The subject of History is traditionally mired by its serving of two masters. On the one hand, we want to teach our students an accurate version of what happened in the past. We want to restore to the past the choices it once had. We want students to critically study the opposing positions that shaped the furious debates around public policy. On the other hand, we want our students to be proud of their country and their heritage. But whose heritage do we want them to be proud of? Traditionally, History classes, especially at the secondary and undergraduate university level, teach about the dominant (white European) heritage. These two masters make teaching history problematic. To be proud and patriotic has required us to white wash many of the dark aspects of our national past, while a truly honest look at America’s past and current public policies forces one to be critical of our country and government.
Where I believe traditional teaching fails is in its assumption that critical citizens cannot be patriotic. Instead, I believe that looking at our Nation’s past and critically analyzing its policies will make citizens more involved and encourage them to work for positive social change. I believe it is my responsibility as a teacher to establish a safe learning environment where these critical explorations can occur.
The real work of historians is research and analysis of the past. In academic papers and articles I have written, I have striven to give a voice to perspectives traditionally silenced in American history classes. I have studied critically the methods and tools instructors, especially at the secondary level, utilized to teach about the past. I have used this research in the classroom to open debate about history and teaching. By doing so, I believe I encourage students to appreciate the dynamic nature of teaching as a profession and history as a field of study.
After completing my courses, students will be able to read complex texts critically and for bias. Students will be able to identify and analyze the bias and perspective of information sources.
By looking at perspective, students will be able to identify their personal worldview and the factors contributing to their worldview. They will understand that different people will hold different worldviews. They will appreciate and respect the relative truth of every worldview.
The structure of my class is designed to allow the students to be responsible for designing their own learning, within the constraints of the California Content Standards, their resources and the course objectives.
Using their acquired skills of research and perspective identification, students will be able to engage in a variety of projects. The tools we learn from our study of history can be put to use in looking at the world around us now.
By engaging in this process, students should complete my courses with a more complex view of history, perspectives, and the world around them. They should be critical and thoughtful citizens more ready to understand that complex solutions are needed to solve complex problems.
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