History lessons narrated from individual junior high students’viewpoint on values: The historical field unit “I narrate about the civilization”

Abstract

　　The purpose of this research was to clarify that in history education, students themselves revolutionize history according to their narratives. They evaluate the tone of narrated history and can further form attitudes and standpoints from which to learn history.

　Therefore, junior high school students played the Yellow River flood game, learned ways to apply the word “civilization,” and judged how one could narrate “civilization.” These actions revealed that an evaluation activity can foster independent learning in a history class.

　　Consequently, I could clarify that—history lessons from which each student judges and narrates history from his/her standpoint on values could foster the student’s pragmatic nature.