T.E.A.C.H. Online

Somehow, while wrapping up in South Africa, Jeff found time to forward another interesting resource: T.E.A.C.H. Online. This is an extensive website, but a useful component is the section on teaching emotive or controversial history, which the site defines as history "where there is actual or perceived unfairness to people by another group or individual in the past." Some examples include teaching about slavery, empire and the Arab/Israeli conflict. The link contains practical lesson plans and also some philosophical principles which are interesting to think about.

The first of these is that the best results are achieved when students are invited to participate in specific inquiry questions. Teachers are challenged to create activities that allow independent thinking within "a secure historic and pedagogic framework."

This fine-sounding idea is echoed in another principle, that of interpretations. It's important that students grapple with multiple understandings of a historical event or situation. Students need practice comparing versions of history and assessing the different kinds of evidence, source material and points of view that shape them. This gives students a more nuanced understanding of a particular set of events--and a deeper understanding of the discipline of history itself. One interesting lesson involves annotating a web site which is biased in favor of Israel. The specific inquiry is for students to take note of what is missing and what is emphasized in this account. How might a Palestinian describe these events differently?

I am reminded of the Age of Explo exercise the 9th grade sometimes does, which offers students different accounts of the discovery/despoiling of the Americas by European explorers. Students immediately recognize and appreciate the opportunity this exercise creates: the opportunity to sharpen their judgment and do their own thinking.

Thanks, JB, for sending this interesting website. We are looking forward to getting the next Blair Report live, in real time.