As the above quote so chillingly states, controlling the dissemination and interpretation of history can be fundamental to the way we view the unfolding of events, the record of those who took part, the lessons learned, and the manner in which future events can be predicated on past lessons. The power of those who control history to manipulate our understanding of these elements of the course of humanity is profound. Furthermore, the ability to manipulate public opinion and change the course of events moving forward can be monumental (eg. the "Winning of the West", USS Maine, The gulf of Tonkin, WMD).
Empowering students to access and analyze primary source materials can allow them to begin to develop an understanding of history that is not constrained by the dominant cultural narrative that centers on those in power, instead it can enable them to view it through the eyes of those intimately familiar with the events. What this does is enable those voices that are typically marginalized, allowing them to speak across the chasm of time and tell the stories that are traditionally neglected. Such an approach is a form of critical pedagogy that seeks to elevate the critical consciousness of the learners, particularly when it comes to oppressive social conditions.
Brophy and Alleman (2006) note that the study of the social sciences has traditionally focused on the expanding communities approach in the early grades (starting local and moving to global). However, what is more appropriate and more puissant across all grades is to assist students to focus on developing a basic understanding of the human condition, to understand the cultural universals that make us human. Secondly, the focus of our history work ought to be on the powerful ideas that emerge rather than delineations of places and dates. This is a similar point echoed in a different context by Chaillé (2008) who extols the virtue of studying big ideas as the hallmark of constructivist pedagogy.
Three big ideas provide the cornerstones that define social justice and that are fundamental elements of the Universal Declaration of Human Rights. The recognition of the inherent dignity of every human being, the intrinsic value of human rights, and the need for equality in all elements of life. The acceptance of these human rights is what leads to social justice. In an examination of history, these are powerful big ideas and cultural universals that we should be assisting students to explore. Facilitating their inquiry from a honest and developmentally appropriate critical perspective, will empower them to continue not only to have a more grounded view of the course of human history, but also develop the important democratic skill of asking and investigating important questions first hand..
Studying history from a social justice perspective can be facilitated by a wealth of online resources as well as pedagogical tools. Howard Zinn's books A People's History of the United States Online and the parallel Voices of A People's History are marvelous resources. So is A People's History of American Empire and building on these materials is the Zinn Education project website containing a wealth of teacher resources.
Rethinking Schools has also supported the development of a wealth of pedagogical resources including Rethinking Columbus, A peoples history for the classroom and Reading Writing and Rising Up. Their website offers teachers a wealth of materials both on content and pedagogical that emanates from a critical and social justice perspective. The Southern Poverty Law Center has focused on Teaching Tolerance and offers a great set of pedagogical resources and a monthly publication (watch their video teaser about a Rosa Parks video).
Examples of other books that use primary source materials include Ellen Levine's, Freedom's Children: Young Civil Rights Activists Tell Their Own Stories, and We Were There Too! by Phillip Hoose,
A few selected Website that provide primary source links and that focus on issues of Social justice include the Primary source history of Social Justice, the Civil Rights Documentation Project; Slave Narratives from the Federal Writers Project; North American Slave Narratives; Recordings of Black Panthers & Vietnam War Protest Recordings from the Social Activism Sound Recording Project.
Throughout the process of exploring primary source materials and working to develop an understanding of history, I encourage teachers to infuse questions of equity and social justice into their classrooms. In the end, helping students recognize how to ask critical questions and to stand against oppression and stand up for justice is the way we can move to becoming an actual democratic society and to work for true liberty and justice for all or us.
“I beseech you to treasure up in your hearts these my parting words. Be ashamed to die until you have won some victory for humanity.” Horace Mann.
Brophy, J, & Alleman, Janet (2006) Powerful Social Studies For Elementary Students (2nd Ed.). Wadsworth: Belmont, CA.
Christine Chaillé (2008). Constructivism Across the Curriculum in Early Childhood Classrooms: Big Ideas as Inspiration.
