The word investigation triggers in my mind thoughts of
searching, exploring, and inquiring. I think of detectives in the field and
scientists in the lab. I do not, if I am honest, think of the students in my history
classes. I now need to align my classroom practices with the vision that is inspiring me.
Bruse Lesh writes about History Labs, where students conduct source work, inquiry, and ultimately construct and share historical interpretations. I am modeling my historical investigations around this recursive, challenging, and meaningful intellectual process.
Two Essential Questions will Frame the CourseBruse Lesh writes about History Labs, where students conduct source work, inquiry, and ultimately construct and share historical interpretations. I am modeling my historical investigations around this recursive, challenging, and meaningful intellectual process.
I love the idea of using one or two open ended questions to
frame all of our inquiry in my Western Civ course. Students will revisit these
questions repeatedly and, over time, develop increasingly sophisticated ways of
thinking about them. Journals, blogs, and/or portfolios can be used to monitor
students’ search for meaning, as they construct, share, and refine their
responses.
For Western Civ I have decided that I will use a process AND
a content question.
Year Long Content Question: The idea of progress: How
civilized are we?
Contrast a
traditional unit approach to teaching history with an investigatory model and it is easy to see the appeal. I am excited to begin planning how I will help my students explore the complexities of the past and of the human condition in an honest and meaningful way.
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