Jacqueline Abramowicz

Professor Paul Zanazanian

EDES 334: Teaching Social Studies 1
Student I.D: 260584359
6 February, 2015

Teaching Rationale: The Importance of History Education and Why I Want to

Teach It

Throughout my own years of schooling, social sciences, specifically history, have always

been a passion of mine. I am currently studying to become a history, ethics, and religions teacher,

with my preference being history. I always understood history as a grand narrative that connects

with other narratives and other disciplines. Furthermore, I enjoy explaining historical events and

its importance to people. It is because of this that I decided to become a history teacher.

As a future educator, I feel history is vital for students to know because it allows them to

have a common understanding of their society and culture, as well as develop their ability to

critically analyze situations by using historical examples (Clarke and Case, 2013, p.28). Social

sciences and history classes are very complex since they touch upon different skills and

knowledge, as well as focusing on various sources of information. History allows students to

recognize the development of the world or a country and to see how it applies to their own

society and social environment. Students should be able to know the range of which human

beings are capable of and to be able to understand the impact of historical events (Osborne,

2003, p. 613). Therefore, history teaches us how to behave in the present and to act in the future.

My role as an educator is not only try to make history education interesting, but to foster critical
thinking, to help students develop their social understanding, and their sense of self-identity and

roles as future citizens.

In addition, history and citizenship education is important to learn because the critical and

intellectual skills that they will gain through historical knowledge will help them understand

their roles as citizens. For instance, students should have a respect for human rights (Osborne,

2008, p. 3). If students have this ability, they could engage in intellectual discourse based on

their historical comprehension and social values. In terms of social learning, history and social

studies will provide students certain values, such as respect, responsibility, honesty,

perseverance, and optimism, and a certain pride in their country. This will also lead students

to use their knowledge and values to help better society through social action (Clarke and

Case, 2013, p. 29-31). Therefore, students will be better prepared for when they become citizens.

This social aspect ties into what students will gain on a personal level. As previously mentioned,

students will gain critical thinking skills that would benefit them in various, real life situations.

According to Clarke and Case (2013), social sciences could help students develop their own

interests and to communicate their own views on certain issues (p.32). However, all students

learn differently. As a teacher, I would have to make sure my students have the critical thinking

skills and historical understanding that are vital for their development. In order to reach out to

different students, I would use various resources. For example, after providing students with the

basic information, I could show movies or clips, and give different texts from various authors,

including primary sources. These might keep students engaged and allow them to envision the

events and to analyze problems (Percy and Duplass, 2011, p. 112). Another way of keeping

students interested would be to give them a situation and then have them role play the scenario.

The purpose of this would be to try and have the students think the way historical figures thought
and to see things through a different perspective, while also developing their analytical and

communication skills.

The goals I would have for my students are that they are able to know and to demonstrate

an understanding of key historical events, dates, and figures, to critically analyze historical

situations, and to effectively communicate their own viewpoints on historical, or current

situations. Furthermore, I would like the students to grasp main concepts and recognize how they

tie in to other social studies disciplines. Since history is a discipline in social studies, it relates

and intertwines with other fields (Seixas, 1998). For instance, students will use their historical

knowledge of political developments in Canada when studying political science.

Since students learn differently, I believe I need to use a variety of assessment practices

in order to ensure that the students are obtaining the information and skills necessary for them, as

well as to see where they are based on the curriculum. Besides formal assessments, such as tests,

I would have students do group presentations, or skits. This would make sure that students are

participating in the class, and cooperating with others (Osborne, 2008, p.11). Finally, essays will

be used in order for the students to demonstrate their analytical skills, while also improving their

writing skills.

When teaching to the students, it is imperative that I maintain objective and unbiased.

The different teaching styles that I previously mentioned, such as using different text sources,

videos, or group work, will not only help students reach my learning objectives, but also present

them with different perspectives and allow them to decide which one they agree with. Ultimately,

my goal is for students to use their acquired knowledge and skills to become better individuals

and better members of society.

Bibliography

Clark, P., and Case, R. (2013). Defining the Purposes of Citizenship Education. The
Anthology of Social Studies: Issues and Strategies for Elementary Teachers, 19-31.

Osborne, K. (2003) Teaching history in schools: A Canadian debate. Journal of Curriculum

Studies, 35(5), 585-626.
http://dx.doi.org/10.1080/0022027032000063544

Osborne, K. (2008) The Teaching of History and Democratic Citizenship. In The Anthology of
Social Studies: Issues and Strategies for Elementary Teachers, 2, 3-15.

Pearcy, M., &. Duplass J.A. (2011). Teaching History: Strategies for Dealing with Breadth and
Depth in the Standards and Accountability Age. The Social Studies, 102(3), 110-116.
http://dx.doi.org/10.1080/00377996.2010.525546

Seixas, P. (1998). Forces for change in the teaching and learning of history: Introduction to a
special issue of Canadian Social Studies. Canadian Social Studies, 32(2).
http://search.proquest.com.proxy2.library.mcgill.ca/docview/213279039?
accountid=1239