Capstone Project Title
Shelly Orr and Kari Ross
Amanda Cummings and Claire Henning
Many history classes lack ways to link content to actions or skills that students can use. At the same time research suggests that activist practices are skills that are underutilized in classrooms because teachers don’t have the resources or time to teach them. Therefore this project demonstrates how history can be used to teach effective activist practices. It identifies four elements of activism that improve efficacy. They include: selecting the government as a target, strategic use of framing, utilizing physical space in addition to digital space and participating in organizations characterized by strong structures. By combining the Case Study, Texts as Tactics and Project Based learning approaches of pedagogy development, this project includes a supplementary history curriculum which inform students about the Labor Movement that occurred at the turn of the 20th century, links that historical content to the four identified elements of effective activism, and creates opportunities for students to turn their effective activism knowledge into practicable skills by taking part in a project based portion where students research, plan and implement their own activism. This curriculum accomplishes the goal of using history to teach effective activism.
Curriculum, Interdisciplinary Teaching, Social Justice, Teachers/ Teaching
Bobrow, Seth, "History as a Catalyst for Effective Activism: A Project Based Curriculum" (2022). School of Education and Leadership Student Capstone Projects. 846.
School of Education Student Capstone Projects