w w w. p d st . i e Applying the three Es to develop understanding of a case study The Montgomery Bus Boycott, 1956 http://pdst.ie/postprimary Syllabus principles • Learning about the past involves a process of enquiry w w w. p d st . i e • The results of our enquiry will depend upon the available evidence • Historical study needs to consider different interpretations of the evidence in an openminded spirit of exploration (G6) Enquiry questions • Give a clear focus to a series of lessons w w w. p d st . i e • Clarify the learning purposes • Ensure that the sequence of lessons is leading to improved understanding Enquiry questions w w w. p d st . i e Should • Capture students’ interest • Be historically rigorous • Give prominence to an aspect of historical thinking • Allow a strong learning focus • Result in a substantial outcome activity • Excite curiosity • Have puzzle element Choosing an enquiry question • What were the causes and consequences of the Montgomery bus boycott? • How important was the Montgomery bus boycott in the history of the civil rights movement? w w w. p d st . i e • How did the Montgomery bus boycott help to make Martin Luther King, Junior, a national figure? • Why did Rosa Parks’ refusal to give up her bus seat spark a national controversy? Enquiry question w w w. p d st . i e Why did Rosa Parks’ refusal to give up her seat spark a national controversy? Exploring the enquiry question • The story of Rosa Parks’ arrest w w w. p d st . i e • Why did her arrest lead to a bus boycott? • Why did the bus boycott become a matter of national controversy? Interrogating the sources • What do we learn from the police report about the circumstances of Rosa Parks’ arrest? w w w. p d st . i e • What can the report tell us about Rosa Parks herself? • Do the fingerprint card and bus illustration add anything to our understanding of the events of that day? Exploring the enquiry question • Why did the arrest of Rosa Parks lead to a bus boycott in Montgomery? w w w. p d st . i e • Rationale for sorting exercises Other people’s responses w w w. p d st . i e E.D. Nixon, whose actions contributed to the launch of the bus boycott. www.montgomeryboycott.com/ bio_ednixon.htm Other people’s responses w w w. p d st . i e Jo Ann Robinson, whose actions contributed to the launch of the bus boycott. http://www.aaregistry.com/af rican_american_history/2012/ The Bus Boycott w w w. p d st . i e http://www.loc.gov/rr/print/swann/herblock/images/s03530u.jpg Exploring the enquiry question • Why did this particular bus boycott become a matter of national controversy? w w w. p d st . i e • “Definites” and “maybes” • Supporting evidence Segregation unconstitutional After the Supreme Court judgement w w w. p d st . i e www.montgomeryboycott.c om/bio_mlking.htm Developing writing skills • Bring it all together and write it up w w w. p d st . i e • Managing the general and the particular: “big” points and “little” points Forbairt Foghlaim Fís www. pdst. ie © PDST 2014 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.