Document Type
Article
Publication Date
Fall 2024
Abstract
Understanding multiple perspectives is an essential skill students in a Social Studies classroom need to understand historical events. It is vital for students to understand how these different perspectives drive the cause-and-effect relationship of history. Research notes the importance of teaching multiperspectivity, however, multiperspectivity can be a difficult task for teachers to address and teach effectively. While there are some pedagogical methods to effectively teach multiperspectivity, more methods are needed. This study aims to examine if the use of perspective-taking journal activities can help students understand those multiple perspectives leading to a greater understanding of the causes and effects of early U.S. History. When receiving instruction about the French and Indian War and Pontiac’s Rebellion, students were asked to complete journals where they wrote from the perspectives of multiple people including British soldiers, Native Americans, and British colonists. Students were then assessed on their understanding of these perspectives and the historical events through a quiz. Students also provided feedback on the journals and evaluated their understanding of the historical events with pre- and post-journaling surveys. Results of the data indicated that perspective-taking journals helped students understand multiperspectivity. Findings also showed students understood the causes and effects of the French and Indian War and Pontiac’s Rebellion. The insights generated by these findings establish the effectiveness of perspective-taking journals as a way to address multiperspectivity in a Social Studies classroom.