If you're encouraging the students to draw their OWN conclusions about
ethics, and giving them the intellectual room to do so, that's great.
If you're dragging them to anti-war protests (it's happened in our
district), or informing them that Ronald Reagan was the savior of our
nation, or otherwise trying to shape their ethics, that's crossing a
On 10/21/11, Barbara wrote:
> History as a social endeavor: I teach history as a way to awaken my
> students moral and ethical responsibilities as citizens. History is
> a social endeavor, not an abstract objective one.
> On 10/17/11, Estepahead wrote:
>> > On 10/25/10, Cathy wrote:
>>>> I teach 7th/8th grade history. I would like to teach a
>>>> quick one week unit on why we study history. I have a few
>>>> ideas, but wondering if anyone has a great lesson they do
>>>> for this. Thanks.
>> 1. I do not think History should be about trying to learn from
>> the mistakes from the past, as some people have already
>> mentioned humans continually make the same mistakes.
>> 2. History is filled with the most dramatic, action-packed, and
>> hilarious stories. The problem is the way we present it is
>> and disconnected,
>> 3. Historians are used in movies, video games, and television,
>> but students are never informed that historians help made
>> of there favorite movies, video games, and television shows.
>> 4. Studying history is a way to discover our roots as a person,
>> group, country, race, etc. We can see where we have been to help
>> propel us into the future.
>> 5. History, just like the heavens, the sea, and the earth all
>> demand to be studied, every person has a desire to explore and
>> the subject in which they choose to study is their own.
>> Just a few of my ideas.