More thoughts on occupational realities vs. the integrity of the discipline
As I ponder putting together more (!) TAH proposals for the upcoming round of funding, I’m thinking about how developing materials and approaches that hit the correct point on the spectrum between K-12 teachers’ occupational realities and professional historians’ disciplinary standards is different for different groups of teachers (and I suppose for different groups of professional historians as well, but that’s a story for another day).
For example, after a year of working with teachers of English Language Learners (ELLs) in one of our TAH programs, we found ourselves last month modifying the syntax and vocabulary of the late 18th century documents we were using to teach about the American Revolution. It was the kind of move I fiercely resisted when we began doing these TAH programs nearly five years ago, when I had spent more years in graduate school than actually working with teachers. And I still wince when I hear teachers talk about “rewriting” primary source documents, imagining the worst kind of mischief being done to the historical meanings they contain. But for this group of teachers and these documents, I have no doubt that we did the right thing; if we hadn’t, chances were little to none that they would ever use them. In the discussion after the activity, many teachers said that they would need to modify these documents even more (and a terrific discussion ensued about “simplifying” versus “amplifying” documents for ELL learners, the latter being a more constructive approach that emphasizes adding the supports that students need for comprehension rather than subtracting content). The experience emboldened me; I think we should be doing more such document modifications, radical though they may seem (although common sense tells me that we need to learn a lot more about theories and practices of ELL teaching in history/humanities before we plunge into such a project).
Here’s an example of our modified document and the original. I’m curious about what others think of how we modified these documents: were we pedagogically justified or did we commit a crime against historical standards?
Last 5 posts by Ellen Noonan
- Five Years - October 11th, 2012
- Patriotic Celebrations - July 4th, 2012