They both have the intent on revealing more than the traditional historical themes, but critically investigating different perspectives of history. Without overbearing the curriculum, to add a “critical multicultural lens to high school classes” it can be achieved by providing “related but brief essays, experts, or short stories” (12). Learning history is not to be understood as memorizing someone else’s thinking. If students are studying history, for example, educators should expect them to understand the goals and purposes of history. More of an understanding of the goals and purpose can be achieved with critical thinking that still highlights a multicultural aspect. New Historicism and a critical multicultural aspect will be teaching students that there are multiple historical perspectives and encourage critical
They both have the intent on revealing more than the traditional historical themes, but critically investigating different perspectives of history. Without overbearing the curriculum, to add a “critical multicultural lens to high school classes” it can be achieved by providing “related but brief essays, experts, or short stories” (12). Learning history is not to be understood as memorizing someone else’s thinking. If students are studying history, for example, educators should expect them to understand the goals and purposes of history. More of an understanding of the goals and purpose can be achieved with critical thinking that still highlights a multicultural aspect. New Historicism and a critical multicultural aspect will be teaching students that there are multiple historical perspectives and encourage critical