Historical Empathy

dc.contributor.author	Dunstan, Duane
dc.contributor.supervisor	Wiebe, Michelle
dc.date.accessioned	2019-05-03T16:34:45Z
dc.date.available	2019-05-03T16:34:45Z
dc.date.copyright	2019	en_US
dc.date.issued	2019-05-03
dc.degree.department	Department of Curriculum and Instruction
dc.degree.level	Master of Education M.Ed.	en_US
dc.description.abstract	Abstract This paper explores the concept of historical empathy. A brief history of the concept in Social Studies education is presented along with multiple definitions and its principles. The pedagogical framework of how historical empathy can be taught in classes is developed by drawing upon multiple examples of historical simulations. The challenges and concerns around historical empathy are discussed, in particular, the challenges of empathy, egotistical drift, and presentism. A historical empathy simulation of the FLQ crisis for Social Studies 10 is presented in detail. The paper concludes by highlighting areas for further research, such as learners with disabilities and multiple social identities.	en_US
dc.description.scholarlevel	Graduate	en_US
dc.identifier.uri	http://hdl.handle.net/1828/10852
dc.language.iso	en	en_US
dc.rights	Available to the World Wide Web	en_US
dc.subject	historical empathy
dc.subject	social studies education
dc.subject	historical thinking
dc.subject	simulation
dc.title	Historical Empathy	en_US
dc.type	project	en_US

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