ABSTRACT
Many studies of history education have focused primarily on curriculum content (Foster & Crawford, 2006; Gross & Stevick, 2015; Loewen, 1995; Ramirez, Bromley, & Russell, 2009). Less common are studies that examine how students react to these curricula (Ashby & Lee, 1987; Porat, 2004; Seixas, 1993; Wineburg, 2001). In this chapter I analyze dozens of interviews with high school students in order to understand how they reflect on learning about the difficult past in history classes, what they think is the appropriate role of emotion in history instruction, and how they discuss perpetrators of political violence and oppression throughout history.
