A lesson plan to develop critical thinking in high school social studies (IV) : A case study of the unit on “Tomioka Silk Mill and Related Industrial Heritage”

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  • 高等学校社会系教科における批判的思考力を育成する授業開発の研究（Ⅳ） : 地理歴史科日本史Ａ小単元『富岡製糸場と絹産業遺産群』の場合
  • 高等学校社会系教科における批判的思考力を育成する授業開発の研究(4)地理歴史科日本史A小単元『富岡製糸場と絹産業遺産』の場合
  • コウトウ ガッコウ シャカイケイ キョウカ ニ オケル ヒハンテキ シコウリョク オ イクセイ スル ジュギョウ カイハツ ノ ケンキュウ(4)チリ レキシカ ニホンシ A ショウタンゲン 『 トミオカ セイシジョウ ト キヌ サンギョウ イサン 』 ノ バアイ

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Abstract

In social studies, we aim to develop the nature of the citizen through social recognition. We believe that social recognition and the system of modern society are important topics, and it is essential to examine these matters in relation to the historical background of society. Simultaneously, the validity of the characteristics of society should be explored via critical thought. When holding classes on subjects connected with society, the recognition-formation process, based on critical thinking, should be central to the lesson. We consider that intellectual, practical, and rational decision-making comes to be possible in society owing to social studies. In this research, a strategy for recognizing the importance of social studies was created and used to form the basis of the unit on “Tomioka Silk Mill and Related Industrial Heritage” in the course “Japanese History A.”

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