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Gatekeeping for social studies lesson practice collaborated on teachers,
historian and social studies pedagogy researcher 2-Teaching history based on the methodology of “Philosophy for Children”Ò Í ÜSatoshi TSUJIMOTOÝ­T Z(Noboru TANAKA)
R£ yU(Hiroyuki MIURA)
Abstract
This paper is a result of collaboration among teachers
improvehistorians

and validate social studies history lessons. In this study

and social studies pedagogy research to design

practice

we constructed the practice of history education centred on

personal interpretation by utilizing thinking-processes and methods pertinent to the learning of history. Thought processes pertinent tohistorical studies were incorporated into history classes by: 1, personally interpreting past events based on historical records; 2,establishing critical communication with others; and then 3, interpreting them for oneself once again.
The modern nation-state is an ‘imaginary community’ formed by drawing an artificial boundary between ‘us’ and ‘others’. Internal
integration of the ‘us’ and differentiation from the ‘others’ are continuous processes. However, immigrants are originally ‘others’ andlater become a part of ‘us’. Nation-building aims to help visualise (and sometimes facilitate) this process. Immigrants are inseparably
linked to modern world history, and it is pertinent to reflect on their characteristics. Therefore, this research aims to: (1) understandmodern history by combining Japanese history and world history; (2) gain multiple perspectives on history, (3) enable cross-disciplinary
learning, and (4) develop empathy for learning objects and independent learning. To this end, we developed a history education lesson
to reflect on immigrants using the p4c learning strategy, which analyzes events from multiple perspectives based on dialogue.
Specifically, we utilised the following thinking processes and methods pertinent to learning history: 1) personally interpreting past
events based on historical records; 2) establishing critical communication with others; and 3) reinterpreting past events. This study is
the result of collaboration between teachers and historians, and uses social studies pedagogy research to design, practice, improve, andvalidate social studies history lessons.
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