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by the Glendale Community College faculty
History educators at all levels complain
that, “students don’t know any history when they arrive in my class.”
Fair or not, the blame for poor preparation is pushed back from college
to high school, to middle and elementary school. As history educators,
we want to change that perception of reality, and we have the skills,
knowledge and training to do so. We just need commitment to collaborate
and resources to facilitate the process. The Teaching American History
grant brought Glendale Unified School District and Glendale Community
College together to achieve that goal.
More than fifty Glendale Unified School
District teachers and ten Glendale Community College faculty
participated in the project. While the college faculty who were involved
in the project are historians of the United States, the GUSD teachers
represent a broad spectrum of classes—first through twelfth grades and a
wide range of disciplines. Among the elementary school teachers were
many who had had only the two-course minimum required for the elementary
certificate. Among the middle and upper level teachers were English
teachers, mathematicians, nutritionists, history teachers and more. Our
classes were in many ways the old style, one-room schoolhouse.
An Overview of the Curriculum
Our course offerings began with the
two-semester survey of United States history. We opted to begin here for
several reasons. First, a number of the GUSD teachers were elementary
instructors who had taken only a course or two in history to gain
certification to teach elementary school and wanted a broader and deeper
base. Second, almost half of the students in the GUSD classrooms are not
native born and come to us from all over the earth with little
foundation in the knowledge of our country. The
California History
standards also shaped the content of our
classes, although we also added to that foundation the rich material
that we knew would make history come alive for our students—the history
that links to their lives.
Another principle that guided our plans was
recognition of the diverse learning styles of students in the GUSD and
how very important it is to work within that framework. Not only did we
want to develop teaching methods to various ways of learning, but also
to recognize how important it is for students to feel connected to what
they learn. Of course, history makes part of this easy because the
discipline demands that we explore the history of the many peoples who
have shaped our nation’s story.
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The Curriculum
The U.S. Surveys
Our first course began with North America on the eve
of the European migration. We briefly explored the cultural heritage of
the Native Americans that the British met when they arrived, with an
understanding that we would also offer a more comprehensive history of
the indigenous people. In this section of the survey, teachers were
asked to go to the library or on-line (a project called a
LOL) to identify and explore tribes that lived in the various regions of
the continent. The Chumash are particularly important for us in
California. While we did not visit the ruins of their communities, we
did travel there on line. (See
http://www.sbnature.org/research/anthro/chumash/.) We also studied
the Pequot in New England (http://www.pequotmuseum.org)
and visited the website that that tribe has developed to tell the story
of their lives before the Europeans arrived and then what happened when
the two cultures met. And finally, we studied the Iroquois and the
Powhatan tribes to gain further insight into the Native Americans of
North America.
This course also explored migrations of other
European nations, particularly the Spanish, British, French, and Dutch
to see the ways in which those migrations changed the social, economic,
and political landscape of the Western Hemisphere and helped to shape
the first two centuries of our nation’s history. We also gave special
attention to the diverse patterns of movement (free, impelled, forced,
primitive migrations) that have brought people to the lands we now call
the United States of America and could explore the ways in which these
diverse reasons for migrating have influenced our country and its
diverse sub-cultures.
With each migration we gave careful thought to the
political foundation that shaped the early colonies and provided the
foundation for our democracy. The town meetings in Massachusetts, the
House of Burgesses in Virginia, and the inclusion of the Native
Americans in the early government in Pennsylvania revealed the rich
foundations that shaped our democratic republic.
We considered what those early relationships meant to
the original colonies and what this meant for the Sons of Liberty who
had to build a coalition to fight the Revolution. The Articles of
Confederation made much more sense after looking at the autonomy of the
early colonies, and the struggle to replace the Articles with the
Constitution reveal both the deep values of the founding fathers and the
struggle that underlie the federal system today.
Along similar lines we explored the economic history
of the colonies, the diversification of the New England economy as men
turned from the land to the sea, the food production of the Middle
colonies, development of agriculture in the South, and later the
westward migration that expanded the farm sector of the economy. This
foundation allowed us to explore the process by which the U.S. grew to
become the powerful, modern, industrial, capitalistic nation it is
today.
Under the umbrella of social history we explored the
religious diversity of the colonies. Puritans, Anglicans, Catholics,
Quakers, Moravians, Amish and others brought their religious traditions
with them. We considered their religious systems in comparison to those
of the Native Americans. We also considered the tools they brought with
them and how they used them, the clothing they wore and how they made
it, the homes they built and how they furnished them.
The Revolution was also crucial to our study. Of
course, we explored the work of the Founding Fathers as they struggled
to develop a system to govern themselves under the Articles of
Confederation, and later the Constitution. We examined the war from its
political, economic, and social perspectives. But we were also sensitive
to ways in which this history has traditionally been a story of the
“Founding Fathers” and thus we sought to develop an inclusive history.
Women and slaves along with many artisans and farmers were a part of
that struggle and they became an integral part of our discussion.
Next we explored the history of the U.S. in the
nineteenth and twentieth centuries.
We explored the development of the democracy over the
course of the nineteenth century. First we considered the succession of
presidents in the early republic and what each contributed to the
emerging political system. Needless to say, the Civil War and
Reconstruction played largely in our review of our nation’s political
history. Then following the perspective of the earlier part of the
course, we also considered changes in the democracy that came when
working men (landless) men gained the franchise. We also considered the
struggles to gain the franchise for African Americans and the
unsuccessful efforts of women to gain the franchise. But our definition
of politics allowed us to also consider the ways in which Americans used
political power through the many social, relations and political
organizations. “Special interest groups” have long played a role in
American politics and we explored some of the powerful ways in which
they have shaped politics.
The development of the economy in the nineteenth
century that led the nation to become an industrial power began in the
early nineteenth century. That growth we explored both as a product of
masterminds among the Founding Fathers, Alexander Hamilton, Robert
Morris and others, as well as the work of hundreds of master craftsmen
and farmers. This approach heightened our sensitivity to the importance
of the emerging middle class, and the development of an elite and a
working class.
While political history was a central part of the
course, we also spent time of the social and cultural history of the
nation. Just as we explored the role that religion played in the
foundation of the colonies and how important that religious diversity
was for the new nation, we continued to explore the impact of the Second
Great Awakening and its impact on the culture. We ventured into the
homes of Americans to establish the power of the “cult of domesticity”
had in shaping the private arena. The voluntarism that built so many
nineteenth century institutions was also part of our course of study.
And we considered music, art and other forms of recreation and
creativity.
Our second course followed the same approach.
Beginning with the years following Reconstruction, the course explored
the politics of the late nineteenth century, viewing first the
presidents in Washington, D.C. and then the dynamic grassroots struggles
that arose among working class men, and farmers. The Populist tradition
played heavily into our discussion because of the powerful way in which
it demonstrates the power of the citizenry to challenge the status quo.
The course also ventured beyond our national
boundaries to explore the powerful ways in which early imperial efforts
expended American influence and tradition beyond our geographic
boundaries. Part of our focus was on wars, beginning with the
Spanish-American war, and continuing with the Great War, World War II,
the Korean War and the war in Vietnam. Careful attention was always
given to these events from the perspective of national leadership. But
equally important to us were the men and women who fought the war, the
people at home whose lives were reshaped by the conflicts, and the
long-term impact these wars have had on our nation.
The late nineteenth and the twentieth centuries were
also ones filled with enormous work by the volunteer organizations or
special interest groups who have been so crucial to our political and
social history. The Progressives, suffragists, and the men and women of
the Civil Rights Movement played large in our study, but equally
important were their opponents. Our goal was to show teachers the
on-going conflicts and tensions that test our democracy so that they can
show their students that maintaining our power is an on-going struggle.
On the fun side, there is music, and
sports among many other aspects of our history courses. Jazz, rock and
role, and rap are all American creations and warrant consideration.
These and other topics under the cultural umbrella are often the hooks
that make our students see history as something worth their while.
Once “hooked” many are ready to develop the reading,
writing, and thinking skills that are central to our discipline. For
further discussion, see THE HISTORIAN’S TOOL BOX below.
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The Specialty Curriculum
Once we had laid the foundation, we offered a
collection of specialized courses that focused on specific groups and
the roles that they have played in our nation’s history.
The African-American Experiences
Prominent in this group was a history of
African Americans. We began with the slave experience and then moved on
to explore the challenges to slavery in the colonial years, the efforts
of Black abolitionists and their white counterparts in the movement to
end slavery. Next we examined the failure of the Civil War and
Reconstruction. And finally we examined the Civil Rights Movement of the
twentieth century. While this course focused on the political lessons,
it also offered material on the social and cultural history of African
Americans.
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The Native American Experiences
Also among the specialty courses was one
on Native Americans. Here our effort was to show our students how to see
our country through the eyes of the people who were here when the
Europeans arrived. Of primary concern was teaching our students to see
Native American culture as it varied among the many tribes, to show them
civilizations whose culture and value systems are not like our own. In
our efforts we hoped to see teachers become more sensitive to cultural
diversity and ultimately to help them help their students follow those
many paths.
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The History of California
Because the California Standards expect teachers to
have knowledge of the history of California, we also offered a course on
the state. A critical part of this history explored the many tribes that
lived here long before Russians, later Spaniards, and finally Americans
moved to these lands. Topics considered here included the politics,
legal, economic systems and cultures of the Native Americans, and the
many migrants who have made California home. Particular attention was
given to the long history of Mexican/Spanish influence in the state.
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The Mexican Experiences in America
Because the voice of the Hispanic
community, particularly Mexican, is so strong here, we offered a course
focused on the history of Mexico. Again, the intension of the course was
to familiarize faculty with the political, legal, and economic
traditions that students bring to California classrooms. Special
attention was given to the social and cultural contributions of the
Hispanic community to our local history.
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The Armenian Experience
The largest ethnic group in our community
(larger than the native born, Caucasians community) is Armenian. Some
are recent migrants from Soviet Armenian, others came earlier from Iran,
and still others are descendants of Armenians fleeing the holocaust.
They and their parents are an increasing important part of our community
and so we developed a course for teachers that would help them to
understand the history of Armenians in all its complexity and diversity.
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The Asian American Experiences
In a similar fashion, we have large
numbers of students from several Asian countries. Their stories are also
complex and diverse and our teachers need to know about the political,
economic and social traditions that their students have brought with
them to America. We were most fortunate to have the collaboration of the
Japanese-American Museum so that our students could not only learn about
the history our Asian students bring with them, but can also explore in
depth the history they have know in America.
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The History of Women in America
Teachers also had the opportunity to
explore the story of America as it plays when women are the central
figures. We considered the ways in which the legal, economic, and
political systems officially denied women power. We also then considered
the ways in which women sought to find a voice in America. While women
may not have been given an official voice or power, many challenged the
boundaries given them and have rewritten their roles in society.
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U.S. Constitution
Developing our cultural diversity in all
its complexity was one part of our work, but we also wanted to offer
careful consideration of the power of the Constitution in our lives. So
we devoted a course to the topic. Following the perspective shown above,
we considered the work of the Founding Fathers along with the less
well-known stories of the ordinary men and women, white and black,
native and foreign born who shaped this document.
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Geography and Culture in Historical Perspective
We also wanted to help students better
understand the geography and culture of America. So we developed a class
that not only explored the history of the physical growth of the nation.
We also explored the many ways in which that expansion was integral part
of our emigration and immigration story and has shaped and reshaped our
culture. Once again the emphasis was on our diversity and how we use it
to help students to learn.
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THE HISTORIAN’S TOOL BOX
While historical content was important in our
classes, we also sought to develop our skills as historians. For
starters we offered a course U.S. Historiography to heighten teachers’
awareness of the many methodologies historians use to study the past and
the divergent interpretations they offer.
Recognizing that the Internet has altered the methods
of doing research, we offered Using Technology to Teach History. This
course was designed to show classroom teachers how to use the many tools
our college library has to offer and how to effectively cruise the net.
Couple with this we used WebCT to develop new, interactive ways of
teaching.
We also spent time engaging teachers in the analysis
of documents, the raw data that historians use to study the past. We
each explored the ways historians read and dissect documents to
establish the frame of reference and to identify the values and
attitudes that guided the people who created the documents. We also
considered the ways in which our own values shape the way we see the
data. (click to HOW TO READ A DOCUMENT) We coupled the study of
documents with search skills in both library and on the internet. (Click
here to find Guidelines for LOLs.) We also spent time working on ways to
develop reading skills in history (See Reading).
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