IntroductionInternational Debate Education Association (IDEA) believes that free and open discussion is
essential to the establishment and preservation of open, democratic societies, and its work
supports initiatives promoting excellence and innovation in formal and informal education.
IDEA cooperates and maintains contact with educational institutions in over 40 countries. It
has extensive experience in conducting teacher training at all levels, as well as in organizing
public speaking and debate events for secondary school students through workshops, competitions, and educational institutes. To complement these activities, IDEA has consistently
produced quality curricula and educational resources.Responding to the needs of secondary school teachers in many countries, IDEA has developed deliberative methodology (or deliberative education), which uses interactive teaching
and learning approaches—role-play, simulations, debates, speeches, presentations, and so
forth—to facilitate learning and create a new form of relationship between you and your
class.Deliberative education methodologies assist teachers in achieving a number of educational
|• ||Fostering interactive instruction, democratic dialogue, student–teacher partnerships, and
|• ||Promoting student ownership of learning and application of knowledge|
|• ||Developing students’ listening and communication skills|
|• ||Developing students’ critical thinking and argumentation skills|
|• ||Developing students’ research (traditional and computer) and critical reading and evaluation skills|
Deliberative education is especially suited to the teaching of history, where the goal is not for
students simply to learn names, dates, facts, and events, but for them to engage in historical
thinking, ask questions, examine the historical record, and research evidence in support of
theses. Using deliberative methodology furthers these goals, as it encourages students to
analyze, synthesize, and evaluate historical information in order to create and present their
own historical arguments and narratives.
DEFINING THE NEED FOR TEACHING HISTORICAL THINKING SKILLS
While most think of facts, dates, people, and events that must be taught when they consider
the content of a history curriculum, it is essential to realize that without having the skills to
critically analyze these facts, dates, people, and events, history would be incredibly dry in
the classroom. It is the study of exploring these details, finding out the whys and hows of
events, and trying to make sense of how those details brought us to the world we live in
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Using Deliberative Techniques to Teach United States History.
Contributors: Eleanora Von Dehsen - Author, Nancy Claxton - Author.
Publisher: International Debate Education Association.
Place of publication: New York.
Publication year: 2009.
Page number: 1.
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