[et_pb_section fb_built=\u00a0\u00bb1″ admin_label=\u00a0\u00bbSalon Article\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.0″ da_disable_devices=\u00a0\u00bboff|off|off\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb da_is_popup=\u00a0\u00bboff\u00a0\u00bb da_exit_intent=\u00a0\u00bboff\u00a0\u00bb da_has_close=\u00a0\u00bbon\u00a0\u00bb da_alt_close=\u00a0\u00bboff\u00a0\u00bb da_dark_close=\u00a0\u00bboff\u00a0\u00bb da_not_modal=\u00a0\u00bbon\u00a0\u00bb da_is_singular=\u00a0\u00bboff\u00a0\u00bb da_with_loader=\u00a0\u00bboff\u00a0\u00bb da_has_shadow=\u00a0\u00bbon\u00a0\u00bb][et_pb_row _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb theme_builder_area=\u00a0\u00bbpost_content\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb theme_builder_area=\u00a0\u00bbpost_content\u00a0\u00bb][et_pb_post_nav in_same_term=\u00a0\u00bbon\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb theme_builder_area=\u00a0\u00bbpost_content\u00a0\u00bb][\/et_pb_post_nav][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00a0\u00bb1_2,1_2″ admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb1_2″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbtitle\/author\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_line_height=\u00a0\u00bb1.4em\u00a0\u00bb min_height=\u00a0\u00bb22.8px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n
Dale Martelli [\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbDescription\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Un volet essentiel du programme de sciences sociales, peu importe le niveau scolaire, porte sur les \u00e9v\u00e9nements mondiaux, qu\u2019ils soient actuels ou historiques. Certains de ces \u00e9v\u00e9nements peuvent \u00eatre polarisants ou controvers\u00e9s, ce qui am\u00e8ne parfois les enseignants et les enseignantes \u00e0 \u00e9viter d\u2019en discuter en salle de classe. Il peut \u00eatre intimidant d\u2019aborder des pans difficiles de l\u2019histoire ou des enjeux d\u2019actualit\u00e9 sensibles avec les \u00e9l\u00e8ves, mais \u00e7a peut aussi s\u2019av\u00e9rer tr\u00e8s enrichissant : ces \u00e9changes permettent souvent aux \u00e9l\u00e8ves de d\u00e9velopper leur compr\u00e9hension, leur empathie et leur curiosit\u00e9 face \u00e0 des r\u00e9alit\u00e9s complexes.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb1_2″ _builder_version=\u00a0\u00bb4.24.2″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_image src=\u00a0\u00bbhttps:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/4307602-scaled.jpg\u00a0\u00bb title_text=\u00a0\u00bb4307602″ show_bottom_space=\u00a0\u00bboff\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\u00a0\u00bbrow\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ background_size=\u00a0\u00bbinitial\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.16″ custom_padding=\u00a0\u00bb|||\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb custom_padding__hover=\u00a0\u00bb|||\u00a0\u00bb][et_pb_text admin_label=\u00a0\u00bbtitle\/author\u00a0\u00bb _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb header_line_height=\u00a0\u00bb1.4em\u00a0\u00bb min_height=\u00a0\u00bb22.8px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00a0\u00bb1_2,1_2″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_margin=\u00a0\u00bb-6px||||false|false\u00a0\u00bb custom_padding=\u00a0\u00bb0px|0px||0px|false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb1_2″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb||0px|0px|false|false\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb text_font=\u00a0\u00bb||||||||\u00a0\u00bb header_text_align=\u00a0\u00bbcenter\u00a0\u00bb header_text_color=\u00a0\u00bb#5B4BA4″ header_2_text_color=\u00a0\u00bb#5B4BA4″ header_3_text_color=\u00a0\u00bb#5B4BA4″ background_color=\u00a0\u00bbRGBA(255,255,255,0)\u00a0\u00bb custom_margin=\u00a0\u00bb2%||2%||true|false\u00a0\u00bb custom_padding=\u00a0\u00bb3%|2%|3%|2%|true|true\u00a0\u00bb border_radii=\u00a0\u00bbon|10px|10px|10px|10px\u00a0\u00bb border_width_all=\u00a0\u00bb5px\u00a0\u00bb border_color_all=\u00a0\u00bbgcid-2a389ecc-cc14-424c-bc8f-879686771577″ global_colors_info=\u00a0\u00bb{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22%93}\u00a0\u00bb]<\/p>\n Les \u00e9l\u00e8ves connaissent bien le concept de \u00ab\u202ffausses nouvelles\u202f\u00bb, mais ils sont souvent \u00e9tonn\u00e9s d\u2019apprendre, au fil de nos recherches, que ce ph\u00e9nom\u00e8ne est document\u00e9 et existe depuis le milieu du XVIIe si\u00e8cle. J\u2019essaie de leur fournir les outils n\u00e9cessaires pour remettre en question de fa\u00e7on critique les affirmations et les histoires qu\u2019ils voient sur les r\u00e9seaux sociaux ou dans les m\u00e9dias d\u2019information.<\/p>\n Il est g\u00e9n\u00e9ralement plus difficile pour les \u00e9l\u00e8ves de rep\u00e9rer les biais et les sophismes dans les articles de presse que de d\u00e9celer les inexactitudes dans les publications sur les r\u00e9seaux sociaux. Je les encourage \u00e0 aller au-del\u00e0 de la simple \u00e9tiquette de \u00ab\u202ffausses nouvelles\u202f\u00bb et \u00e0 comparer de fa\u00e7on critique des reportages qui pr\u00e9sentent des points de vue diff\u00e9rents (par exemple, en comparant la couverture d\u2019un m\u00eame sujet par la BBC et Al Jazeera). Je souligne l\u2019importance de consid\u00e9rer tout m\u00e9dia d\u2019abord comme une source d\u2019information, et non comme une source de v\u00e9rit\u00e9, afin que les \u00e9l\u00e8ves puissent se forger leur propre opinion.<\/p>\n Parmi les comp\u00e9tences utiles pour d\u00e9velopper la litt\u00e9ratie m\u00e9diatique, on retrouve la compr\u00e9hension de certains sophismes courants, comme la pente glissante ou le raisonnement circulaire, ainsi que la capacit\u00e9 \u00e0 remettre en question la position et le contexte de l\u2019auteur ou de l\u2019autrice de l\u2019article.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb text_font=\u00a0\u00bb||||||||\u00a0\u00bb header_text_align=\u00a0\u00bbcenter\u00a0\u00bb header_3_text_color=\u00a0\u00bb#1C7CC0″ background_color=\u00a0\u00bbRGBA(255,255,255,0)\u00a0\u00bb custom_margin=\u00a0\u00bb2%||2%||true|false\u00a0\u00bb custom_padding=\u00a0\u00bb3%|2%|3%|2%|true|true\u00a0\u00bb border_radii=\u00a0\u00bbon|10px|10px|10px|10px\u00a0\u00bb border_width_all=\u00a0\u00bb5px\u00a0\u00bb border_color_all=\u00a0\u00bb#1C7CC0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Je crois que pour comprendre les contextes historiques, il faut se placer devant l\u2019\u00e9v\u00e9nement ou le texte de fa\u00e7on \u00e0 pouvoir former sa propre interpr\u00e9tation \u00e9clair\u00e9e, ce qui exige que nous fondions nos opinions sur des raisons et des preuves. <\/p>\n Une ressource qui a profond\u00e9ment influenc\u00e9 ma pratique et mes recherches est un document publi\u00e9 en 2009 par le Peace Research Institute in the Middle East intitul\u00e9 Learning Each Other\u2019s Historical Narrative: Palestinians and Israelis. Cet ouvrage repose sur l\u2019id\u00e9e d\u2019enseigner les r\u00e9cits historiques comme des perspectives contrast\u00e9es, en cherchant \u00e0 comprendre et \u00e0 humaniser \u00ab\u202fl\u2019autre\u202f\u00bb. Le document est pr\u00e9sent\u00e9 en trois colonnes : une pour le r\u00e9cit isra\u00e9lien, une pour le r\u00e9cit palestinien, et une troisi\u00e8me colonne laiss\u00e9e vide pour que les \u00e9l\u00e8ves y consignent leurs notes personnelles \u2014 ajouts, questions, r\u00e9flexions ou conclusions.<\/p>\n Dans bien des cas, j\u2019\u00e9largis le r\u00e9cit au-del\u00e0 de deux versions seulement, afin de montrer aux \u00e9l\u00e8ves que l\u2019un des d\u00e9fis de l\u2019histoire est qu\u2019il existe de multiples interpr\u00e9tations des \u00e9v\u00e9nements pass\u00e9s. J\u2019essaie de les amener \u00e0 analyser rationnellement ces r\u00e9cits divergents, sans y projeter d\u2019embl\u00e9e leurs propres valeurs.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb text_font=\u00a0\u00bb||||||||\u00a0\u00bb header_text_align=\u00a0\u00bbcenter\u00a0\u00bb header_3_text_color=\u00a0\u00bbgcid-2a389ecc-cc14-424c-bc8f-879686771577″ background_color=\u00a0\u00bbRGBA(255,255,255,0)\u00a0\u00bb custom_margin=\u00a0\u00bb2%||2%||true|false\u00a0\u00bb custom_padding=\u00a0\u00bb3%|2%|3%|2%|true|true\u00a0\u00bb border_radii=\u00a0\u00bbon|10px|10px|10px|10px\u00a0\u00bb border_width_all=\u00a0\u00bb5px\u00a0\u00bb border_color_all=\u00a0\u00bbgcid-2a389ecc-cc14-424c-bc8f-879686771577″ global_colors_info=\u00a0\u00bb{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22,%22header_3_text_color%22%93}\u00a0\u00bb]<\/p>\n Dans ma classe, j\u2019\u00e9vite le d\u00e9bat traditionnel, qui repose sur la logique du gagnant et du perdant. Je privil\u00e9gie plut\u00f4t ce que j\u2019appelle une \u00ab\u202frencontre d\u2019apprentissage collaborative\u202f\u00bb. Durant ces rencontres, les \u00e9l\u00e8ves discutent de points de vue divergents sur des \u00e9v\u00e9nements mondiaux controvers\u00e9s, mais dans le but de comprendre l\u2019opinion de l\u2019autre et non de gagner un d\u00e9bat. Lorsqu\u2019un d\u00e9saccord survient, nous le reconnaissons, puis nous cherchons \u00e0 \u00e9tablir des ponts entre nos perspectives et \u00e0 avancer dans un esprit d\u2019engagement transformateur. Tout cela se fait dans un cadre o\u00f9 la compassion et le respect sont au c\u0153ur du dialogue.<\/p>\n Au d\u00e9but de l\u2019ann\u00e9e scolaire, j\u2019accorde beaucoup d\u2019importance \u00e0 ce que signifie \u00e9couter, surtout lorsque les \u00e9motions sont vives. Lorsqu\u2019une discussion en classe risque d\u2019\u00eatre polarisante, je commence toujours par reconna\u00eetre avec les \u00e9l\u00e8ves que notre \u00e9change pourra \u00eatre charg\u00e9 d\u2019\u00e9motions, contest\u00e9 et controvers\u00e9. Il est essentiel que nous cheminions ensemble dans le respect et la bienveillance, en nous appuyant sur des arguments fond\u00e9s sur la raison et des preuves plut\u00f4t que sur les \u00e9motions. Je ne crois pas que le discours rationnel doive \u00eatre d\u00e9pourvu d\u2019\u00e9motion, mais il ne doit pas non plus en \u00eatre affaibli. Nous \u00e9tablissons \u00e9galement des attentes claires quant au dialogue respectueux en classe, ce qui comprend des r\u00e8gles sur le langage appropri\u00e9, ainsi que sur les affirmations qui sont probl\u00e9matiques, exag\u00e9r\u00e9es ou pol\u00e9miques.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb1_2″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb custom_padding=\u00a0\u00bb0px||||false|false\u00a0\u00bb custom_padding_tablet=\u00a0\u00bb0px||||false|false\u00a0\u00bb custom_padding_phone=\u00a0\u00bb0px||||false|false\u00a0\u00bb custom_padding_last_edited=\u00a0\u00bbon|phone\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb text_font=\u00a0\u00bb||||||||\u00a0\u00bb header_text_align=\u00a0\u00bbcenter\u00a0\u00bb header_3_text_color=\u00a0\u00bb#1C7CC0″ background_color=\u00a0\u00bbRGBA(255,255,255,0)\u00a0\u00bb custom_margin=\u00a0\u00bb2%||2%||true|false\u00a0\u00bb custom_padding=\u00a0\u00bb3%|2%|3%|2%|true|true\u00a0\u00bb border_radii=\u00a0\u00bbon|10px|10px|10px|10px\u00a0\u00bb border_width_all=\u00a0\u00bb5px\u00a0\u00bb border_color_all=\u00a0\u00bb#1C7CC0″ global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Ma recherche doctorale a commenc\u00e9 par l\u2019exploration de r\u00e9cits controvers\u00e9s en historiographie, en particulier le traitement des biais \u2014 ou plus pr\u00e9cis\u00e9ment des jugements pr\u00e9alables \u2014 dans l\u2019enqu\u00eate historique. On demande souvent aux \u00e9l\u00e8ves de mettre de c\u00f4t\u00e9 leurs biais lorsqu\u2019ils m\u00e8nent une enqu\u00eate, mais je me suis interrog\u00e9 sur la possibilit\u00e9 r\u00e9elle d\u2019\u00e9liminer compl\u00e8tement les jugements pr\u00e9alables. Au fil des ans, ma pratique p\u00e9dagogique a \u00e9volu\u00e9\u202f: je privil\u00e9gie maintenant l\u2019exploration de ces jugements pr\u00e9alables plut\u00f4t que leur rejet lorsqu\u2019on m\u00e8ne des enqu\u00eates.<\/p>\n Dans ma classe, l\u2019enseignement fond\u00e9 sur l\u2019enqu\u00eate est guid\u00e9 par la compassion, la compr\u00e9hension et une forme d\u2019empathie rationnelle. J\u2019encourage les \u00e9l\u00e8ves \u00e0 nourrir leur curiosit\u00e9 et \u00e0 trouver leur propre fa\u00e7on d\u2019exprimer ce qu\u2019ils ont compris. J\u2019esp\u00e8re ainsi favoriser un sentiment d\u2019appropriation de leurs apprentissages et de leurs id\u00e9es \u2014 ce que les feuilles de travail ne permettent pas toujours. Les seules limites que je pose \u00e0 l\u2019enqu\u00eate en classe sont les suivantes\u202f: la d\u00e9marche doit \u00eatre en lien avec le sujet trait\u00e9, et la conclusion doit s\u2019appuyer sur des faits ou des arguments et d\u00e9montrer une certaine forme de compr\u00e9hension empreinte d\u2019empathie.<\/p>\n Dans le cadre de l\u2019enqu\u00eate historique, je ne pr\u00e9sente pas la compr\u00e9hension empathique comme processus affectif. Peter Lee et Denis Shemilt d\u00e9finissent l\u2019explication empathique comme \u00ab\u202f[\u2026] l\u2019\u00e9lucidation des liens entre les objectifs, les croyances et les valeurs, de fa\u00e7on \u00e0 ce que l\u2019on puisse comprendre pourquoi un comportement ou une pratique sociale pouvait \u00eatre raisonnable dans son propre contexte, m\u00eame s\u2019il nous para\u00eet aujourd\u2019hui d\u00e9raisonnable.\u202f\u00bb (1) Ainsi, Lee et Shemilt soutiennent que l\u2019empathie est une d\u00e9marche rationnelle, qui doit \u00eatre orient\u00e9e par les jugements pr\u00e9alables de l\u2019\u00e9l\u00e8ve (y compris ses objectifs, croyances et valeurs) pour qu\u2019elle ait un v\u00e9ritable effet sur la compr\u00e9hension historique.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb text_font=\u00a0\u00bb||||||||\u00a0\u00bb header_text_align=\u00a0\u00bbcenter\u00a0\u00bb header_3_text_color=\u00a0\u00bbgcid-2a389ecc-cc14-424c-bc8f-879686771577″ background_color=\u00a0\u00bbRGBA(255,255,255,0)\u00a0\u00bb custom_margin=\u00a0\u00bb2%||2%||true|false\u00a0\u00bb custom_padding=\u00a0\u00bb3%|2%|3%|2%|true|true\u00a0\u00bb border_radii=\u00a0\u00bbon|10px|10px|10px|10px\u00a0\u00bb border_width_all=\u00a0\u00bb5px\u00a0\u00bb border_color_all=\u00a0\u00bbgcid-2a389ecc-cc14-424c-bc8f-879686771577″ global_colors_info=\u00a0\u00bb{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22,%22header_3_text_color%22%93}\u00a0\u00bb]<\/p>\n Il est essentiel de communiquer clairement avec les parents et les membres de la direction avant d\u2019aborder des sujets controvers\u00e9s, car vous leur permettez de vous faire part de leurs pr\u00e9occupations avant que les apprentissages pr\u00e9vus aient lieu. J\u2019envoie toujours un courriel aux familles et \u00e0 la direction pour leur pr\u00e9senter ce qui sera abord\u00e9 en classe, les raisons de ce choix et la fa\u00e7on dont le sujet sera trait\u00e9. Je pr\u00e9cise \u00e9galement que les \u00e9l\u00e8ves apprendront \u00e0 distinguer entre opinions personnelles et \u00e9nonc\u00e9s susceptibles d\u2019\u00eatre consid\u00e9r\u00e9s comme des affirmations de v\u00e9rit\u00e9. Cette approche constitue une bonne pratique, que ce soit avant une discussion en classe ou avant de pr\u00e9senter une ressource \u2014 par exemple un film \u2014 qui pourrait contenir un point de vue per\u00e7u comme \u00ab\u202ferron\u00e9\u202f\u00bb par certains parents.<\/p>\n Les \u00e9l\u00e8ves sont \u00e9galement plus enclins \u00e0 faire preuve de curiosit\u00e9 et \u00e0 exprimer sinc\u00e8rement ce qu\u2019ils comprennent lorsqu\u2019ils savent que l\u2019empathie, la compassion et le respect sont au c\u0153ur de toutes les relations et activit\u00e9s d\u2019apprentissage en classe. Il faut du temps pour \u00e9tablir cette relation de confiance, mais c\u2019est un \u00e9l\u00e9ment essentiel d\u2019un environnement d\u2019apprentissage bienveillant \u2014 particuli\u00e8rement lorsqu\u2019il est question de sujets controvers\u00e9s.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_column type=\u00a0\u00bb4_4″ _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb][et_pb_text _builder_version=\u00a0\u00bb4.27.4″ _module_preset=\u00a0\u00bbdefault\u00a0\u00bb text_font_size=\u00a0\u00bb14px\u00a0\u00bb global_colors_info=\u00a0\u00bb{}\u00a0\u00bb]<\/p>\n Learning Each Other\u2019s Historical Narrative: Palestinians and Israelis <\/span>by the Peace Research Institute in the Middle East:<\/span> http:\/\/traubman.igc.org\/textbook.htm<\/b><\/a><\/p>\n Straight A\u2019s for facilitating crucial conversations by Facing History and Ourselves:<\/span> https:\/\/www.facinghistory.org\/resource-library\/straight-facilitating-crucial-conversations<\/b><\/a><\/p>\n 1 Peter Lee and Denis Shemilt, \u201cThe Concept That Dares Not Speak Its Name: Should Empathy Come out of the Closet?\u201d <\/span>Teaching History<\/span><\/i>, 143, 2011, p. 40. <\/span>Jan\/Feb2024<\/a><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Enseigner les pans difficiles de l\u2019histoire : strat\u00e9gies pour aborder les sujets controvers\u00e9s en sciences sociales Dale Martellienseignant et pr\u00e9sident de la BC Social Studies Teachers\u2019 AssociationUn volet essentiel du programme de sciences sociales, peu importe le niveau scolaire, porte sur les \u00e9v\u00e9nements mondiaux, qu\u2019ils soient actuels ou historiques. Certains de ces \u00e9v\u00e9nements peuvent \u00eatre […]<\/p>\n","protected":false},"author":14,"featured_media":6385,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" [et_pb_section fb_built=\"1\" admin_label=\"Salon Article\" _builder_version=\"4.27.0\" da_disable_devices=\"off|off|off\" global_colors_info=\"{}\" da_is_popup=\"off\" da_exit_intent=\"off\" da_has_close=\"on\" da_alt_close=\"off\" da_dark_close=\"off\" da_not_modal=\"on\" da_is_singular=\"off\" da_with_loader=\"off\" da_has_shadow=\"on\"][et_pb_row column_structure=\"1_2,1_2\" admin_label=\"row\" _builder_version=\"4.27.4\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" global_colors_info=\"{}\"][et_pb_column type=\"1_2\" _builder_version=\"4.24.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text admin_label=\"title\/author\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_line_height=\"1.4em\" min_height=\"22.8px\" global_colors_info=\"{}\"]<\/p> Dale Martelli [\/et_pb_text][et_pb_text admin_label=\"Description\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_padding=\"||0px|||\" global_colors_info=\"{}\"]<\/p> A key component of social studies curriculum at any grade level is world events, both current and historical. Sometimes world events can be polarizing and controversial, leading teachers to shy away from bringing these discussions into the classroom. It can be intimidating to broach challenging histories and controversial current events with students, but it can also be rewarding to see students grow their capacity for understanding, empathy, and curiosity through the process of discussing challenging topics.<\/p> [\/et_pb_text][\/et_pb_column][et_pb_column type=\"1_2\" _builder_version=\"4.24.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_image src=\"https:\/\/ssencressc.ca\/wp-content\/uploads\/2025\/05\/4307602-scaled.jpg\" show_bottom_space=\"off\" _builder_version=\"4.27.4\" _module_preset=\"default\" hover_enabled=\"0\" global_colors_info=\"{}\" title_text=\"4307602\" sticky_enabled=\"0\"][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=\"row\" _builder_version=\"4.27.4\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" custom_padding=\"|||\" global_colors_info=\"{}\" custom_padding__hover=\"|||\"][et_pb_text admin_label=\"title\/author\" _builder_version=\"4.27.4\" _module_preset=\"default\" header_line_height=\"1.4em\" min_height=\"22.8px\" global_colors_info=\"{}\"]<\/p> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\"3_5,2_5\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_margin=\"-6px||||false|false\" custom_padding=\"0px|0px||0px|false|false\" global_colors_info=\"{}\"][et_pb_column type=\"3_5\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_padding=\"||0px|0px|false|false\" global_colors_info=\"{}\"][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" text_font=\"||||||||\" header_text_align=\"center\" background_color=\"RGBA(255,255,255,0)\" custom_margin=\"2%||2%||true|false\" custom_padding=\"3%|2%|3%|2%|true|true\" border_radii=\"on|10px|10px|10px|10px\" border_width_all=\"5px\" border_color_all=\"gcid-2a389ecc-cc14-424c-bc8f-879686771577\" global_colors_info=\"{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22%93}\"]<\/p> Students are very familiar with the concept of \u201cfake news\u201d but are often surprised when we investigate the ways \u201cfake news\u201d has been documented and in existence since the mid-seventeenth century. I try to provide students with the tools they need to critically question and analyze claims and stories they read on social media and through news outlets.<\/p> Identifying bias and fallacies in news stories tends to be a bit more difficult for students compared to finding inaccuracies in social media claims. I encourage students to look beyond the lens of \u201cfake news\u201d and critically compare news stories with different perspectives (for example, comparing coverage of a specific topic by BBC and Al Jazeera). I emphasize using any media, first and foremost, as sources of information, not as sources of truth, so students can formulate their own understanding.<\/p> Some of the skills that are useful for building media literacy include understanding essential fallacies such as \u201cslippery slope\u201d or \u201ccircular reasoning,\u201d and questioning the positionality and context of the author of the article. [\/et_pb_text][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" text_font=\"||||||||\" header_text_align=\"center\" header_3_text_color=\"#1C7CC0\" background_color=\"RGBA(255,255,255,0)\" custom_margin=\"2%||2%||true|false\" custom_padding=\"3%|2%|3%|2%|true|true\" border_radii=\"on|10px|10px|10px|10px\" border_width_all=\"5px\" border_color_all=\"#1C7CC0\" global_colors_info=\"{}\"]<\/p> I believe that in order to understand historical contexts, we need to place ourselves in front of the event or text in a way that allows for the development of our own informed interpretation, and this includes having reasons and evidence for our views.<\/p> A significant influence on my practice and research was a text I came across from the Peace Research Institute in the Middle East in 2009, called Learning Each Other\u2019s Historical Narrative: Palestinians and Israelis. This resource is grounded in teaching historical narratives as contrasting perspectives and trying to understand and humanize the \u201cother.\u201d The pages in the text are three-columned: one column describes the Israeli narrative, one column for the Palestinian narrative, and a third column that is left blank for students to make personal notes: additions, questions, new insights, and conclusions.<\/p> In many cases, I expand the narrative beyond just two stories to teach students that the challenge of history is that there are multiple understandings of past events. I try to encourage students to rationally unpack differing narratives of the past without inserting our own values from the onset.<\/p> [\/et_pb_text][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" text_font=\"||||||||\" header_text_align=\"center\" header_3_text_color=\"gcid-2a389ecc-cc14-424c-bc8f-879686771577\" background_color=\"RGBA(255,255,255,0)\" custom_margin=\"2%||2%||true|false\" custom_padding=\"3%|2%|3%|2%|true|true\" border_radii=\"on|10px|10px|10px|10px\" border_width_all=\"5px\" border_color_all=\"gcid-2a389ecc-cc14-424c-bc8f-879686771577\" global_colors_info=\"{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22,%22header_3_text_color%22%93}\"]<\/p> In my classroom, I avoid traditional debate, which is about winning or losing. Instead, I focus on what I have termed a \u201ccollaborative learning encounter.\u201d In a collaborative learning encounter, students have the opportunity to discuss differing perspectives on controversial world events, but we do so with the goal of understanding one another\u2019s points of view, not winning an argument. In cases of disagreement, we acknowledge the disagreement but focus on bridging each other\u2019s views and moving forward with a shared sense of transformative engagement. All of this is done with compassion and respect at the heart of our dialogue.<\/p> Early in the school year, I place a lot of emphasis on what listening means, especially when emotions run high. When we have a classroom discussion that may be polarizing, I always begin by acknowledging with students that our discussion may be emotionally laden, contested, and controversial. It\u2019s important we navigate this together by staying respectful and considerate throughout the discussion and make arguments that rely on reason and evidence rather than emotion. I don\u2019t believe rational discourse should be devoid of emotion, but it should not be undermined by it. We also set clear classroom expectations for respectful dialogue. This includes setting guidelines on what language is acceptable and what assertions are problematic, hyperbolic, or polemical.<\/p> [\/et_pb_text][\/et_pb_column][et_pb_column type=\"2_5\" _builder_version=\"4.27.4\" _module_preset=\"default\" custom_padding=\"40px||||false|false\" custom_padding_tablet=\"0px||||false|false\" custom_padding_phone=\"0px||||false|false\" custom_padding_last_edited=\"on|phone\" global_colors_info=\"{}\"][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" text_font=\"||||||||\" header_text_align=\"center\" header_3_text_color=\"#1C7CC0\" background_color=\"RGBA(255,255,255,0)\" custom_margin=\"2%||2%||true|false\" custom_padding=\"3%|2%|3%|2%|true|true\" border_radii=\"on|10px|10px|10px|10px\" border_width_all=\"5px\" border_color_all=\"#1C7CC0\" global_colors_info=\"{}\"]<\/p> My doctoral research began with exploring contested narratives in historiography, in particular the treatment of bias or, more accurately, prejudgement in historical inquiry. We often ask students to keep bias out of inquiry, but I questioned whether prejudgement could ever be discarded. Over the years, I\u2019ve evolved my teaching practice to focus on exploring prejudgements rather than discarding them when engaging in inquiry.<\/p> Inquiry-based teaching in my classroom is guided and shaped by compassion, understanding, and rational empathy. Students are encouraged to lean into their curiosities and find their own way to present their understanding. I hope this encourages ownership of learning and ideas in ways that worksheets do not. The only limitations I set for inquiry in my classroom is that the objective of the inquiry is relevant to the topic at hand, and that the conclusion is supported by evidence and\/or reasons and demonstrates some element of empathetic understanding.<\/p> I don\u2019t present empathetic understanding in historical inquiry as affective. Peter Lee and Denis Shemilt describe empathetic explanation as \u201c\u2026the elucidation of connections between goals, beliefs and values so that we can see how a course of action or a social practice was reasonable in its own terms even when judged unreasonable in ours.\u201d(1) Thus, Lee and Shemilt argue that empathy is a rational operation that should be guided by the student\u2019s prejudgements (including goals, beliefs, and values) in order to have any real impact on historical understanding.<\/p> [\/et_pb_text][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" text_font=\"||||||||\" header_text_align=\"center\" header_3_text_color=\"gcid-2a389ecc-cc14-424c-bc8f-879686771577\" background_color=\"RGBA(255,255,255,0)\" custom_margin=\"2%||2%||true|false\" custom_padding=\"3%|2%|3%|2%|true|true\" border_radii=\"on|10px|10px|10px|10px\" border_width_all=\"5px\" border_color_all=\"gcid-2a389ecc-cc14-424c-bc8f-879686771577\" global_colors_info=\"{%22gcid-2a389ecc-cc14-424c-bc8f-879686771577%22:%91%22border_color_all%22,%22header_3_text_color%22%93}\"]<\/p> Clear communication with parents and administrators before diving into controversial topics is important because it opens space to discuss concerns before the planned learning takes place. I always send an email to families and administrators outlining what will be discussed in class, why and how, and clarify that the class will be making a distinction between personal opinions\/views and possible truth claims. This is good practice before classroom discussions or before I introduce a resource, such as a film, to my students that may include a perspective viewed as \u201cwrong\u201d by a parent.<\/p> Students are also more likely to honestly express their curiosities and understandings when they know empathy, compassion, and respect are at the centre of all relationships and learning activities in the classroom. Building this trust takes time, but it is an integral part of supportive learning environments, especially related to controversial topics.<\/p> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" text_font_size=\"14px\" global_colors_info=\"{}\"]<\/p> Learning Each Other\u2019s Historical Narrative: Palestinians and Israelis <\/span>by the Peace Research Institute in the Middle East:<\/span> http:\/\/traubman.igc.org\/textbook.htm<\/b><\/a><\/p> Straight A\u2019s for facilitating crucial conversations by Facing History and Ourselves:<\/span> https:\/\/www.facinghistory.org\/resource-library\/straight-facilitating-crucial-conversations<\/b><\/a><\/p>
enseignant et pr\u00e9sident de la BC Social Studies Teachers\u2019 Association<\/em><\/p>\nVoici certaines strat\u00e9gies que j\u2019utilise pour aborder les sujets controvers\u00e9s dans ma classe de sciences sociales.<\/h2>\n
Aidez vos \u00e9l\u00e8ves \u00e0 d\u00e9velopper la litt\u00e9ratie m\u00e9diatique et \u00e0 comprendre les biais dans les nouvelles<\/strong><\/h3>\n
Amenez les \u00e9l\u00e8ves \u00e0 comprendre le contexte historique<\/strong><\/h3>\n
Mettez l\u2019accent sur la compassion et le respect dans le dialogue<\/strong><\/h3>\n
Utilisez l\u2019enqu\u00eate<\/strong><\/h3>\n
\u00c9tablissez un climat de confiance avec les \u00e9l\u00e8ves, les parents et la direction<\/strong><\/h3>\n
Ressources<\/h3>\n
(en anglais seulement)<\/h5>\n
Teaching challenging histories: <\/strong>Strategies for approaching controversial topics in social studies<\/h1>
President, BC Social Studies Teachers\u2019 Association, and teacher<\/em><\/p>Here are some strategies I use to approach controversial topics in my social studies classroom:<\/h2>
Develop media literacy and understand news bias<\/span><\/strong><\/h3>
and questioning the positionality and context of the author of the article.<\/p>Understand historical contexts<\/strong><\/h3>
Focus on compassion and respect when engaging in dialogue<\/strong><\/h3>
Lean into inquiry<\/strong><\/h3>
Build trust with students, parents, and administrators<\/strong><\/h3>
Resources<\/h3>