant? These are questions that Peter Seixas talks about in his article A Model of Historical Thinking.
In this first assignment, I am going to look more about the Historical Roots and the Curriculum and go deeper into what those are and what people thought were important to teach students. I also want to research if the way that curriculum was taught back then is still relevant to today and if not what we can do to make curriculum better.
Peter Seixas (2017) A Model of Historical Thinking, Educational Philosophy and Theory, 49:6, 593-605, DOI: 10.1080/00131857.2015.1101363
Nicole's Blog 
I like this idea! I think the idea of comparing how history itself changes between different areas is interesting too. For example, if the history and being taught in Germany about WW2 is different from the one being taught in Canada. Similar to how in class, we were told that Pearson changed the information in their textbooks to better suit the perspective of the area they were writing for.
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