Engaging with Morality and Ethics in History

Engaging with Morality and Ethics in History

By its very nature, history opens the door to questions about morality and ethics—questions about justice, about what is right and what is wrong; questions about how apply our understanding of the past to today and to the future. In their article, “Enriching Ethical Judgments in History Education,” authors Andrea Milligan, Lindsay Gibson, and Carla L. Peck explain that the majority of historians today view ethical judgments as a critical part of history teaching.

Lesson Planning to Support Students’ Argumentation Skills and Learning Outcomes

Lesson Planning to Support Students’ Argumentation Skills and Learning Outcomes

We want students to participate in class. We want students to share their ideas and opinions. We want students to be able to justify their viewpoints with credible supporting evidence. We want students to engage in meaningful argumentation. To help students do this, authors Antonia Larrain et al. find that it is not enough to simply have class discussions. The design of the lesson plan matters.

How Endrew F. v Douglas County School District (2017) Changes IEPs: A Look at IDEA for General Education Teachers

How Endrew F. v. Douglas County School District (2017) Changes IEPs: A look at IDEA for General Education Teachers

Most general education teachers receive training on education law in their credential programs, where they learn about the Individuals with Disabilities Education Act (IDEA), student Individualized Education Programs (IEPs), and teacher responsibilities for working with students with special needs. However, authors Michael A. Couvillon et al. argue that education law is an area in which teachers should receive ongoing training provided by school districts: “Special education law is one area of information that should be included in staff development activities of public school teaching and administrators; unfortunately, it is frequently overlooked” (1).