Article “Learning How to Teach History through task-based learning and ethics,” Not Even Past (Featured Article, February 2014)

Below is an excerpt from a piece that I wrote about teaching Ethics components in History courses. Read full article at NOT EVEN PAST

The Ethics Flag component of the course taught students to explore the ethical reasoning of historical actors and to interrogate contrasting moral values in different historical time periods. We focused on four key ethical themes: poverty in the late nineteenth century, eugenics and state-sanctioned forced sterilizations in the early twentieth century, the Targeting of Civilians during the Second World War and specifically the use of atomic bombing, and lastly Civil Disobedience in the second half of the twentieth century. In the seminars, students reflected on the ethical reasoning of historical actors through primary source analysis. What did each person see as the key ethical issue at stake? Who did they see as the key moral actor(s) responsible for solving this issue? Did they see any alternatives? Did they see a certain action as ethically required or permissible and why?”

CL_Iber_Atl_HIS_ATXArticle “Learning How to Teach History through task-based learning and ethics,” Not Even Past (Featured Article, February 2014)

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