High School Inquiry Lessons
“Whose stories should we tell?” by Jessica Ellison
Whose stories should we tell? C3 Framework Indicators
D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past. D2.His.8.9-12. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.
Staging the Compelling Question
Supporting Question 1 How do we identify the perspective of a historical narrative?
In this inquiry students will consider the inclusion and exclusion of perspectives in historical narratives. Using examples of memorials in Germany and a historical fort in Minnesota, students will learn to identify perspectives present and missing in complex historical narratives and discuss the factors that determine whose stories are told. After this lesson, students will more thoughtfully examine historical narratives they see in educational and public spaces.
Supporting Question 2 How do we figure out which perspectives are missing and why?
Supporting Question 3 How do we decide which stories to include?
Formative Performance Task
Formative Performance Task
Formative Performance Task
In small groups, the students will read the description of Fort Snelling, from three different captures from the Wayback Machine, and will highlight words that give clues about the stories being told at the historic site. Based on the clues identified, the group will consider the perspective of the historical narrative in their given year.
Divide students into two groups. One group will explore German memorials, and the other group will dig deeper into the captures from the Minnesota Historical Society‘s Wayback Machine.
Share the two recent articles linked below. What do these articles reveal about public reaction to the inclusion of different stories? In a journal or notebook, students reflect on whom they believe should decide whose stories are told.
Featured Sources
Featured Sources
Featured Sources
Source A: “Historic Fort Snelling - Wayback Machine“ (Minnesota Historical Society)
Source A: Recent German Memorials Slideshow (Handout 1)
Source A: “Monument Seeks to End Silence on Killings of the Disabled by the Nazis” (Eddy, M.)
Source B: “Identification for prisoners in concentration camps“ (Wikimedia Commons)
Source B: “’Fort Snelling at Bdote?’ Senate passes GOP measure cutting Historical Society funds over ‘revisionist history’” (Salisbury, B.)
Source C: “Projectile point“ (Minnesota Historical Society) Source D: “List of slaves owned by Lawrence Taliaferro (1839-43)“ (Minnesota Historical Society) Source E: “Dakota Internment Camp at Fort Snelling“ (Minnesota Historical Society)
Summative Performance Task
Argument: Construct an argument addressing the compelling question: “Whose stories should we tell?” Use evidence from Historic Fort Snelling and German memorials, as well as other relevant sources, to make a case for the perspectives that should be included when addressing histories in public spaces. Extension: Students imagine they work at a museum or historic site and are charged with creating a new exhibit. They need to choose a topic in history that is usually taught in American high schools and tell that story. It is up to them to choose which stories to include, but they will need to justify their choices.
Taking Informed Action
Understand: Are there historic sites, historical markers, exhibits or other public historical narratives in your community? Assess: If so, do any of them need updating? Consider the stories being told in your public spaces: the words used, the people included and excluded, the dominant narrative shared. Act: If you identify a public narrative that you feel needs revision, identify the person or organization responsible for that narrative. It could be a local historical society, a local or state government, or a private organization. Contact them with your thoughts about why and how it should be revised.
Fall Newsletter | 2020 | 43
