"What Happened Needs to Be Told": Fostering Critical Historical Reasoning in the Classroom

Autor/in	Freedman, Eric B.
Titel	"What Happened Needs to Be Told": Fostering Critical Historical Reasoning in the Classroom
Quelle	In: Cognition and Instruction, 33 (2015) 4, S.357-398 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2015.1101465
Schlagwörter	Critical Theory; Critical Thinking; Teaching Methods; War; History Instruction; Units of Study; Historiography; Primary Sources; Textbooks; Historians; Bias; Grade 9; High School Students; Secondary School Teachers; United States History; Thinking Skills; Interviews; Student Attitudes; Discussion (Teaching Technique); Assignments; Writing (Composition); Textbook Evaluation; Heuristics + Suchen Sie Ihr Suchwort? Kritische Theorie; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Krieg; History lessons; Geschichtsunterricht; Lerneinheit; Geschichtsschreibung; Primärquelle; Textbook; Text book; Schulbuch; Lehrbuch; Historian; Historiker; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Interviewing; Interviewtechnik; Schülerverhalten; Assignment; Auftrag; Zuweisung; Schreibübung; Heuristik
Abstract	Scholars often define historical reasoning as constructing defensible interpretations of past events. Drawing on critical theory, this article suggests that it also entails consciously framing one's topic of inquiry. The article examines an instructional unit that aimed to foster this expanded view of historiography. Forty students, ages 14-15, wrote histories of the Vietnam War from 12 primary accounts and compared their depictions to that of their textbook. After participating in the unit, students found the textbook factually accurate yet biased in its pattern of emphasis and omission, a conclusion that aligned with the unit's goal of helping them distinguish empirical integrity from interpretive frame. However, whereas critical theorists view all scholarship as partially subjective, the students sought to achieve objectivity by including "both sides" in their histories. The study suggests that educators should highlight the numerous dilemmas historians face, from framing their topic to selecting and analyzing evidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01