Energizing the History Classroom: Historical Narrative Inquiry and Historical Empathy

Abstract

The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of “doing” history); (b) enhances interpretative skills; (c) cultivates historical perspectives based upon evidentiary history; and (d) encourages student authorship of historical narratives. The instructional model emphasizes small- and large-group activities, including oral presentations, discussions about primary documents, and considerations relative to the creation of written history. Students generate their own historical narratives in order to articulate their perspectives. The purpose of the model is to facilitate students’ historical understandings by developing more empathetic perceptions of the people of the past.

Citation

Colby, S.R. (2008), "Energizing the History Classroom: Historical Narrative Inquiry and Historical Empathy", Social Studies Research and Practice, Vol. 3 No. 3, pp. 60-79. https://doi.org/10.1108/SSRP-03-2008-B0005