I keep thinking of Dr. Carr's comment, "We don't ask the right questions." I'm feeling that my Western driven education has led me to not asking the right questions (and I'll take the blame as well)so Dr. Carr's comment has me thinking. Much of the framework pushes the direction of my questioning, but I think I can use #2 most directly with my third graders. We are getting ready to revisit stories of loved ones who have passed (Dia De Los Muertos), and then the stories around Ruby Bridges and the national Walk to School day. We will also look at the court case around Sylvia Mendez and the fight against school desegregation. How much better to research who each of these individuals were to their mothers, their fathers, their neighbors, their siblings? If we can make it a practice, when we encounter any person of study, asking these questions will add depth to our understandings. I'm not yet sure how I will incorporate this practice into my unit but can see some possibilities with the biographies we hope to study.
Hi Jennifer,
Your reflection about asking the right questions really resonated with me. One of the most challenging parts of this work, I think, is recognizing how our own education has shaped the questions we ask and the perspectives we prioritize. I also appreciate your idea of exploring who these historical figures were within their families and communities. So often, we teach people through their accomplishments or struggles without exploring the relationships and experiences that shaped who they were.
As I develop my kindergarten curriculum, I'm beginning to recognize that the questions I ask are just as important as the stories I choose to tell. Your approach reminds me that even young children can begin to see historical figures as whole people, not just names tied to important events. I think that's a meaningful way to apply Dr. Carr's framework and bring more humanity into our teaching.