We are consistently although unconsciously ‘doing history’ in our day to day lives---when we observe days of national/regional importance, celebrate holidays, festivals, prepare local cuisines, wear our national/regional costumes, speak a distinctive language and so on. Yet when we think of history as a subject in the school curriculum there is an immediate disconnect and even disdain.
There are many reasons for this alarming situation. One of the obvious reasons is undoubtedly our limited attention on the procedural knowledge of history. (This has been discussed in the Economic and Political Weekly article, November 4, 2023) Yet simultaneously another reason according to my considerably lengthy experience as a teacher educator, rests on this basic query—How aware are our teachers on the aims and objectives of teaching history? What is even more surprising is that this topic is actually not unfamiliar to us: it is an integral topic in every B.Ed program, but if we ask practicing teachers to outline the aims and objectives of teaching-learning history, very few will be able to offer an immediate and satisfactory response. So probably during our B.Ed program we are just gulping the contents of what is taught merely to regurgitate in our examinations. This will have disastrous consequences in how we shape ourselves as history teachers. Without a sound knowledge on the aims and objectives of history we will be moving directionless in a hazy circle, as aims is a general goal which identifies the target of where we are headed towards/or what we hope to accomplish, while objectives are more specific and tells us how to reach our goal. What are the knowledge, skills and attitude that needs to be fostered amongst students through the subject of history, becomes clear to us only through our understanding of the basic aims and objectives. Importantly too, we need to internalize this awareness in our own day to day lives, before we seek to ingratiate students towards the same? However if we have not inculcated in ourselves a strong sense of why history is taught, we are unlikely ‘’to have a clear conception of what purposes history should serve in the culture and society’’ in which we live. Because of the ‘’centrality of such awareness to the teaching and learning of history’’, let us look into the most basic aims and objectives of history. (Yilmaz 2008:40)
1. Self-discovery: One of the primary aim of history is to gain a historical perspective in understanding ourselves and our identity within the broader tapestry of human evolution. How our identities (both local and national) - of who we are— have been shaped throughout history by multifarious factors often beyond our control, begins to make sense as we unravel the journey of human evolution. The geographical, social, cultural, and economic forces that have shaped human behaviour and societies, also gives us a glimpse to know others around us, and the value systems which underpin each cultural ethos. In this way we develop an appreciation and respect for multiple cultures by discerning the underlying similarities amongst mankind and acknowledge our differences as a consequence of historical and geographical circumstances. For a history teacher, the idea of discovering and knowing ourselves should therefore be a definite and clearly recognized end in view throughout the planning and execution of class-room transactions (Tatum 2000)
Note: We have a tendency to see ourselves as a part of a narrow social circle , oblivious to our larger national and global identity. What does it mean to be Indian and how do we place ourselves as citizens of the world are queries which every student of history should be able to respond to by the end of his/her school years. Our inability to see ourselves beyond a narrow spectrum stands in the way of multi-culturalism and cross-culturalism, which is the need of the hour today.
2. Continuity and Change: The past has always been in a constant state of flux; it was never absolute/fixed. How else can we explain the vast discoveries and transformations of mankind beginning from the pre-historic period, to the rise of civilizations and later the Industrial revolution, colonization, decolonization and so on. How do we identify and unravel these changes is an important aim of history, one that goes beyond simplistic views of history as merely a series of events. By comparing one period of time to another or to the present, we begin to arrive at a more complex understanding of history as a series of continuities and change. These elements exist simultaneously in our material and immaterial world as evident in certain ideas, symbols, the beliefs and values underpinning forms of cultural and artistic practice, that continuously remind us of our inalienable connection to the past and offers answers to many of our contemporary issues (The Historical Thinking Project). We realize that the past is not dead and gone: it exists in multifarious ways to shape and hone our life. To understand many of our contemporary problems we have to look into the past.
Note: One of the most important reasons why students dislike history has to do with the fact that they cannot see the connection between the remote past and their immediate experiences in the present (Yilmaz 2008: 44). To overcome students' negative views of the subject and to increase their interest in it, history teachers should enable students to see the relevance of the past to the present in pedagogically meaningful ways. Making comparisons between the past and the present is central to the efforts to make history relevant and interesting to students. (Yilmaz 2008: 44) For instance, if we ask the question, Why is India a democratic country? To answer this question, students will have to look into the broad nature of our freedom struggle during colonial rule and the political ideologies upheld by our nationalist leaders. Also many aspects of our past continues today in an adapted form. Such as our State Emblem, or the Ashoka Chakra in our National Flag and so on. We need to emphasise upon students that without a historical perspective it is difficult to arrive at an objective analysis of the above issues.
3. Critical Thinking: The mind needs to be constantly trained towards the ‘cultivation of accurate and persistent mental habits.’ (Huling 1896:94) The capacity for ‘clear thinking and unbiassed and candid judgement’ the ability to separate facts from opinion and to weigh evidence with the objectivity and rationality required, should form an important aim of history. (Council of Historical Association 1926: 221) The historical methodology or the procedural aspect of history is a valuable tool towards this aim. As history presents us a vast canvas of human experiences across time and space, historians make sense of the past by processing primary sources through the skills and historical procedures required. Students need to be trained in at least the basic fundamentals of historical methodology. By developing a discerning eye that is not swayed by false propaganda or personal biases, goes a long way in preparing the child towards responsible citizenship. Schools should therefore nurture opportunities for discussions, independent reading and some personal inquiry either by book and newspaper reading, historical maps, library work, simple survey work, the results of which should as far as possible be produced by the children in written form.
Note: How much should school students be trained towards the procedural aspects of history (historical thinking skills) is an issue we need to debate about and arrive at a general consensus for each level of school education. Undoubtedly we cannot expect the same level of mental sophistication amongst school students as amongst adults/university students. In Canada, Peter Seixas, founding Director of the Centre for the Study of Historical Consciousness, presented a list of six key concepts or ideas to be used to further historical thinking in history education. These were: historical significance, primary source evidence, continuity and change, cause and consequence, historical perspective and the ethical dimension (Seixas 2009). To what extent are these applicable and do-able in the Indian classrooms need to be pondered over. In this context, Cory Wright Maley’s review of the ‘Big Six’ historical thinking skills is worth pondering over. ( Maley 2013) What can be concluded nevertheless is that by the end of school education, students should at least know that history is reconstructed on the basis of sources; that sources/evidences is not free from bias; should be able to differentiate between facts and opinion, to solve problems, to compare different perspectives on an issue/situation and draw conclusions based on evidence, rather than simply accepting what we are told without question.
Besides primary source evidences there are numerous other ways a history teacher can nurture critical thinking skills amongst students, such as visuals, puzzles, concept maps, problem solving, use of models, dramatization, skilful questioning etc.
4. Imbibing Values and Disposition: Nurturing values and dispositions through lessons of the past constitutes an important and integral aim of history. These go beyond the cognitive to touch the affective domain of the learner. What are values and dispositions and how are these reflected in the history textbooks needs to be identified by the teacher before devising active learning processes with well specified learning outcomes. History is replete with examples of not only our monumental achievements but also our monumental blunders. Lessons from the past should encourage students to reflect, to reason and to cull out the ethical dilemmas; to foster ethical, humane and constitutional values.
Note: The National Curriculum Framework-School Education, 2023 has outlined specific categories of values and dispositions which the Teacher may look into. Simultaneously one needs to look into Krathwohl, Bloom, and Masias taxonomy of educational objectives which has outlined five levels of the affective domain. Imbibing Values and Dispositions needs to touch both the cognitive and affective domain.
What has always perplexed me is why we have not been successful in implementing values to the extent desired. More perplexing is the fact that this endeavor is nothing new. From the very first Education Commission, post-independence, we have included values as an essential need in education. We may even go further to our ancient past, and recall the fascinating work of Vishnu Sharma- Panchatantra, (200 BCE, approx.) which was essentially devised as a joyful way of teaching moral lessons to students. Today it is translated in more than 50 languages across the world.
5. Inculcating Patriotism and National Pride: Every history curriculum across the globe aims at fostering feelings of patriotism/national pride. Living in multi-cultural societies we often allow divisiveness in language, ethnicity, religion and culture to spark violent and often vicious unrest bordering on the brinks of savagery. The teacher needs to inculcate in students the idea that beyond our local and regional identity we have a larger collective idea of belonging to a nation, with a shared history that goes way back in time. Through history we learn that our outstanding contributions in the field of mathematics, science, astronomy, Grammer, literature, yoga etc is the collective pride of the nation as a whole. Snippets from the past highlight the underlying similarities amongst us amidst the wide diversity.
Note: While discussing the aims of teaching history it is not possible to go into the minute details of this otherwise crucially significant topic. A separate topic on National Integration and International Understanding will help to bring out the essence of both topics. These may be rephrased as multiculturalism and cross-culturalism. Both are interlinked.
6. Cross culturalism/ International Understanding: Beyond our national identity we all have a larger identity, as citizens of the global world. We share a common identity amongst our fellow human race that should transcend all barriers of national borders, language, religion and culture. It is the overarching aim of history to harp upon the idea of cross culturalism by fostering cultural respect, appreciation and understanding amongst nations through lessons in world history. An understanding of the cross-cultural exchanges and political ideas over the centuries between people of different nations helps us to understand the nature of interdependence and cooperation. We will understand that mankind has never lived in isolation. We were dependent on each other and need each other for progress and for our evolution. By exploring this fascinating journey of mankind’s evolution and the incessant confluence of human endeavours, students should be able to develop qualities of tolerance, peace and respect for others.
Note: It is necessary to give a few examples of cross-culturalism. In India we have not only contributed to the world of knowledge but have also been enriched by our age long tradition of associations with the world. There are innumerable examples to this effect and the teacher may select a few of these.
7. Lifelong interest in History: It is one of the important aims in history that the teacher ought to secure in young people an abiding interest in history, as a subject for reading throughout life, as a subject to be investigated and to be kept fresh in mind. (Huling 1896:94) Students should develop a taste for reading historical books, articles, blogs, podcasts etc for visiting art galleries, museums, and an interest in travelling to historical places. Simultaneously students should learn to value historical remains and the need for preservation, not only of one’s own culture but of others too. This is one issue we need to seriously think about as we are yet to develop this connect.
Note: Often we casually look at this point almost nonchalantly, simply as a matter of fact. Yet the significance of this point runs deep as this is where our efforts seem to have failed miserably. There are so many instances of vandalism, destruction and loot across the world where historical documents, statues, monuments and so on have been destroyed in conflicts surrounding ethnic, religion and language issues etc. How can the world forget how the Bamiyan statues (a UNESCO world heritage site) was destroyed?
8. Developing useful additional skills: In addition, the aim of history should also be in developing useful additional skills such as – the skill of locating, preparing and interpreting maps, charts, models, timelines etc. Reading skills such as making use of reference materials, and articulating one’s findings is also fundamental to the aims of teaching history.
Instructional Objectives
Instructional Objectives give us specific details on how to achieve our aims of history. Using the revised Blooms taxonomy the teacher can build instructional objectives from the lower level of cognitive thinking to higher order thinking skills.
The students should be able to:
(i) Remember: Is the ability to recall previously learned materials.
- to recall/remember facts, terms, dates, symbols, personalities, chronology etc related to the subject of history
- to locate important historical sites, places on an outline map
- to read information as in maps, charts, diagrams, timelines etc
Note: In the revised Blooms taxonomy, knowledge falls under- what we term as the lower order thinking skills (LOTS). This does not mean it is unimportant. Knowledge represents the basic foundations of the subject matter, so for students to have a firm grasp on his/her subject matter we have to begin from remembering certain basic facts, dates, terms, symbols, personalities etc.
Such as…..Students should be able to recall…..What were the 3 key words of the French revolution? (Answer--- liberty, equality and fraternity)
What was the basic philosophy of Mahatma Gandhi?
Truth and Non-Violence are the two basic foundation blocks of Gandhian philosophy. The term “Truth and non-violence” is derived from Sanskrit “Satya aur Ahimsa”.
What was the immediate cause of the 1857 Uprising?
Secondly students should be able to read information as presented in Maps, Charts, Diagrams, Timelines etc. This is the first necessary step towards mental processing.
Lastly students should have a clear grasp as to the location of events studied. In many instances I have witnessed that history teachers are not using a political map. This is completely absurd. For example a lesson on the political expansion of the English East India Company, has to take into account the Battle of Plassey and Baxur. Students should be able to show in which current state both places are located. One does not have to show the exact location, but at least the current state it represents, which in this instance would be West Bengal and Bihar.
(ii) Understanding: Students must have conceptual understanding displayed by their ability to interpret, illustrate, explain, describe, review, express, differentiate, classify etc. In other words, transgressing to Middle Order Thinking (MOTs) the student should be able to develop an understanding of –terms, facts, principal events, trends etc related to history.
For example- What is the meaning of liberty, equality and fraternity as the French revolutionaries coined it? What is the difference between liberty and equality? What is the meaning of truth and non-violence in Gandhian Philosophy?
Secondly to classify facts, terms , concepts, events etc, to compare and contrast
Note: First of all students need to understand, when do we need to classify? How will classification help in clarification of concepts?
Thirdly to illustrate events or concepts by citing examples or to be able to interpret, summarise, compare, explain etc
Also students should be able to identify relationships between cause and effect and differentiate between the significant/insignificant issues relating to a particular event
(iii) Applying: This also falls under the MOTs and basically implies carrying out or using a procedure through executing or implementing. Here students should be able to use learned materials by organizing, demonstrating, exhibiting, dramatizing, presentation of models, simulations etc,
Note: With the help of knowledge and understanding we go higher and the student is thus able to interpret maps, charts, pictures, models, timelines etc Action verbs include- develop, relate, organize, translate, practice, restructure, interpret, exhibit, demonstrate, illustrate, dramatize.
(iv) Analysing: Breaking materials or concepts into parts, determining how one part relates to another or how they interrelate. Mental actions included are differentiating, organizing, distinguish between components and parts.
Note: When one is analysing then he/she illustrate this mental function by creating spreadsheets, surveys, charts, diagrams, or graphic representations. Action verbs include- analyse, prove, inquire, examine, differentiate, categorise, classify, investigate, survey, justify etc. questions. For example the student is able to analyse or create a concept map on ‘Society in pre-revolutionary France.’ Or students are able to establish the relationship between the social cause and the intellectual cause of the French revolution. Likewise one is able to illustrate societal differences in France through various ways and means.
(v) Evaluating: Making judgements or defending our opinions and belief based on criteria and standards through checking and critiquing. So critiques, recommendations and reports are some of the products that can be created to demonstrate the processes of evaluation.
Note: Action verbs include- judge, appraise, assess, conclude, justify, evaluate, question, determine, defend , rate etc. Questions that fall in this level would be as follows ………..The Non-Cooperation Movement of 1920 was the first mass based national movment in India. Justify (5)
(vi) Creating: Reorganizing elements into a new pattern or structure through generating, planning or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product. Action verbs include--change, construct, design, develop, imagine, improve, formulate, invent, predict, produce, modify etc. Examples of ways to celebrate originality would be problem solving, creating a puzzle, pictures to express, puppets, games to explain a particular concept. Dramatization of contents, presenting a timeline in a completely novel way etc.
Practical skills
Students should be able to draw/prepare maps, charts, diagrams, models etc.
Note: Here we touch upon the psychomotor domain. Check out from E.J Simpson for the different levels in the psychomotor domain.
Conclusion
The revised Blooms Taxonomy gives us a specific framework on how to structure our instructional objectives. However for a full rounded realization of the aims of teaching and learning of history, the affective and psychomotor domain needs to be simultaneously looked into.
References
Huling, Ray Greene (1896): THE AIMS OF HISTORY TEACHING, The Journal of Education, Vol. 44, No. 5, pp.94, Sage, https://www.jstor.org/stable/44050535 accessed on 10.8.24
Kochhar, S.K (2016 reprint): Teaching of History, New Delhi, Sterling Publishers.
Krathwohl, D.R., Bloom, B.S., Masia, B.B (1964) Taxonomy of Educational Objectives: The Classification of educational Goals Handbook 11: Affective Domain. New York: David Mckay Co., Inc.
Krathwohl, D.R (2002): A Revision of Bloom's Taxonomy: An Overview, in Theory Into Practice Vol.41,No.4,pp.212-218, https://www.jstor.org/stable/pdf/1477405.pdf?refreqid=fastly-default%3A5347eeaee26924731b5173f72f9f48ca&ab_segments=&initiator=&acceptTC=1
accessed on 11.10.24
Maley, Cory Wright (2013): Book Review, The Big Six: Historical Thinking Concepts, Peter Seixas, Tom Morton, Nelson Education, Toronto, The Journal of Social Studies Research,pp.2018 https://doi.org/10.1016/j.jssr.2015.09.003 accessed on 8.10.24,
Also, https://www.researchgate.net/publication/288357661_The_Big_Six_Historical_Thinking_Concepts_Peter_Seixas_Tom_Morton_Nelson_Education_Toronto_ON_2013_218 accessed on 8.10.24
National Curriculum Framework for School Education- 2023, NCERT, Ministry of Education, Government of India
Simpson, E.J (1972): The classification of educational objectives in the psychomotor domain. Washington, DC, Gryphon House.
Saigal, Sima (2023): Historical Thinking Skills: Why it matters in School Education, Economic and Political Weekly, November 4, Vol LV111, No 44
Seixas, Peter (2009): “A Modest Proposal for Change in Canadian History Education,” Teaching History, 137, The Historical Association, pp26–30, C:/Users/hp/Downloads/seixas_a-kurs.pd accessed on 4.7.2023,
Tatum, B. D. (2000): The complexity of identity: “Who am I?.” In Adams, M., Blumenfeld, W. J., Hackman, H. W., Zuniga, X., Peters, M. L. (Eds.), Readings for diversity and social justice: An anthology on racism, sexism, anti-semitism, heterosexism, classism and ableism (pp. 9-14). New York: Routledge. https://www.usu.edu/mountainwest/files/bennion-workshop/the-complexity-of-identity-who-am-i.pdf accessed on 8.10.24
Yilmaz, Kaya (2008): A Vision of History Teaching and Learning: Thoughts on History Education in Secondary Schools, The Highschool Journal, Vol.92, No.2, pp.37-46, University of North Carolina Press, https://www.jstor.org/stable/40660807, accessed on 30.9.24
Yilmaz, Kaya (2008). Social studies teachers' views of learner-cantered instruction, in European Journal of Teacher Education, Vol. 31, No. 1, pp. 35-
https://www.researchgate.net/publication/233240715_Social_studies_teachers'_views_of_learner-centered_instruction accessed on 4.10.24
Web Sources
The Scope And Aims of History Teaching in Schools Where the Leaving Age is, As A Rule Under Sixteen, A Memorandum forwarded by the Council of the Historical Association to the Consultative Committee of the Board of Education, History, Vol.11, No. 43 (October 1926), pp.219-222, Published by Wiley, https://www.jstor.org/stable/24400300 accessed on 9.8.24
The Historical Thinking Project : Promoting critical Historical Literacy for the 21st Century, https://historicalthinking.ca/continuity-and-change accessed on 7.8.24
https://educarepk.com/psychomotor-domain-simpsons-taxonomy.html accessed on 11.10.24
https://srkvcoe.org/wp/wp-content/uploads/2023/11/PoH-I_Unit-Bloom_s_Taxonomy.pdf accessed on 11.10.24
Interesting insights on activities for higher order thinking skills may be retrieved from- https://bookunitsteacher.com/wp/?p=2598 (Gay Miller) accessed on 5.9.24
AUTHOR: Sima Saigal