Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Thirteen: Hearing a Chorus of Voices: Globalizing the U.S. History Curriculum with Historical Empathy: Joseph O’Brien & Jason L. Endacott
Joseph O’Brien Jason L. Endacott
As citizens of the global community, students also must develop a deep understanding of the need to take action and make decisions to help solve the world’s difficult problems. They need to participate in ways that will enhance democracy and promote equality and social justice in their cultural communities, nations, and regions, and in the world.
J. A. Banks, 2008, pp. 134–135
The changing face of American society compels us to diversify and globalize the U.S. history curriculum beginning with the meaningful inclusion of a wider range of historical figures and the promotion of historical inquiry that incorporates historical empathy as a means for students to capture these figures’ “voices.” The typical K–12 history curriculum in the United States emphasizes a common national heritage over pluralistic history, which runs the risk of promoting a “discourse of invisibility . . . true of every non-European group of people who constitute our nation” and portraying history as “an incoherent, disjointed picture of those who are not White” (Ladson-Billings, 2003, p. 4). State history standards typically view history of certain peoples, such as African Americans or immigrant groups, through the lens of the U.S. government or through their interaction with the government. In turn, history textbooks over time have placed differing levels of importance on the historical experiences of these groups depending upon the significance of their interactions with the federal government at any given point in time. For example, after analyzing U.S...
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