Teaching for Historical Literacy

Over the years as a primary elementary teacher, I have felt the very same way Goudvis and Harvey observed elementary educators teaching social studies. Reading, math, and writing composition classes have been the primary focus. Allowing time to teach social studies has been placed on the back burner. As time has gone by, my colleagues and I have collaborated and shared responsibilities as we teach our students. Our load has become a bit lighter and our focus broadened. Specific scheduled time has been set aside and we began to integrate our reading/guided reading, writing composition and social studies to the educational setting. We purposefully provided time for children to read and research informational social studies assignments. At times, we use the KWL graphic organizer to allow children to tell what they know, what do they want to know and what have we learned. One of our graphic organizers is the THREE, TWO , ONE. The children record three new bits of information learned, two bits of information that surprised them and one thing they still are wondering. Reading to self, reading and retelling to a partner,  brainstorming, using graphic organizers and stories, drawing, singing and acting out are a number of ways we have been using right brain/left brain based learning. Using these tools has taken away the memorization stigma of" know all the facts." Rather, it has caused the children to imagine, pretend, go back in a time machine and try to use all five senses, if possible, feel, smell, taste, hear, and see what it may have been like to be in a different place during a different time period. Empathy, sympathy and appreciation has been expressed in oral reports and writing compositions. Having primary sources of information has certainly been a challenge. Whenever we get a direct quote, letter, words of a document, we are thrilled. There have been many more secondary sources and stories that are historical fiction.  This takes many hours of pre-planning, rearranging and evaluating our pedagogy. It is a work in progress and continues to grow and change. After reading about Matthew Reif's fifth grade class, we are still under construction.  We have not arrived, but we are enjoying learning together and we are in the process of discovering new information in Social Studies in Second Grade!

A History for US: From Colonies to Country 1735-1791 by Joy Hakim

     As I have been skimming and selecting passages of Hakim's A History of US From Colonies to Country, 1735-1791,  I am in deep awe of the sacrifice our forefathers made on behalf of our freedom, liberty and the benefits it has brought to our lives today.  Surely, these colonists did not think about people in 2012, but when I think about it, because they were committed to independence, I am reaping the blessing to be an American today. On page 86-87, we are told  by a primary source quote from John Adams, and speaking of General George Washington,  " His skills as an officer...great talents and universal character would command the respect of America and unite the colonies better than any other person alive." Hakim says, "Washington was elected but with one condition. He would take no salary."2)  Hakim also states on page 86-87, the conditions of the American army, "raggedy bunch of men-farmer, shoemakers, carpenters, blacksmiths-who had few guns, no cannons, and no military training. George Washington knew that he had an almost impossible job." 3) Page 130-131, Hakim describes the treacherous conditions men faced in the winter of 1777. To read and imagine the agony these men experienced, is heart searching for myself! What commitment, despite their lack of comfort. This information inspires me to create an atmosphere where children can learn to  empathize with people of the past. This is strategic. This will cause our American history to come alive and is going to help students appreciate our American heritage.
      I have been pondering this book with all of its wealth of information. How can I make it applicable to Social Studies for my second graders? In the process of this reflection, we do celebrate President's Day and of course, George Washington is at the forefront. Time lines, history, patriotism and biographies are a part of our essential questions and curriculum. In order to bring the past to the present for our second grade children, we do a fair amount of elementary research and collaboration. The children need to read, retell, write and report on a biography.This turns into a presentation for each child. With the assistance of our technology instructor, each child did a power point presentation. A classroom WAX MUSEUM was set up and every student had to dress in that time period. Some children wanted to do art projects to express more information about a historical character. Patriotic songs have been sung. Using these varied ways, the elementary setting is tapping into the left brain/right brain avenues of learning as sited in The Left Brain Dominant Child and Right Brain Dominant Learners.  While the left brain (logical/sequential) learner has opportunities to learn one way, the right brain (creative) student has avenues to imagine the history by pretending or going back in time.  As the children can begin to recognize and appreciate elementary concepts of loyalty, patriotism, character qualities of leadership, it becomes an inspiration and challenges children to become the best he/she can be. My goal is to make American history come alive and be relevant to my students for a lifetime!