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This blog is jointly authored by Vic Crooks and Laura London based on a presentation we gave at the Historical Association Conference in May 2024. But how should we approach this in the history classroom? As history teachers we often problematise controversial issues to ‘see both sides of an issue’. Grosvenor (2000, p.157),
Click here to revisit my last blog in this series on using the “Connect, Extend, Challenge” routine. To recap, metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea.
Following up on my previous post , I’m going to share a fantastic blog post from Michael Kaechele : I have grown weary of the call to avoid controversialtopics and stay neutral. There are many things in history that do not have two equal opposing sides: slavery, genocide, imperialism, colonialism, segregation, etc.
See my first post on The Building Blocks of Inquiry here If you made a list of the top 10 challenges social studies teachers would say they face in the classroom, you may get the list of usual suspects: lack of time, political squabbles over standards, trying to cover all of human history in a semester. If you can, embrace them!
If you made a list of the top 10 challenges social studies teachers would say they face in the classroom, you may get the list of usual suspects: lack of time, political squabbles over standards, trying to cover all of human history in a semester. This post will not spend time arguing why controversy needs to be taught in the classroom.
Increasing the self-knowledge, esteem and confidence of our young people builds resilience and skill in tackling controversialtopics and issues, as detailed earlier by Chowdhury.* All my education work via the Geogramblings’ “Life Geographic” blog is done all in my spare time, at my own cost but is free for you to access and enjoy.
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