Journal article
"What Happened Needs to Be Told": Fostering Critical Historical Reasoning in the Classroom
Cognition and instruction, Vol.33(4), pp.357-398
10/02/2015
DOI: 10.1080/07370008.2015.1101465
Abstract
Scholars often define historical reasoning as constructing defensible interpretations of past events. Drawing on critical theory, this article suggests that it also entails consciously framing one's topic of inquiry. The article examines an instructional unit that aimed to foster this expanded view of historiography. Forty students, ages 14-15, wrote histories of the Vietnam War from 12 primary accounts and compared their depictions to that of their textbook. After participating in the unit, students found the textbook factually accurate yet biased in its pattern of emphasis and omission, a conclusion that aligned with the unit's goal of helping them distinguish empirical integrity from interpretive frame. However, whereas critical theorists view all scholarship as partially subjective, the students sought to achieve objectivity by including both sides in their histories. The study suggests that educators should highlight the numerous dilemmas historians face, from framing their topic to selecting and analyzing evidence.
Details
- Title: Subtitle
- "What Happened Needs to Be Told": Fostering Critical Historical Reasoning in the Classroom
- Creators
- Eric B. Freedman - Millennium Engineering and Integration
- Resource Type
- Journal article
- Publication Details
- Cognition and instruction, Vol.33(4), pp.357-398
- Publisher
- Taylor & Francis
- DOI
- 10.1080/07370008.2015.1101465
- ISSN
- 0737-0008
- eISSN
- 1532-690X
- Number of pages
- 42
- Language
- English
- Date published
- 10/02/2015
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371263302771
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