Exploring History Through STORY
3/30/2019
"I just love reading my social studies textbook!” If I told you this was a common refrain in our middle school US history class, I’m pretty sure you wouldn’t believe me. And you’d be right; I can’t say I have ever heard that comment in my classroom. We’ve all had our experiences with textbooks, and they do tend to have a bad reputation for being a bit dry and overbearing. Even our shiny, digital 2019 copyright US History text, with its interesting images, videos, sound clips, interactive maps, and virtual reality field trips still feels like more vitamins than chocolate cake. So how does a teacher ignite a passion for the past: a desire to inspect and dissect history to inform our present and future? With historical fiction. We are wired for story. Tell us a story and we are hooked. Yesterday, after lunch, when I told students I had an interesting picture book that our second grade teacher recommended for us, they happily settled in for 10 minutes of “story time.” (Their word, not mine!) A simple search on the topic of storytelling will quickly show that we humans learn through story, connect through story, grow through story. So it just makes sense that we would use story to connect students to the reality of historical events. This week our middle school students began our Units of Study unit on the genre of historical fiction. This is not necessarily a genre that most students clamor to read, in the way that fantasy and science fiction flies from our shelves. But it is a genre that can take the stark facts of our history book and set them within compelling stories that help students understand the contexts, times, and people that shaped them. It’s a way to combine the “vitamins” with some “chocolate cake." As they learn to read this unique genre, students will be learning about historical events and time periods, but they’ll also learn about how to read the genre: how challenging setting and character development can be; how the internal traits of characters conflict with external conflicts raging around them; how themes develop in these kinds of books; how to go outside the text to shore up background knowledge so the story makes sense (Hello nonfiction and -gasp- textbooks!) They’ll learn to differentiate between the fiction in these books and the facts that surround the great stories. They'll examine multiple perspectives; begin to understand the complexity of issues that seem, on the face, simple; and have the chance to break through stereotypes. They will go deeper into topics that interest them, and wrestle with difficult questions. Most importantly, they can learn something about themselves, since most characters in their books are young people like them. How would they react in similar circumstances? Was that the right choice? How might things have been different, if only…? The topics of our books can be heavy, because if it’s worth writing about, it’s likely a tough topic. Students will be reading about things that expose them to some hard truths about our world. Already this week several have come into class railing at the unfairness they are reading about. It’s a perfect starting point for discussion. "You’re right! It WAS unfair. What kind of world will YOU be creating as you grow up? How can you change our future?” Our emerging young adults are interested in the world and how it works, are passionate about justice and equity. This unit will hopefully kindle an interest in this genre (here’s a LONG list of possible book titles!) But our best hope is that it generates an awareness of how much we have to learn from history and the stories of people who’ve struggled, suffered, persevered, and triumphed - and continue to today. And who knows... they might even find a reason to read that textbook every now and then! A Culminating Project Week
3/23/2019
Project-based learning (PBL) challenges students to identify and examine real problems, then work together to address and solve those problems by mobilizing resources. Importantly, every aspect of the project involves students in real work—work that is a reflection of the range of expertise required to solve issues in the world outside of school. While project-based learning can use any type of problem as its basis, the result typically answers a driving question. PBL projects allow students to have a meaningful voice, and be instrumental in a process with real results. It also gives students opportunities to source and interact with a variety of local experts, incorporating all those soft skills such as communication, flexibility, responsibility, dependability, collaboration, communication, and the list goes on. Driving Questions answered this last week: How can we create an entertaining musical that will involve all 3rd through 8th grade students? Students worked with Ms. Katie on the idea for the musical, the songs, and personalized character development. This project had been in the works since last year! How can we create a capstone 8th grade auction project that people will want to buy? Students first decided what type of project they wanted to do. Once they narrowed down the type, they had to work on the design. Together, with the help of Alaskan artist Laura Walter, students learned how to cut glass and shape their design. How can we honor Tabitha on her last day of work? Upon discovering that Tabitha would be leaving us, Middle School students designed and organized a meaningful farewell presentation for a person who has touched all of our lives. |
Sarah Mariner
Ms. Mariner earned her Bachelor of Science degree in Biological Science from Colorado State University, and was awarded a teaching certificate through the University of Alaska, Southeast. Her varied background includes being an environmental education field instructor in Massachusetts, Colorado, and Baja, Mexico. She also served two years as a Peace Corps volunteer in the Dominican Republic. Archives
April 2021
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