Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Learning about the
historical occurrences, figures, civilizations, and communities that changed
the world into what it is now is a key component of teaching history to
children (Team, 2021). It entails studying key historical personalities who
have had an impact on the world as well as notable historical occurrences
including wars, revolutions, and political movements. Students study the
historical development of many civilizations, cultures, and traditions.
Teachers of history engage their students and aid them in understanding the
past and how it has affected the present by using a variety of teaching
methods, including lectures, conversations, primary source analysis, and
projects. With the use of historical knowledge and critical thinking abilities,
students will be better able to comprehend and evaluate the world around them.
If the teacher chooses a suitable supplemental text for students to read,
critical thinking and a sense of historical perspective are encouraged in the
classroom. This is because students will accurately obtain parallel meanings
and an understanding of the history and then contextualize them in the current
context.
What factors do I
think are most crucial when selecting a student text?
Pretending to be a
tenth-grade history teacher, I would take into account the following factors to
make my instruction more engaging and educational while selecting a student
text to complement the textbook for a unit on the Civil War:
- The text I select should concentrate on the Civil War
in particular, including its reasons, events, and aftermath that are
pertinent to the material I will be teaching the students.
- I should take into account that the content is less
complicated and written in a way that is clear, succinct, and simple to
grasp, avoiding highly technical or specialist terminology that impedes
students' reading and comprehension (Woodfin et al., 2014).
- The text I chose should be historically accurate and
free of bias or propaganda, and my students should have no trouble
understanding the text and the technical vocabulary it contains. When
studying history, the accuracy of information is important to ensure that
we are on the right route.
- The text should provide sufficient detail and be
written contextually to aid students in comprehending the complexity of
the Civil War and its effects. It should also encourage readers to apply a
variety of skills necessary to decipher the complex historical record and
produce historical arguments and narratives when appropriate (American
Historical Association, 2018).
- I ought to pick a text that piques students' interests
and keeps them reading and learning more about the Civil War on their
initiative.
With the help of
supplemental texts, sometimes referred to as informational texts, teachers may
help students make the connections and gain a solid understanding that will
eventually enable them to appreciate and comprehend history in a more profound
way (Woodfin et al., 2014). Additionally, it helps students comprehend how
historical statements are supported by rigorous evidence, as well as how and
why opposing viewpoints and interpretations of the past have been developed
(Historical Association, n.d.). Additionally, they discover how to use one text
to interpret another, giving them a meaningful encounter with abstract
concepts.
Which one, a work of
fiction or nonfiction, would I pick?
As for whether I would
choose a fiction or nonfiction piece while choosing the supplemental text for
the Civil War for the history lesson, I would choose a nonfiction piece. The
rationale behind selecting such a text is that it will provide the most accurate
and thorough knowledge about the Civil War, which will not only give them
correct historical information but also excite their interest in reading other
similar texts.
For instance, I would
use texts such as "The Causes of the Civil War" by James McPherson,
"The Civil War: An Illustrated History" by Catherine Clinton, and
"The Civil War: A Narrative" by Shelby Foote as my supplemental texts
during my history course to encourage students to study and engage with the
material since such books present an in-depth analysis of the American Civil
War, giving readers a deeper comprehension of the reasons, events, and
aftermath of the war. They are also regarded as some of the best publications
on the Civil War and are simple to understand. They are a more trustworthy
source of knowledge for a history class because they often omit the subjective
interpretations and dramatizations that can be found in fiction books.
However, I would not
completely avoid using a well-written fiction piece because a well-written fiction
story may be utilized to bring the Civil War to life, help students comprehend
what it was like to live at that time and help them understand the consequences
people suffered, so I wouldn't forgo utilizing one.
References
American Historical Association. (2018). Guidelines
for the Preparation, Evaluation, and Selection of History Textbooks. https://www.historians.org/jobs-and-professional-development/statements-standards-and-guidelines-of-the-discipline/guidelines-for-the-preparation-evaluation-and-selection-of-history-textbooks
Historical Association. (n.d.). Linking the purpose
of study and aims of history to Global Learning. Global Learning Programme.
https://www.history.org.uk/primary/module/7836/global-learning-programme/7838/linking-the-purpose-of-study-and-aims-of-history-t
Team, M. B. (2021, December 16). Why Is It
Important to Study History?
https://www.mooc.org/blog/why-is-it-important-to-study-history
Woodfin, L., Berger, R., Plaut, S.N., & Dobbertin,
C.B. (2014). Transformational Literacy: Making the Common Core shift with
work that matters. Retrieved from eBook Central (accessed through LIRN).
No comments:
Post a Comment