Countering the Past of Least Resistance: A Hard History Inquiry-Based Curriculum

Autor/inn/en	Swan, Kathy; Crowley, Ryan; Stamoulacatos, Nick; Lewis, Bonnie; Stringer, Grant
Titel	Countering the Past of Least Resistance: A Hard History Inquiry-Based Curriculum
Quelle	In: Social Education, 86 (2022) 1, S.34-39 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Middle School Students; Grade 8; History Instruction; Social Studies; Inquiry; Active Learning; Curriculum Design; Social Justice; Case Method (Teaching Technique); Case Studies; New York (Syracuse) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Aktives Lernen; Lehrplangestaltung; Soziale Gerechtigkeit; Case method; Fallmethode; Case study; Fallstudie; Case Study
Abstract	In this article, the authors examine one approach to teaching hard history using an Inquiry Design Model (IDM) curricular loop. A curricular loop allows students to build a deeper understanding of a complex idea and develop a greater facility with the tools of inquiry over a course of study by regularly engaging in an inquiry. The curricular loop featured here was designed with and for eighth-grade social studies teachers in the Syracuse, New York, school district who wanted a series of inquiries that would enable students to confront challenging events of the past and to deliberate the question, "How do we make peace with the past?" The compelling question, "How do we make peace with the past?", threads together the six inquiries that make up the eighth-grade U.S. History curricular loop. Each inquiry in the loop serves as a case study of a hard history topic (e.g., slavery, internment), a group of people (e.g., women, American Indians), and the slate of tools that societies use to reckon with the past (e.g., monuments, reparations, formal apologies). Each of the six inquiries has its own compelling question that allows students to build an understanding of the historical context, an empathy for the people who were impacted by this event, and an appreciation for the ways societies might make peace with past oppression. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01