A Difficult-Ish Day: Social Studies Teachers’ Approaches to (and Reasons for) Teaching 1/6/21

• In Event: From Bearing Witness to Teaching Consciousness: Instructional and Curricular Approaches to Teaching "Difficult" Topics

Abstract

In this interpretive case study, researchers examined how three high school social studies teachers taught about the Capitol Insurrection of 1/6/21. Through an analysis of teacher artifacts and interviews, the findings revealed: (1) Variance in how teachers framed 1/6/21 determined whether students were given opportunities to see the event as isolated or connected to deeper issues, (2) The teachers’ moral centers and knowledge of students largely accounted for their reasons for teaching 1/6/21 and differences in their approaches. The study offers practical guidance and reflective considerations for social studies (teacher) educators interested in teaching about 1/6/21 and other difficult-ish histories more broadly.

Authors

• Lauren Funk, Boston University

• Rob Martinelle, Boston University

• Brigid Rowlings, Boston University