Abstract
In this study, we explored how high school students’ participation in a local history research project about a historically Black cemetery in the Southeast United States contributed to their demonstration of historical empathy. Major findings show that students displayed historical empathy in research activities that occur beyond the traditional classroom through their examination of perspectives concerning representations of race and diversity in the social studies curriculum, the historical contexts about the impact of enslavement and Jim Crow segregation in their community, and affective connections they made to their identities as citizens. We recommend that future studies focus on how social studies teachers, community organizations, and other educational providers can collaborate to promote historical empathy in and outside of schools with equity frameworks and curricular initiatives such as the National Council for the Social Studies College, Career, and Civic Life (C3) Framework.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
