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FINAL (Goals of teaching history / pupose of instruction (Benefits of…

- - - - Example: Holocaust
    - - Tests ones moral sense
      - Provides inspiration from famous people
    - - Stories prompting thoughts
      - Immerse in efforts to reconstruct the past
    - - How countries were formed
      - Teaches National story / values
    - - How nations interacted among themseves
      - Understand causes of changes and how it relates to today :check:
    - - Comparing changes now to examples of the past
    - - Interpret statements of past leaders
      - Make arguments based on data
    - - Understand how change came about :check:
      - Understand / identify causes of past changes :check:
      - Explain why its worth attention #
  - - - In terms of "Context" / change # :check:
        
        Understanding of
        
        Historical landscape "at the time" :check:
        
        Context "at the time" :check:
        
        Value of the context :check:
      - Relevance to today? :check:
        
        Leads to understanding of current events? :check:
      - What have we learned from this?
    - - How did we get here? :check:
      - Can we learn from that purpose?
- - - - Eliminating bias when studying history
        
        eliminating bias when teaching/ learning about history and historical events
        
        teaching historical empathy is difficult; requires student to remove their ego
        
        getting students to understand that all sources have an inherent bias that needs to be understood in context
      - Being objective with lenses
        
        Example: Teaching Students with different religious beliefs
      - Teacher view of the world based on previous knowledge
      - teacher perspectives and teacher beliefs
      - make complicated concepts simple :check:
    - - Lessons do not incorporate hands on learning
      - Keeping material relevant in age of acceleration
      - Making learning less siloed
      - Staying neutral to political leanings
      - Fake news era
      - Fragmentation of information
      - Failure to accomodate differetn learning styles
  - - - Cause and effect
    - - Perspectives
        
        lack of historical empathy
        
        Their religious beliefs :check:
        
        students want to analyze historical events with current values/ social norms
        
        Historical Choices and decisions
        
        Ex. Understanding Japanese motivation in WW2
      - Their view of the world based on previous knowledge:check:
    - - matching to their existing knowledge and experience :check: #
      - students struggle with learning vocabulary
      - students want to build on their previous associations
        
        students have inherent biases
      - teaching requires approaching students from where they are (from their previous experiences and understandings)
    - - Too much information
      - Memorization :check:
- - - - Songs about Chinese Dynasty
    - - Interactive (active) #
        
        People stories
        
        How did they shape the time?
        
        Interesting characters who changed history
        
        students need more integration in instruction
        
        Simulation
        
        Acting out and event
        
        Get their brains think fast about the given problems (group discussion task emulation)
        
        Scenarios and games
        
        Recreate life, make decisions in any historical era based on beliefs at that time
        
        Put yourself in the role
        
        Maps
        
        What happened at or after the event
        
        pick specific area of interest
        
        Click and learn
        
        Why's
        
        small army win over the big army (factors)
        
        Factors deciding the battle or event
        
        Interaction between main key figures
        
        Maps
        
        Contextual maps
        
        Learn as they go
        
        Minimum knowledge approach
      - Virtual tours (passive) #
        
        Sense of 'being there' #
        
        Immersiveness
        
        Tells them the importance of what they see
  - - - Participation with a "meaning"
- - - - Think about the context :check: