Integrating Multiple Perspectives “There are no facts, only interpretations.” Frederick Nietzsche in Social Studies

Consider this: “It is only when students understand that historians can ask questions about historical sources that those sources were not designed to answer, and that much of the evidence used by historians was not intended to report anything, that they are freed from dependence on truthful testimony. Much of what holds interest for historians… could not have been “eyewitnessed” by anyone, not even by us if we could return by time machine. Once students begin to operate with a concept of evidence as something inferential and see eyewitnesses not as handing down history but as providing evidence, history can resume once again; it becomes intelligible, even a powerful, way of thinking about the past (Lee, 2005 p. 36-37).” Did your social studies teachers help you think this way? What implications does this activity have for teaching history simply from a textbook?

Discussion Question Who or what is implied to be the source of knowledge in the classroom? What impression does this give your students? What does it say about the nature of knowledge? What does it mean to be “smart” in the classroom? What kind of learner is being developed? Is this the kind of learner needed for a democracy?

Excerpt from 1957 textbook “Life among the Negroes of Virginia in slavery times was generally happy. The Negroes went about in a cheerful manner making a living for themselves and for those who they worked. They were not so unhappy as some Northerners thought they were, nor were they so happy as some Southerners claimed. The Negroes had their problems and their troubles. But they were not worried by the furious arguments going on between Northerners and Southerners over what should be done with them. In fact, they paid little attention to these arguments (Simkins, Hunnicutt, and Poole, 1957 p. 376).”

Ancient Olmec Statue c. 1200 BCE

Why is it important that teachers make a concerted effort integrate multiple perspectives into their teaching?

According to the NCES Public school teachers in the U.S. are 83% White, 6% Black, 6% Hispanic, 1% Asian/Pacific Islander, and .5% native American. 75% of teachers are female. >75% were raised in middle class families. Public school students in the U.S. are 58% White, 20% Hispanic, 16% Black, 4% Asian/Pacific Islander, and 1% American Indian/Alaska Native. 51% of students are male. 40% are being raised in low-income families.

Common U.S. History Text Published in 2008 72 biographical profiles “History Makers” 58/72 are men 57/72 are white 1 is Native American [male] 2 are Hispanic [both male] 0 are Asian

Discussions Why are discussions important in Social Studies classes? “A responsible citizen in a democracy must be able to communicate ideas and opinions in an informed, reasoned manner and to engage in discussion with people of similar and/or dissimilar views. Open, honest exchange of ideas is a critical component of a multicultural democratic society…” (Halvorsen, 2012, p. 385)

Leading Discussions Students have already read text Topic involves a problem that has multiple perspectives Classroom community must value diverse perspectives and risk-taking Discussants must provide evidence for opinion No one voice [including yours] should dominate Topics should be relevant and interesting Teacher helps discussion stay on topic Teacher debrief after discussion ends

Arguments for Global Education and Social Justice Education Global inequality – the great injustice “Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future” – NOW program

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Global Education

Global Education www.oneworldcentre.org.au

Global Education “Enabling young people to participate in a better shared future for all is at the heart of global education. Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change. Students learn to take responsibility for their actions, respect and value diversity, and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world” Global Perspectives: A framework for global education in Australian Schools Commonwealth of Australia, 2008

Social Justice Values and Attitudes Empathy and sense of common humanity Valuing and respecting diversity Commitment to social justice Concern for those suffering injustice and oppression Concern for the planet Commitment to sustainability Belief that we can make a difference Peace-making Interdependence

Social Justice Skills Critical Thinking Cooperation and Conflict Resolution Challenging Injustice and Inequity Participation

Social Justice Knowledge and Understanding Different Models of Social Justice Human Rights and Responsibilities Inequality and Poverty Citizenship and Roles as Global Citizens Sustainability Interdependence and Globalisation Diversity Conflict and Peace

Please take out a piece of paper, write your name, and then comment on each of the following points. You will not be graded on your opinion, so feel free to be honest. 1. What I learned in class today 2. What I need more clarification on 3. High point 4. Low point Please leave your paper on your table. You may leave when you are done. See you next week!