If most people (kids included) were asked where history ranked
on a list of favorite subjects, most likely it would be near the
bottom. Often history is taught by using thick, boring, dumbed-down
textbooks and endless lists of words and dates to be memorized.
If most people (kids included) were asked where history ranked on a list of favorite subjects, most likely it would be near the bottom. Often history is taught by using thick, boring, dumbed-down textbooks and endless lists of words and dates to be memorized. In our elementary schools, many teachers do not have the time to fit social studies into their already filled day. After all, history isn’t tested on the STAR tests until the secondary level. Most teachers leave college with just basic American history knowledge after taking only History 17A and B. And the great majority of teachers do not have the expertise to make history “come alive” or seem relevant to their students’ daily lives. Morgan Hill Unified School District’s recent winning grant, Teaching American History, (the brainchild of Sen. Robert Byrd, D-W.Va.) hopes to change those premises.
The highly competitive $1.6 million dollar grant is designed to raise student achievement by improving 5th, 8th, and 11th grade teachers’ knowledge, understanding and appreciation for our American historical heritage; and more importantly, to relate history to what is relevant in today’s society. “Equity: Perspectives on the American Journey,” the project’s official title, is replete with exciting and multi-faceted components. Under the able direction and vision of Project Director, Pat Blanar (a trained historian), the proposal was designed to enhance the ongoing, significant effort to close the achievement gap. By applying additional or different resources and strategies to the educational setting, all students can reach grade level standards. The theme of equity through American history focuses on all peoples’ contributions to the creation of America. Another important layer to this grant is the collaboration and partnerships it fosters. Dan Ehrler, project coordinator, works in alliance with entities that have content expertise in order to develop, document, evaluate and disseminate innovative and cohesive models of professional development. The TAHG consortium (San Benito, Hollister, Gilroy and Morgan Hill school districts) includes historical societies in each community, Stanford Research Institute, San Jose State and Santa Clara Universities, Gavilan College and three nonprofit organizations, the Gilder Lehrman Institute, Spectrum Consulting and Deep Well Data Services. Wendy Thowdis, a consultant for Gilder Lehrman, was instrumental in developing and writing the proposal and works with teachers by presenting new learning strategies. All of these components make for an impressive joint venture.
But what is different that will get children’s attention and make history relevant to their lives? Four important pieces of the project ensure a higher level of student engagement. First, the units are based on a backward design model using an enduring understanding. For example, when studying the Jamestown Colony, the first permanent English settlement in the New World, the essential question is “how do people of different races and cultures come together to live in peace and harmony?” By 1619, three cultures (Indian, White, and African) were brought together to live on the Jamestown Peninsula. Students can relate to the positive and negatives of this first encounter and apply those “lessons” to life in today’s society. Secondly, the kids are taught the skills of historians. The lessons are more like a “CSI” puzzle, and they are the detectives using evidence from the time period (primary source materials). The detectives will use artifacts, paintings, documents, letters and cartoons to understand what went on during the time period. The project is providing access to a variety of new instructional resources rather than just a history book. Lastly, new teaching strategies will be used in conjunction with learning the historical content. Students will be learning about history by making history.
By providing teachers with high level historical content, they are instructed by experts such as Dr. Gary Nash, nationally recognized expert on the American Revolution or through field studies each summer. What better way to learn American history than to walk in the footprints of Benjamin Franklin or sit in Thomas Jefferson’s parlor at Monticello? The ultimate success will come when you ask a child, “What’s your favorite subject?” and “History!” is the answer.
Margaret Rodrigues has taught in Morgan Hill for 33 years, is married with three grown children (two are educators), is the MHFT vice-president, and served on the California Association for Gifted Board of Directors,. She was Morgan Hill Teacher of the Year in 2005 and CAG Teacher of the Year in 1990. She is a participant in the TAHG and the elementary facilitator or that project.
