Conflict, consensus, and the common good: Teaching history for democratic citizenship. Keith C. Barton

Transcription

1 Conflict, consensus, and the common good: Teaching history for democratic citizenship Keith C. Barton

2 Everyone knows that history is important

3 We can t teach everything that ever happened in history

4 Our choices have to based on educational criteria

5 History should contribute to democratic citizenship

6 Democratic citizenship: Not patriotic nationalism as we set out to defend America, assured of the rightness of our cause and confident of victories to come.

7 Democratic citizenship: More than how the government works

8 Democratic citizenship: More than being a good neighbour A good citizen Follows the laws Makes the community better Doesn t litter/pollute Recycles Helps the poor and needy Is a good and kind person

9 Democratic citizenship Reasoned judgment Public discourse Concern for the common good

10 Reasoned To help students judgment: understand Knowing the the origin origin of current of current issues, issues we may need to connect past and present in more direct ways

11 Reasoned judgment: Understanding human society History by apprising them of the past will enable them to judge of the future; it will avail them of the experience of other times and other nations; it will qualify them as judges of the actions and designs of men; it will enable them to know ambition under every disguise it may assume; and knowing it, to defeat its views. --Thomas Jefferson

12 To help students understand society, we may need to teach thematically

13 Reasoned judgment: Drawing conclusions from evidence

14 Reasoned judgment: Drawing conclusions from evidence Well, like if adults lived then, and if your grandparents or something were alive at a certain time, they could tell you. Authors had like ancestors that were there, back then, and they just passed it on. Maybe an Indian that lives now has it passed on to him from his great great great great great great grandfathers, who lived back then, and lived to be ninety years old, and passed down to him, so now he could tell us about that.

15 Reasoned judgment: Drawing conclusions from evidence

16

17

18

19

20 Reasoned judgment: Drawing conclusions from evidence

21 An Ordinance for the government of the Territory of the United States northwest of the River Ohio, Sec. 14, Art. 6 There shall be neither slavery nor involuntary servitude in the said territory, otherwise than in the punishment of crimes whereof the party shall have been duly convicted: Provided, always, That any person escaping into the same, from whom labor or service is lawfully claimed in any one of the original States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labor or service as aforesaid. 1. What does this article say about slavery? About fugitive slaves? 2. What is the difference between slavery & indentured servitude? 3. What territory does this apply to? Locate this territory on a map. 4. Were Ohio and Kentucky part of this territory?

22

23 Public discourse: Understanding other perspectives

24 Public discourse: Understanding other perspectives You don t imagine yourself there because they re not doing it as if it were a person. That would be a very interesting social studies book if they told a few things about the people as if it were from their own eyes.

25

26 Public discourse: Understanding multiple perspectives

27

28 Public discourse: Understanding difficult perspectives

29 Concern for the common good: Developing shared identity

30

31 Developing shared identity Thanksgiving shows the start of the United States, when we all become possible because a bunch of immigrants came over here, and that s how we started our nation. If immigrants didn t come over, we would not be here. If we didn t fight, then we would still be a part of England, and we wouldn t be called the United States of America, and we wouldn t actually be completely free. It kinda started our country ; without it we would have no country. The Bill of Rights gave us all of our freedom and rights ; it is important to distinguish us from other countries, because we have more freedom than they do. The Civil Rights Movement is important so that we ll understand how and why we are now. It shows that we can try to achieve goals peacefully instead of always having to fight.

32 The cost of national identity: Exclusion of diverse experiences

33

34

35

36

37

38

39

40

41

42

43 The cost of national identity: Exclusion of other countries The most noticeable defect in the plan of instruction in the American school is that the history of the world does not receive even the least consideration. Such instruction would serve more than any other means to remove the so general and so hateful jingoism. The pupils learn of other nations only from what information they receive from the study of American history, and the other nations appear there with little glamour. Thus the young American comes to underestimate other nations and overestimate his own. This makes him blind toward the acquisitions of other countries and injures his own cultural evolution.

44 National identity and global history

45 National identity and global history

46 National identity and global history

47 National identity and global history

48 National identity and global history

49 The quest for a European identity Can students identify with histories that are diverse, complex, and inclusive?

50 The complexity of national identity The complexity of national identity

51 The complexity of national identity

52 The importance of values

53 The explicit approach to developing values through history

54 The implicit approach to developing values through history

55 The deliberative approach to developing values through history

56 Every colonel, captain or quarter-master is in a secret partnership with some operator in cotton; every soldier dreams of adding a bale of cotton to his monthly pay.

57 The Jews, as a class violating every regulation of trade established by the Treasury Department and also department orders, are hereby expelled from the department within twenty-four hours from the receipt of this order.

58

59 WAR DEPARTMENT Washington, January 4, 1863 Were the commanders who disobeyed Grant s order Major-General right to do so? GRANT Holly Springs, Miss. Is it ever acceptable to violate people s rights in time A paper of war? purporting to be General Orders, No. 11, issued by you December 17, has been Should presented protests here. against By its government terms it expels policy all Jews be made from public your department. during a national If such emergency? an order has been issued, To condemn it will be a class immediately is, to say revoked. the least, to Are people entitled to rights they deny to others? wrong the good with the bad. I do not like to hear of a class or nationality condemned H. W. HALLECK, on account of a few sinners. General-in-Chief

60 Standards for historical judgments

61 Deliberating the common good

62 Democratic citizenship Reasoned More judgement connections Public More discourse controversy Concern More for the common complexity good

63 Conflict, consensus, and the common good: Teaching history for democratic citizenship Keith C. Barton