Engaging students in the process of constructing understanding and meaning of the past is a central act of history education. To do so demands a paradigm shift for students who have been taught to consider the past as an established external truth that is to be memorized.

Moving from a history/memorize/noun to history/construct/verb model is facilitated by teaching the concept of “historical narrative.” In my experience, this is an incredibly exciting, relevant and rigorous way to teach about the past. Students should engage with narratives and analyze the power structures and purpose of dominant and marginalized histories. For example, contrasting the “official, master narrative” found in state standards and textbooks with “alternative narratives” introduces students to perspectives beyond nationalized history.

Teaching history through narratives focuses on knowledge construction, resource evaluation and active learning. These skills speak to the demands of the Common Core State Standards Initiative, global competency and 21^st-century education. Furthermore, considering alternative historical narratives invites collaborative practice, research and technology integration.

Below are three typical units used in high-school U.S. history courses. The section after suggests ways to rethink the standard narrative found in textbooks.

Click here to continue reading.