Putting History to the Test: History Exams Around the World (Forum Historisches Lernen)

Exams play a major role in history education. They influence how history is taught, learned, and assessed in schools. They also reflect the knowledge, skills, and values that are identified as being most important to measure. In this book, experts from countries spanning five continents analyze 28 history exams in terms of their purposes and goals, design, the knowledge and skills they assess, and the effects they have on teaching and learning history.

TIMOTHY ADAMS, EdD, is the Principal of the Sacred Heart Academy in Louisville, Kentucky. Prior to becoming the principal, Timothy taught sec¬ondary history in Indianapolis, IN and Chicago, IL, and earned his EdD from Vanderbilt University in 2021. ANITHA OFORIWAH ADU-BOAHEN, PhD, is a Senior Lecturer and the cur¬rent Head of the Department of History Education at the University of Education, Winneba. She holds a PhD in Arts Education from the Univer¬sity of Cape Coast. Her primary research areas of interest include history education, curriculum implementation, and evaluation. She is the author of several research papers published in reputable journals. She has presented papers at international conferences on history education and other educa¬tion-related fields. Additionally, she has undertaken several consultancy as¬signments for local and international organizations, including Transforming Teacher Education and Learning (T-TEL) and the National Council for Curriculum and Assessment (NaCCA), among others. Internationally, she has participated in various projects, including the Free University of Berlin project on Post-Colonial Historical Learning and the Professionalization in Teacher Training in History: The Example of West Africa, as well as a project with the Norwegian University of Science and Technology (NTNU) in the NORPART initiative. SUHAIMI AFANDI is Assistant Dean in the Office of Graduate Studies and Professional Learning and Senior Lecturer with the Humanities and Social Studies Education Academic Group at the National Institute of Education (NIE) of Singapore. He received his doctoral degree from UCL’s Institute of Education. His research focuses on teacher conceptions about students’ ideas in history and how students understand the past. He taught histo¬ry at secondary and junior college levels in Singapore. At NIE, he teaches history education at undergraduate and postgraduate levels, focusing on in-quiry-based practices and research-informed pedagogies that support the development of students’ historical understandings. GULZAR AHMAD, PhD Candidate, Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia. His PhD research employs Critical Discourse Analysis (CDA) to examine grand narratives, exclusions, hidden meanings, and silences in history and social studies text¬books in Pakistan from the perspectives of religion, ethnicity, and gender. It specifically investigates the implicit and explicit representation of “Islam as a complete code of life” from the perspectives of religion, ethnicity, and gender entrenched in the textbooks, which serve as ideological state apparatuses de¬signed to cultivate consent that feeds into popular culture, further aligning with the religiously informed exclusionary national discourse prevalent in the country. FREDRIK ALVÉN in an Associate Professor in History and History Didac¬tics and works as a Lecturer in History and History Didactics at Malmö University. His research interests include historical consciousness, historical culture and narratives, history and morality, and history teaching and assess¬ment. He was part of the working group that constructed the first national tests in history in Sweden. Alvén has also worked as a history teacher for fourteen years in the compulsory school, grades 7–9. ALISON BEDFORD is Senior Lecturer of Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research focuses on his¬tory curricula and pedagogy, and the teaching and study of literature. Her recent publications have focused on history in the Australian curriculum and effective inquiry pedagogies, and in representations of diversity in chil¬dren’s literature. She also has an interest in the intersections between science and fiction. Alison is a co-founder of the German-Australian Literature and Artistic Collective (GALACTIC), an international research collaboration focusing on children’s literature. She is co-founder of the History Educators’ Regional Network. DENISE BENTROVATO, PhD, is a Senior Researcher in History Education at the University of Pretoria and a Research Fellow at the Catholic University of Leuven. She currently serves as the Co-director of the African Associa¬tion for History Education and as President of the International Research Association for History and Social Sciences Education. Her research cen¬ters on the history, politics and practice of history education across the Afri¬can continent, including issues around decolonization, historical justice, the place of the minoritized and young people’s historical consciousness. MARKUS BERNHARDT has been a Professor of History Didactics at the Uni¬versity of Duisburg-Essen since 2011. He studied history and Latin at the Justus Liebig University in Giessen and subsequently worked as a teacher for eleven years. In 2002, he moved to the University of Kassel as an Assis¬tant Professor of History Didactics. From 2008 to 2011, he was a Professor of History and its Didactics at the Freiburg University of Education. His didactic research focuses on empirical studies of image perception and lan¬guage acquisition in history classes. Another focus is on the methodology of history teaching and the significance of time concepts and practices for historical learning. RAN BI is a bilingual history instructor in Shanghai, China, teaching students aged 15 to 17. In 2019, she enrolled in University College London, majoring in Education (History), and obtained a Master’s degree in Education. She has possessed teaching experience as a history instructor since her under-graduate studies. She is now dedicated to examining the history curriculum from an Asian viewpoint, encompassing cross-cultural exchanges related to gender and nationality. CARLA VAN BOXTEL is Professor of History Education at the Research Insti¬tute of Child Development and Education of the University of Amsterdam. She leads the research group on domain-specific learning and works as a teacher trainer. She is trained as a historian and educational scientist. Her main research topics are the learning and teaching of history in schools and museums, and particularly students’ historical thinking, reasoning, and argumentation, epistemic beliefs, critical thinking, and the understanding of controversies. YEOW-TONG CHIA, PhD, is Senior Lecturer in History Education at the Uni¬versity of Sydney. His research centers on the critical issues of education, citizenship, and state formation, including history, civics, and social studies curricula, as well as higher education in the Asian context. His work in¬terrogates the complex intersection between Asian studies, the history of education, and comparative education by recalibrating current comparative and international education approaches. He authored the book Education, Culture and the Singapore Developmental State: World-Soul Lost and Re¬gained? (Palgrave Macmillan 2015), and co-authored Teacher Education in Singapore: A Concise Critical History (Emerald 2022). His latest book, co-edited with Zhenzhou Zhao, is Citizenship and Education in Con¬temporary China: Contexts, Perspectives and Understandings (Routledge 2023). JANNET VAN DRIE is Associate Professor in the Research Institute of Child Development and Education, University of Amsterdam. Her main research focus is on the teaching and learning of history, in particular students’ his¬torical reasoning and how this can be promoted in the classroom. Research topics include, among others, teaching historical thinking and reasoning, disciplinary writing, and classroom interaction. Next to these research activ¬ities, Jannet also works as a teacher trainer. SYLVAIN DOUSSOT is Professor of Science Education (History Didactics) at the University of Nantes. His PhD (2009) focused on graphic and language tools for conducting historical investigations in the classroom and among historians. He has also researched the conditions for developing students’ skills in conducting historical investigations through a progressive curric¬ulum. His current research focuses on the teaching and learning of histo¬ry and its links with citizenship education. He is particularly interested in transposing the relationship between knowledge texts and knowledge prac¬tices from the scientific world of reference to the school world through the notion of inquiry. CATHERINE DUQUETTE, PhD, is a Professor of History Education in the De¬partment of Education at the Université du Québec à Chicoutimi (UQAC). She has published several journal articles and book chapters about historical thinking, historical consciousness, and the role of assessment in history ed¬ucation. Her current research interests include progression models for his¬torical thinking, the impact of provincial examination for history education and the question of assessment. Over the last five years, she has worked with the ministries of education in different Canadian provinces providing pro¬fessional development for high-school social studies teachers. She teaches with Prof. Laurie Pageau at the annual Historical Thinking Summer Insti¬tute organized by Professor Lindsay Gibson and has partnered with History Canada on several occasions. PRINCE ESSIAW is a History Educator at Enchi College of Education in Gha¬na. He holds degrees in Curriculum and Teaching and History Education from the University of Cape Coast and the University of Education, Win¬neba, respectively. He has participated in international exchanges, including the Colonial Memory Project in Berlin and Copenhagen Professionskòlen’s Social Pedagogy program. As a technical expert for the National Council for Curriculum and Assessment (NaCCA), he develops and reviews history curriculum materials. His research interests focus on history education, par¬ticularly curriculum development, textbook analysis and historical thinking. ÁGNES FISCHERNÉ DÁRDAI, Prof. Dr. PhD, is Professor Emerita, Faculty of Arts and Social Sciences, University of Pécs, associate member of the Edu¬cation and Society Doctoral School of Education, retired director general of the Pécs University Library, founding chief editor of the Történelemtanítás online periodical, and board member of the Hungarian Historical Society Teachers’ Division. Her fields of interest are history didactics, textbook re¬search, textbook theory, and content regulators. MARÍA JULIA FLORES holds a degree in Social Studies and a BA in History from the University of El Salvador. She has a Master’s degree in History from the Federal University of Rio Grande do Sul, Brazil. She has worked as a consultant in educational research at the National Directorate of Teacher Training of the Ministry of Education of El Salvador and as a professor teaching the Bachelor’s degree in History at the University of El Salvador. Her research and publications are related to the history of education and history teaching. PETER GAUTSCHI, PhD, is a primary and secondary school teacher and a re¬tired Professor of History Education at the Lucerne University of Teach¬er Education in Switzerland working in the field of history education. At present his research focuses on public history, and curriculum and textbook development. Gautschi has developed many educational media as a project leader and an author. His publications have been translated into a wide vari¬ety of languages and have won many awards. He is editor of history didactic series and journals and member of scientific advisory boards in Switzerland, Austria, and Germany. LINDSAY GIBSON, PhD, is an Assistant Professor in the Department of Cur¬riculum and Pedagogy at the University of British Columbia. He has pub¬lished journal articles, book chapters, and books about historical thinking, historical inquiry, history teacher education, the ethical dimension of history, and assessment of historical thinking. Lindsay is the Teaching and Learning Cluster Co-Lead of the Thinking Historically for Canada’s Future SSHRC Partnership Grant, has worked on K-12 social studies curriculum writing teams in BC and Alberta, and organizes annual Historical Thinking Sum-mer Institutes in partnership with Canada’s National History Society. For more than a decade he has worked with the Critical Thinking Consortium (TC2), Historica, and other organizations to develop learning resources that promote historical thinking and historical inquiry. Prior to completing his PhD at UBC in 2014, Lindsay taught secondary school history and social studies for 12 years. KATJA GORBAHN is an Associate Professor at the School of Communication and Culture at Aarhus University, Denmark, where she is affiliated with the German Studies Department. Previously, she held academic positions at the German universities of Erlangen-Nürnberg, Siegen, and Augsburg, where she obtained her PhD in history didactics. She also has a background as a history teacher in a German gymnasium. Her research interests include textbook analysis, history education and second language acquisition, Ger¬man as a foreign language, identity constructions in historical narratives, constructions of European identity, and methods of digital analysis. ELWIRA GÓRCZAK-ULMAN graduated from the Faculty of History at the University of Gdańsk with a degree in History. For 19 years, she worked as a primary and secondary school teacher. She served as the chair of the exam¬ination board for the national history exam (matura) and as an examiner for both history and civics. Since 2005, she has been employed at the Regional Examination Board in Gdańsk as a senior expert, coordinating history and civics exams, developing exam papers, and preparing training materials for teachers. She is the author of publications on the national history and civics exams, as well as educational materials for teachers and students focused on the history of Pomerania in the 20th century. In recent years, she has partic¬ipated in a national team working to improve history examination materials. NOBUYUKI HARADA, PhD, is a Professor in the Professional Training Center for Teachers at Chubu University in Japan. He specializes in profession¬alizing the development of instruction and history learning in elementary school. He has published numerous works on German pedagogy, particu¬larly on the learning and teaching of integrated subjects. He was a Research Assistant at Kyushu University of Nursing and Social Welfare from 1998 to 2002, an Associate Professor at Gifu University from 2002 to 2013, and a Professor at Nagoya City University from 2013 to 2024. In 2017, he re¬ceived the Japanese Association for School Education Award and has served as President of the same Association since 2022. TERRY HAYDN is Emeritus Professor of Education at the University of East Anglia, Norwich, United Kingdom. His main research interests are in the purposes of school history, the use of new technology in history education, and issues relating to values and dispositions in the teaching of history. He is the co-author of Learning to teach history in the secondary school, a standard text for pre-service history teachers in the UK. Before moving to work in teacher education, he was a history teacher at an inner-city school in Manchester for nineteen years. TIM HUIJGEN is a Senior Assistant Professor of Social Studies Education and a history teacher educator at the University of Groningen in the Netherlands. He is also a board member of the Royal Netherlands Historical Society and has worked as a secondary school history teacher for twelve years. In 2018, Huijgen wrote a dissertation on how historical contextualization could be promoted in classrooms. His current research focuses on citizenship educa¬tion, the teaching and learning of social studies, and the use of new tech¬nologies, such as Virtual Reality, in education and on teachers’ professional development. CHARLOTTE HUSEMANN is a Research Assistant at the Chair of History Di¬dactics at the University of Potsdam. She completed her doctorate in 2021 at the University of Duisburg-Essen and afterwards worked as a trainee teacher in Essen for a year. Her current research focuses on language, history, and historical learning with and in digital media. JÓZSEF KAPOSI, dr. PhD, is Honorary Professor, Vitéz János Teacher Train¬ing Centre, Faculty of Arts and Sciences, Pázmány Péter Catholic Univer¬sity, President of the Hungarian Historical Society Teachers’ Division, and founding vice-editor of the Történelemtanítás online periodical. His fields of research are textbook research, history didactics, content regulators, his¬torical literacy, historical and civic literacy, and drama pedagogy. WŁODZIMIERZ KOWALCZYK is a graduate of history (2001) and Polish stud¬ies (2003) at Maria Curie-Skłodowska University in Lublin. From 2002 to 2016, he worked as a teacher of history, Polish language, and civics in upper secondary schools. A certified teacher and high school final exam (matura) examiner. Member of expert teams at the Ministry of Education that design the national curriculum for history. Since 2016, he has been an expert at the Central Examination Board in Warsaw, responsible for developing the national history exam. Author of numerous publications on history educa¬tion and educational assessment, as well as an anthology of historiographical texts with exercises for teachers and students. MIMI LEE, PhD, is an Associate Professor in the Department of History Edu¬cation at the College of Education, Seoul National University. She earned her BA in History Education and MA in Social Studies Education from Seoul National University and received her PhD in Teacher Education from the University of Michigan. Before joining Seoul National University, she served as an Assistant Professor at Iowa State University and worked as an Associate Research Fellow at the Korea Institute for Curriculum and Eval¬uation (KICE). Her research focuses on the role of educative curriculum materials in advancing the teaching and learning of historical inquiry, as well as history-teacher preparation and professional development. SOEUN LEE, PhD, is a researcher in history education, currently working as an Assistant Research Fellow at the Korea Institute of Curriculum and Eval¬uation (KICE). She received her PhD in History Education from Seoul National University, where she completed her dissertation on secondary students’ understanding and growth of substantive historical concepts. Her research interests center on students’ historical development with a particu¬lar emphasis on historical inquiry, difficult histories, and curriculum design that supports meaningful growth in historical understanding. JAN LÖFSTRÖM, PhD, is Professor of History and Social Studies Education at the University of Turku, Finland. He was exam constructor for the History and Social Studies matriculation exams in 2000–2024 and was the Head of the Section for Social Studies in the Board of Matriculation Examination for nine years. In the 2010s he contributed to the history chapters in the national core curriculum (curriculum framework) for both upper secondary education and basic education. GEORG MARSCHNIG, PhD, has been a Professor of History Didactics and Civic Education at the University of Graz since March 2025. After studying history education and German, he received his doctorate in contemporary history from the University of Vienna in 2010. He subsequently worked as a secondary school teacher, subsequently serving as a lecturer and senior scientist at the University of Graz. From 2023 to 2025, he held the profes¬sorship in History Didactics and Political Education at the University of Vienna. JAMES MILES, PhD, is an Assistant Professor in the Faculty of Education at the University of Alberta. His research focuses on historical thinking, historical injustice, and the role of history education in cultures of redress. His scholarship has been published in journals such as Theory and Research in Social Education, Memory Studies, and Rethinking History. James is the Teaching and Learning Cluster Co-Lead of the Thinking Historically for Canada’s Future SSHRC Partnership Grant. Prior to completing his PhD at the Ontario Institute for Studies in Education at the University of Toronto, James taught secondary school history and social studies in British Columbia for ten years. JOSÉ MONTOYA holds a degree in Economics from the Central American University José Simeón Cañas (UCA) in El Salvador and a Master’s degree in Political Economy from the Faculty of Economics at UNAM. He has worked as an educational researcher at the National Institute of Teacher Training of the Ministry of Education of El Salvador. He has also been a lecturer at the University of El Salvador, teaching courses in Political Economy, Economic History, and the History of Economic Thought. His research focuses primarily on Curriculum Educational Research, Teacher Training, and Political Economy. He has also conducted various studies on historical thinking, civic education, and critical thinking. DAVID NALLY is a Teacher Educator for Parramatta Diocese in Sydney. Pre¬viously he has held roles as a Social Sciences Coordinator and a Gifted and Talented Coordinator. His research focusses on the problems posed by post-truth and how history educators can address them in their practice. He has been invited to present his research at academic and secondary teaching conferences. His work has been published in journals such as Curriculum Perspectives, Journal of Educational Change, and Educational Philosophy and Theory, along with several other publications in professional teaching journals. KAREL VAN NIEUWENHUYSE has a PhD in history and is currently Professor in History Didactics at Leuven University (Belgium). His main research interests related to history education are the positioning of the present, the use of historical sources, the attribution of agency, the links between histor¬ical narratives and identification and between historical thinking and civ¬ic attitudes, and historical representations of colonial pasts in formal and non-formal (museal) educational settings. He is president of the Flemish Association of History Teachers and Vice-President of the International Research Association for History and Social Sciences Education. PETER M. NELSON, PhD, is an Assistant Professor of Teaching in the Depart¬ment of Curriculum and Pedagogy at the University of British Columbia. Originally from Bangor, Maine, Peter completed his undergraduate studies at North Park University in Chicago, IL, and earned his Master’s degree from Northwestern University in 2013. He taught elementary and second¬ary history in Chicago before beginning graduate work at Michigan State University, earning his PhD in Curriculum, Instruction, and Teacher Edu¬cation in 2021. Peter’s work has been published in a range of refereed jour¬nals and edited books, including Theory & Research in Social Education, Critical Education, Democracy & Education, The Journal of Curriculum & Pedagogy, and The Journal of Curriculum Theorizing. CHARLES ADABO OPPONG is an Associate Professor in History Education at the University of Cape Coast, Ghana. His primary research areas of inter¬est include history education, curriculum implementation, and evaluation. Charles is the author of several research papers in reputable journals. He is also a senior research fellow and doubles as the education expert at the Re¬search Trust in Ghana. Charles has presented papers at international con¬ferences on History Education and other education-related fields. He has also undertaken several consultancy assignments for local and international organizations, including T-TEL, the National Teaching Council, and the National Council for Curriculum and Assessment (NaCCA), among others. Charles received his Bachelor’s of Education in Arts and his M.Phil from the University of Cape Coast, and his doctorate from UNISA, South Africa. BARBARA ORMOND is Director of Secondary Teacher Education in the Fac¬ulty of Arts and Education of the University of Auckland, New Zealand. She researches within the fields of curriculum design and assessment and focuses on epistemological issues in history education. She has also published on pedagogies for interpreting visual evidence drawing on both art-historical and historical methodologies. She lectures in secondary teacher education in the disciplines of history, art history, classical studies, and social studies. PIOTR PODEMSKI is an associate professor at the University of Warsaw, where he specializes in 20th century European and American history, with partic¬ular focus on political cultures and politics of memory. His teaching spans Italian, British, and American society, and politics. Drawing on his experi¬ence as an IB examiner, author and co-author of history examination pa¬pers, and European project coordinator, his research examines comparative European education systems, particularly how history is taught in secondary schools across different national contexts. JÉSSICA RAMÍREZ-ACHOY has a doctorate in didactics, specializing in his¬tory didactics, from the Universidad Tecnológica de Pereira, Colombia. She teaches social studies and has a Master’s degree in Applied History. She works as an academic and researcher in the Department of History at the Universidad Nacional in Costa Rica. Her lines of research are in ini¬tial teacher training, historical thinking, and historical narratives. She is co-founder of the Central American Network for Research and Teaching in Social Studies and Critical Citizenship (RECIDEC). She is the editor of Perspectivas: Enseñanza de los Estudios Sociales y Educación Cívica, a journal distinguished for its singular role in the Central American context. Her academic contributions include scientific articles and theoretical essays published in both Latin America and Spain. DAVID ROSENLUND is an Associate Professor in History and History Di¬dactics at Malmö University. He taught history in upper secondary schools for thirteen years and was a member of the group that constructed the first national tests in history. His research interests are mainly focused on the relationship between the subject of history and the large-scale assessment and teaching and learning of history. He has published research on teachers’ assessment practices, students’ understandings of history in the context of tests, and how item formats affect the potential to address complex histor¬ical knowledge. HEATHER SHARP is Associate Professor in History Curriculum and Interna¬tional and Engagement Lead in the School of Education at the University of Newcastle, Australia. Heather’s research centers on historical representa¬tions, particularly concerned with school curricula and public history. She leads an annual study tour for undergraduate students to analyze public dis¬courses around commemoration at the former World War I conflict sites in France and Belgium. Heather is currently working on a network project funded by the Swedish Research Council that investigates the intersections of historical and democratic consciousness and is a researcher in a European Union-funded project, Making Histories. JASMINE STEGER is holder of a Master’s diploma in teaching for the lower secondary level at the University of Teacher Training, Lucerne, Switzerland. As a lower secondary-school class teacher, she currently teaches history, ge¬ography, civic education, life skills, French, and German. Besides her activity as a teacher, she works as a research assistant at the Institute for Education in Social Sciences at the University of Teacher Education, Lucerne. One of her main topics is assessment in history education. WACŁAW SUSKI graduated from the University of Wrocław. He worked as a history teacher in a secondary school before joining the Regional Ex¬amination Board in Wrocław in 2010, where he serves as an expert on the national history exam (matura). He is the author or co-author of dozens of examination sets and co-author of reports on students’ performance in the national history exam. Since 2010, he has been an active member of the National Team responsible for developing assessment criteria and marking schemes for the history exam. Since 2018, he has also taken an active part in designing the new format of the national history exam. EDWARD TAN is a Senior Research Assistant in history education at the Na¬tional Institute of Education. He received a Masters’ degree from the Lon¬don School of Economics and Political Science in Global and Imperial His¬tory. He has previously taught history at the secondary level in Singapore and worked as a curriculum planner at the Ministry of Education (Singa¬pore) to review and develop the new national history curriculum for second¬ary schools. His research interests include historical thinking and reasoning, and learning progressions in the secondary classroom context. JUDIT TÓTH is a doctoral candidate at the University of Pécs (Hungary), spe¬cializing in comparative history exams with a focus on cognitive require¬ments and task typology. She has held courses on history didactics at the Pázmány Péter Catholic University. She is the recipient of several awards and fellowships, including the GEI’s Möllgaard Fellowship. She is also a member of the International Society for History Didactics and the Hun¬garian Historical Society’s Teachers’ Division and serves as an editor for the scholarly journal Belvedere Meridionale. Her fields of interest are educa¬tional assessment, history didactics, and cognitive pedagogy. AKIKO UTSUNOMIYA, PhD, is a Professor at the Faculty of Education, Shi¬mane University, Japan. Her specialties are history education in Japan and Germany. She received her first doctorate for research on the reform of his¬tory education in Germany from the 1990s to the 2000s and her second doctorate for comparative research on the historical consciousness of Japan and Germany. She has written several books and academic journal articles on history education, including historical consciousness, competency mod¬els for history, and history teacher’s beliefs. She is currently active in several academic organizations, serving as a board member or committee member for social studies education and general education. JOHAN WASSERMANN is a full Professor of History Education at the Univer¬sity of Pretoria in South Africa and the head of the Department of Human¬ities Education. He has taught history and geography at the high-school level. Professor Wassermann serves as the editor-in-chief of Yesterday & Today, an accredited journal focused on history education. He also serves on numerous editorial boards and professional bodies. In his research, he focuses on history textbooks, teaching controversial issues and the history of the marginalized. ROY WEINTRAUB is a postdoctoral fellow at the Truman Institute and the Seymour Fox School of Education at the Hebrew University of Jerusalem. Since 2023, he has also served as Vice-President of the International Society for History Didactics (ISHD). With a multidisciplinary background in the social sciences and humanities, his current research focuses on the ethical dimension of teaching the Israeli-Palestinian conflict in Israel. JOANNA WOJDON, PhD, is professor of history at the University of Wrocław, Poland, chair of its Department of History and Civics Didactics. Presi¬dent of the International Society for History Didactics and member of the Steering Committee of the International Federation for Public History. Her research interests include also propaganda in history education under com¬munism and history of the Polish American ethnic group. She has been collaborating with the Central Examination Board on the national exam (matura) in history for over a decade. SOOK WEI WONG is presently a Research Analyst at the S. Rajaratnam School of International Studies, Nanyang Technological University (NTU). Pre¬viously, she completed a postgraduate degree at the National Institute of Education, NTU. LOUISE ZARMATI is a Senior Lecturer at the University of Tasmania, Australia in Humanities and Social Sciences Education. She has had a varied career as a teacher, archaeologist and museum educator. She completed her teaching qualifications at the University of Sydney and has a Master’s degree in Ar¬chaeology from the University of Cambridge and a PhD in History Educa¬tion from Deakin University. Louise worked as a classroom history teacher in NSW for twenty years specializing in ancient history. She is the author of several textbooks and research articles on history, archaeology, curricula and pedagogy.