Missy J. Kasbaum, Cushing Public Schools, Cushing, OK
A RELEVANT APPROACH TO HISTORY (AT-RISK LEARNERS)
Appropriate for grades 7-12.
OVERVIEW: The impact and relevance of historical occurrences
often baffle the young learner as his dealing with time has been
brief. The explanation of time, itself, leads the learner into a
confusing dimension. Each learner notes that clock hours are the
same for everyone, yet can perceive of the "feeling" of time
moving slowly during a lecture or passing by quickly while
enjoying a long awaited spring break? By adolescence, most
learners have experienced "time getting away from me" or the
feeling of "never ending moments". What adult has not been faced
with the question that begins, "Back in your day...."? To teach
history is to gain a relevance and perspective on time and the
impact of events.
One of the characteristics of the at-risk learner (defined as a
learner, though having the academic ability to do so, may not
complete the requirements for course work leading to graduation)
is a feeling of isolation. He often exhibits a lack of
perspective of his immediate environment, time lines and his role
within society. To attempt to present the components of history
to a student who is not dealing with the present suggests many
complicated obstacles.
PURPOSE: The purpose of this exercise is to assist the at-risk
learner in gaining a perspective and impact to his environment.
The study of individuals and societies will help the student
develop an awareness of the differences and likenesses of people
as they seek adventure, security and the conquest of their
environment. These commonalities may assist the learner in
realizing his own potential for impacting his environment,
developing an appreciation for the accomplishments of others and
securing his own sense of identity and self worth.
OBJECTIVES: Students will be able to:
1. Identify by date, impact and stage of United States
development at least three major inventions, discoveries,
famous people, or events. (Ideas: electricity, space
travel, Mr. Abraham Lincoln, The Stock Market Crash)
2. Identify by name, accomplishment and impact the presidents
and/or key historical figures from his date of birth to the
present.
3. Identify by name, accomplishment and impact the presidents
and/or key historical figures from the dates of his parents'
births to the birth of the student. (This could be continued
back to the grandparents)
4. Identify the requirements (age, residency, etc.) for
individuals seeking and holding public office.
ACTIVITIES:
1. Often, civic leaders and government officials seem elite,
unapproachable and representative of a world much different
from the perceived world of the at-risk learner. These
barriers must be broken down to disclose the "humanness" of
people in power. Have civic officials, legislators and other
public service representatives visit with the students and
answer questions. Include such information as background,
education, changes their lives might have taken,
professional accomplishments and personal goals. Most
individuals are willing to be open with students, allowing
the students to realize the frailties and methods of
overcoming obstacles to reach goals and become successful.
In conjunction with the activity above, have students
research elections in which only a few votes determined the
outcome of the election.
2. Have student do a family tree, including great great
grandparents, if possible.
Relating to the activity above, have students parallel a time
line of presidential candidates to the time line of family
members.
Continue the analysis above with other noteworthy
individuals, discoveries, inventions and events.
3. Have student select one individual from his family tree and
write a diary-like paper to reflect what impact individuals,
discoveries, inventions and events possibly had on his life.
If possible, a relative may be interviewed to expand this
activity.
Interview a younger child. Grades three (3) and four (4)
students are fairly open and uninhibited. The student should
be able to gain a perspective of the changing perception of
time as a person lives longer. This activity can be
extended or reversed to interview an elderly individual.
4. Have student "alter" his own time line by "sliding" his birth
date back or forward ten (10) years. Have the student
predict changes in clothing styles, activities, career goals,
etc.
Have student create a possible marriage and family of his
own. Have him predict events, discoveries and inventions
which he might experience during his life time.
The activity above can be projected to predict thy year the
student will become a grandparent and predict what events
might occur.
5. Viewing the movie "It's A Wonderful Life", have the student
identify an event in his own life where his absence would
have altered the outcome. This can only be done after the
teacher is comfortable with the students as many at-risk
learners do not feel themselves to be worthy and may use this
opportunity to reinforce this. Therefore it is an activity
that should be done with supervision for this particular type
of learner.
RESOURCES/MATERIALS NEEDED: The activities in this exercise do
not require additional materials or texts, simply direction from
the teacher. An important consideration in presenting any
materials to at-risk learners is a strong understanding and
rapport between the students and teacher and the timing of the
presentation of concepts, activities and information. Some ideas
are listed below to help stark your own:
Film: "It's a Wonderful Life", starring James Stewart and Donna
Reed, circa 1940s.
TYING IT ALL TOGETHER: Perhaps one of the most fundamental needs
of all people is the need to have a feeling of belonging,
acceptance and self-worth. To know that our existence has an
impact and meaning. Many young children are dealing with the loss
of such security. History reflects the accomplishments, the
aspirations, the failures of other people much like ourselves. By
linking these commonalities, students may be encouraged to learn
more from those individuals who walked before and influenced their
environment. Armed with this knowledge, perhaps they will be
better prepared to accept their responsibility and make a
difference in their world.
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John Kurilecjmk@ofcn.org