More specifically, a time line of the Civil Rights Movement.
Once she began to work on her timeline she did what any technology wielding student would do. She Googled her topic and began her research.
It wasn’t long ago this process would have taken hours to complete in a library using the Dewey Decimal system. (If you aren’t sure what that is, just ask your parents. They know.)
As GC worked through her project something began to cross my mind. No, it wasn’t the speed at which she could spit out content, nor was it that she had her content done in a short period of time.
It was that if you can easily access dates and quick facts by using a search engine, should we bother teaching these things?
I know, I know. We all had to memorize dates, people, and events in history. But why? In my case it was because Sister Saint Margaret said so but still…why?
In the past, part of the reasoning was to teach us “how” to research more than what we were researching. Now, with search engines, the facts flow quickly and easily which kind of alters the “why”.
This begs me to question. Should we shift our projects to more in depth, conceptual, and theoretical discussions in lieu of just placing dates and facts on a time line? Or, should we leave it the way it is?
Not sure there is a right answer but it just begs to question.