. "Part I HISTORY - 2 Putting Principles into Practice: Understanding History." How Students Learn: History, Mathematics, and Science in the Classroom. Washington, DC: The National Academies Press, 2005.
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How Students Learn: History, Mathematics, and Science in the Classroom
going to have different opinions of how something happened.” If students think like this, multiple perspectives are simply different opinions, and people can believe what they want. Xiao Ming, also in the sixth grade, sums up: “There can be many different opinions from historians so there can be different stories. Of course one has to be true but we don’t know which one.” Critiquing accounts will not make much sense to Xiao Ming when, despite our critiques, we can never know which is true.
Without explicit teaching and reflection on the nature of historical evidence and historical accounts, as well as the different ways in which various types of claims can be tested for validity, multiple perspectives become just another reason for not taking history seriously. If students are to go beyond helpless shoulder shrugging in the face of contested histories, they must have an intellectual toolkit that is up to the task. There is a danger that “toolkit” implies something overly mechanistic, so that it is simply a matter of applying the tool to get the job done. Such a simple analogy is not intended here. What is meant is that some tasks are possible only if certain tools are available, and in this case the tools are conceptual. Students need the best tools we can give them, understandings that enable them to think clearly about, for example, what kind of evidence is needed to support a particular kind of claim or what questions are being addressed in competing accounts. Once they understand that accounts are not copies of the past but constructions that answer a limited range of questions within a chosen set of boundaries, students can begin to understand how several valid accounts can coexist without threatening the possibility of historical knowledge or leading to a descent into vicious relativism.
Students have ideas about the past, and about history, regardless of what and how we teach them. The past is inescapable; it is built into our ways of thinking about ourselves. What would we say of someone who, when asked what the United States is, could define it only as a geographical entity? Our notion of what the United States is incorporates a past; it is a time-worm. Nor should we think that, because we are often told students do not know this or that piece of information about the United States, they have no version of its past. They certainly have one, but the question is whether it is the best we can give them. And while “the best” here does not mean “the one best story,” because there is no such thing, the fact that there is not just one best story most certainly does not mean that any story will do. What we should give our students is the best means available for making sense of and weighing the multiplicity of pasts they are offered in various accounts. To this end, students must learn to understand the discipline of history—the one offering school can make that the busy world outside cannot. Schools could hardly have a more important task.
The study of history is often portrayed as learning an exciting—and sometimes not so exciting—story. This chapter has attempted to show that