The Problem with Hard Histories

Jennifer Rich

doi:10.1007/978-3-030-72636-2_4

The Problem with Hard Histories

Jennifer Rich

Sociology & Anthropology

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

This chapter argues that teaching multiple “hard histories,” defined as complex, troubling periods in history, can lead to a lack of deep student learning rather than broad knowledge across multiple subjects. A study of university students’ content knowledge about American slavery, the Trail of Tears, the Holocaust, and genocide, explored in this chapter, supports this argument. Ultimately, in order to help students learn both about and through hard histories, it is imperative that teachers focus on one as case study.

Original language	English (US)
Title of host publication	Teaching and Learning through the Holocaust
Subtitle of host publication	Thinking about the Unthinkable
Publisher	Springer International Publishing
Pages	61-74
Number of pages	14
ISBN (Electronic)	9783030726362
ISBN (Print)	9783030726355
DOIs	https://doi.org/10.1007/978-3-030-72636-2_4
State	Published - Jan 1 2022

All Science Journal Classification (ASJC) codes

General Social Sciences
General Arts and Humanities

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10.1007/978-3-030-72636-2_4

Cite this

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title = "The Problem with Hard Histories",

abstract = "This chapter argues that teaching multiple “hard histories,” defined as complex, troubling periods in history, can lead to a lack of deep student learning rather than broad knowledge across multiple subjects. A study of university students{\textquoteright} content knowledge about American slavery, the Trail of Tears, the Holocaust, and genocide, explored in this chapter, supports this argument. Ultimately, in order to help students learn both about and through hard histories, it is imperative that teachers focus on one as case study.",

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The Problem with Hard Histories

Abstract

All Science Journal Classification (ASJC) codes

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