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Unverified Legion of Trill member
Teachers scrambled to create lesson plans to help students make sense of the Jan. 6 siege of the U.S. Capitol right after it happened.
It’s a fraught task. Even the news media wasn’t sure what to call this unprecedented attack on U.S. democracy. Was it a coup? A riot? An act of domestic terrorism?
Likewise, it’s not clear where lessons should begin.
The Conversation U.S. asked six education experts how teachers – and parents – can help young people comprehend, analyze and process what happened.
Don’t avoid the topic
Dr. David Schonfeld, director of the National Center for School Crisis and Bereavement, Children’s Hospital Los Angeles and professor of clinical pediatrics, University of Southern California
Educators may worry they don’t know the right thing to say and will unnecessarily upset students. But saying nothing can say a lot to children – that adults are unaware, unconcerned, unable or unwilling to provide support in difficult times.
Teachers and parents can begin by asking students what they have heard and understand about the event. As kids explain it, it’s important to look for misunderstandings and ask about worries and concerns.
Children often have very different fears than adults. Some may be based on limited information or misunderstandings. For example, children might fear that it’s unsafe to go into any government building and worry about a parent who works in a post office. The goal of these conversations is to help children understand what happened in order to address their worries and concerns.
Especially in the midst of a pandemic, when children and adults are worried about illness and death and many families are dealing with financial concerns and other sources of stress, it’s not a time for teachers to introduce their personal take on what elected officials did right or wrong or to speculate about potential future dangers.
The events of Jan. 6 are a harsh reminder that even in the U.S. people are never completely safe from violence. But adults can use this opportunity to express a hopeful perspective for the future and reassure children that what happened at the Capitol should not make them feel unsafe in their home, at school or in their community.
No business as usual
Paula McAvoy, assistant professor of social studies education, North Carolina State University
I believe that social studies teachers should not return to business as usual in early 2021. Instead, they should spend ample time helping students understand what happened on Jan. 6, what precipitated the mayhem and what should happen going forward.
Once students have had space to process, the priority is to help them become more informed. When engaging in this work, teachers must not treat the question, “Did Joe Biden legitimately win the 2020 election?” as open to interpretation. He most definitely did. Likewise, teachers should not give any credence to the idea that the election was stolen, as the angry mob that wreaked havoc in the Capitol alleged. Instead, teachers should affirm each state’s certification. They should be clear that over 80 judges – including some appointed by Trump – rejected the baseless claim that fraud affected the outcome. They should do this because it is true.
The question, “Should President Trump be impeached again?” is, however, open for interpretation. Engaging students in an extended inquiry into this question as members of Congress grapple with it in real time creates an opportunity to closely read parts of the Constitution, including the 25th Amendment, parse out the difference between a violent insurrection and a protest, and evaluate Trump’s words and actions.
This moment is an opportunity for everyone to deepen their understanding about democracy. And social studies teachers should not let it slip away.
It’s a fraught task. Even the news media wasn’t sure what to call this unprecedented attack on U.S. democracy. Was it a coup? A riot? An act of domestic terrorism?
Likewise, it’s not clear where lessons should begin.
The Conversation U.S. asked six education experts how teachers – and parents – can help young people comprehend, analyze and process what happened.
Don’t avoid the topic
Dr. David Schonfeld, director of the National Center for School Crisis and Bereavement, Children’s Hospital Los Angeles and professor of clinical pediatrics, University of Southern California
Educators may worry they don’t know the right thing to say and will unnecessarily upset students. But saying nothing can say a lot to children – that adults are unaware, unconcerned, unable or unwilling to provide support in difficult times.
Teachers and parents can begin by asking students what they have heard and understand about the event. As kids explain it, it’s important to look for misunderstandings and ask about worries and concerns.
Children often have very different fears than adults. Some may be based on limited information or misunderstandings. For example, children might fear that it’s unsafe to go into any government building and worry about a parent who works in a post office. The goal of these conversations is to help children understand what happened in order to address their worries and concerns.
Especially in the midst of a pandemic, when children and adults are worried about illness and death and many families are dealing with financial concerns and other sources of stress, it’s not a time for teachers to introduce their personal take on what elected officials did right or wrong or to speculate about potential future dangers.
The events of Jan. 6 are a harsh reminder that even in the U.S. people are never completely safe from violence. But adults can use this opportunity to express a hopeful perspective for the future and reassure children that what happened at the Capitol should not make them feel unsafe in their home, at school or in their community.
No business as usual
Paula McAvoy, assistant professor of social studies education, North Carolina State University
I believe that social studies teachers should not return to business as usual in early 2021. Instead, they should spend ample time helping students understand what happened on Jan. 6, what precipitated the mayhem and what should happen going forward.
Once students have had space to process, the priority is to help them become more informed. When engaging in this work, teachers must not treat the question, “Did Joe Biden legitimately win the 2020 election?” as open to interpretation. He most definitely did. Likewise, teachers should not give any credence to the idea that the election was stolen, as the angry mob that wreaked havoc in the Capitol alleged. Instead, teachers should affirm each state’s certification. They should be clear that over 80 judges – including some appointed by Trump – rejected the baseless claim that fraud affected the outcome. They should do this because it is true.
The question, “Should President Trump be impeached again?” is, however, open for interpretation. Engaging students in an extended inquiry into this question as members of Congress grapple with it in real time creates an opportunity to closely read parts of the Constitution, including the 25th Amendment, parse out the difference between a violent insurrection and a protest, and evaluate Trump’s words and actions.
This moment is an opportunity for everyone to deepen their understanding about democracy. And social studies teachers should not let it slip away.