Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom

Autor/in	Brooks, Sarah
Titel	Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom
Quelle	In: Theory and Research in Social Education, 39 (2011) 2, S.166-202 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
Schlagwörter	European History; Advanced Placement Programs; Rural Schools; Primary Sources; Grade 10; Empathy; Secondary School Teachers; High School Students; Caring; Perspective Taking; History Instruction; Case Studies; Observation; Interviews; Questionnaires; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Primärquelle; Empathie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Care; Pflege; Sorge; Betreuung; Zukunftsperspektive; History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This qualitative case study examined the place that historical empathy, as both a subjective and an objective endeavor, occupied in one teacher's instruction and her students' response. Data--collected over five months--include 29 hours of classroom observations in an Advanced Placement European History course, instructional artifacts, and interviews with the instructor and four of her 10th grade students. Findings indicate that the participating teacher promotes historical empathy as both perspective recognition and care through lecture, secondary source work, primary source work, and discussion. Each of the participating students demonstrated perspective recognition and care in the particular ways that their teacher sought to encourage; however, all of the students also exhibited failures of empathy at times. This study illustrates how various instructional practices might be used to promote historical empathy. It also sheds light on the complex interplay between the subjective and objective components of historical empathy. (As Provided).
Anmerkungen	College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10