Making History Come Alive: The Boston Massacre Trials

Autor/in	Sweet, Julie Anne
Titel	Making History Come Alive: The Boston Massacre Trials
Quelle	In: History Teacher, 54 (2021) 3, S.509-538 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	History Instruction; Teaching Methods; Capstone Experiences; Violence; Court Litigation; Law Schools; Educational Cooperation; Law Students; Team Teaching; Course Descriptions; Undergraduate Students; Texas (Houston); Massachusetts (Boston) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gewalt; Rechtsstreit; Education; cooperation; Kooperation; Teamteaching; Kursstrukturplan
Abstract	The fifth of March 2020 was the 250th anniversary of an event commonly known as the "Boston Massacre," and to commemorate it, the author's upper-level history class staged an unscripted presentation of the resulting historical trial in conjunction with third-year law students enrolled in Practice Court through the Baylor Law School. Making that production happen required extensive cooperation and coordination among many diverse participants, as well as consideration of and reaction to unusual circumstances that fall outside the purview of a normal history class. The exhibition represented only one piece of a much larger history course, titled "The Boston Massacre Trials," which involved a comprehensive examination of the entire situation in Boston in 1770 before, during, and after that fateful night. While on the surface, it looks like a typical capstone course that many universities require of their history majors--using a microhistory approach to one specific event that allowed students to conduct in-depth research and study multiple, often conflicting, viewpoints of that event--this course was different because of its performance aspect, which necessitated an additional level of instruction in order for this activity to succeed. The methodology employed to teach the unique course described in this article can be applied to other historical events and can not only help students to fully engage with historical sources, but also give them the opportunity to explore history in a unique way. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01