Week 5--Understanding History from Multiple Perspectives

Why consider using multiple perspectives?

• oUnderstand the world as a complex, fluid system with competing interests;
• oProvide voice to individuals and groups who have been silenced due to racism, classism, sexism, ablism, and other forms of oppression;
• oEstablish the roles of individuals and groups in shaping the world;
• oIncrease interest and engagement with content.

Advantages to using primary source documents?

Creates a more complex view of history;

oMakes content more relevant/personal for students;

oAddresses different learning/teaching styles;

oAdds new dimensions to content (i.e. A People’s History of the United States by Howard Zinn);

oDevelops students’ communication skills;*

oPromotes cooperation.*

*Remy (1980) identifies these as key competencies for citizenship.

Disadvantages of Primary Sources

Creates a more complex view of history;

oDemands time in an already filled schedule;

oRequires (to some extent) teachers “let go” of a structured classroom with predictable outcomes;

oRequires teachers to locate the primary source documents that are accessible for students.

Guidelines for teaching using multiple perspectives
oCreate an open, supportive environment for thinking critically;

oSelect materials that are age appropriate;

oPreview content and activities;

oConduct thorough debriefings;

oDraw connections among multiple perspectives;

oAssess according to intended outcomes;

oProvide time for reflection.

Watch video clip from TeachersTV: http://www.teachers.tv/video/2575

Think about local history projects that might be possible for your student teaching experience. What focus would you have? What sources might you include? What is possible given your location, school resources, and the developmental level of your students?

Howard Zinn Reading

What new information did you get from the reading?

How did you feel after reading this chapter?

How would you address this information in an elementary classroom?

How does it change what we know about the history we’ve been taught?

What does this example say about “Whose knowledge is of most worth?” (M. Apple)

Using dramatic reading strategies to bring power and voice to historical documents.

“Echo Reading”: Version 1 appeared in the Seattle Sunday Star on Oct. 29, 1887, in a column by Dr. Henry A. Smith, downloaded May 1, 2005 from the Washington State Library website at http://www.synaptic.bc.ca/ejournal/wslibrry.htm

Building Students Understanding of Chronological Order
Watch tBuiwo video clips. The first shows a workshop for teachers about developing primary students’ understanding of history. The second video clip documents two teachers implementing some of these strategies in their classroom. Think about possible applications in your student teaching placement.

http://www.teachers.tv/video/3314 (Workshop)

http://www.teachers.tv/video/3315 (Application)