Historical Thinking and the Democratic Mind: An Apprenticeship Approach to Teaching Narrative Complexity in the History Classroom

Lindsay Stallones Marshall and John R. Gram illustrate how apprenticeship methods of teaching historical thinking can foster students' openness to inquiry about historical knowledge about the past and its meaning for Americans now. As students build historical skills of contextualization and ch...

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Bibliographic Details
Published inThe Journal of American history (Bloomington, Ind.) Vol. 108; no. 4; pp. 788 - 793
Main Authors Marshall, Lindsay Stallones, Gram, John R
Format Journal Article
LanguageEnglish
Published Oxford Organization of American Historians 01.03.2022
Subjects
Apprenticeship
Democracy
History education
Student participation
Teaching methods
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Summary:Lindsay Stallones Marshall and John R. Gram illustrate how apprenticeship methods of teaching historical thinking can foster students' openness to inquiry about historical knowledge about the past and its meaning for Americans now. As students build historical skills of contextualization and chronology by exploring a single event through multiple perspectives, they encounter ambiguity and complexity. Sitting with complexity, supports an essential quality of the democratic mind. Moreover, students have applied their new analytical skills beyond classroom lessons to contemporary issues.
ISSN:0021-8723
1945-2314
DOI:10.1093/jahist/jaac007