Facilitating Historical Discussion: How a Secondary History Teacher Approached a Discussion of Controversial Issues

• In Event: Moscone Center West Roundtable Session 6
  In Roundtable Session: Teaching and Learning History Within Classroom Contexts

Abstract

A substantial research gap exists regarding history classrooms and the enactment of controversial issue discussions about historical topics. This study investigated a rare instance where an experienced 11th grade United States history teacher, Mr. James (a pseudonym), enacted a controversial issue discussion about immigration and the Sacco and Vanzetti trial of 1921. A qualitative case study research design was utilized to obtain in-depth data through classroom materials, classroom observations, and semi-structured interviews. The findings suggest Mr. James used a number of best practices, including the utilization of various instructional methods to support students for the formal discussion, but his reserved facilitation allowed the students to engage in less meaningful presentist dialogue.

Author

• Tyler Douglas Woodward, University of Virginia