Welcome to Bringing History Home!
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Welcome to Bringing History Home!
The main aim of adapting the Bringing history home curriculum in history classes is to ensure that children in the elementary grades are fully engaged in the rigorous history explorations (Fillpot, 2009). The curriculum can be adopted using four strategies. The first one is developing exploration stations equipped with digital historical archives; digital archives allows children to visit the research center while in the classroom, hence saving on time. Secondly, assigning research projects to enable gain skills for the future by learning about the past. Students write, think, and think during historical research, which are the essential history of education goals. Also, partnering with local archive repositories for class visits and field trips. Lastly is the teaching of research skills. History narrates the turn of events and their outcomes; therefore, connecting past and lived experiences would help students predict first-hand impressions.
Red states, Blue states: mapping the presidential election is one of the primary resources useful to first graders because it gives an account of events that led to the division of red and blue states that is seen today. An integrated curriculum is beneficial because it connects different study areas, allowing students to participate in meaningful events that are only connected to real life. The best combination of Brooklyn students’ lessons in history, business, and mathematics (Lee, 2007). Incorporating independent reading is important because it allows the student to understand a particular topic deeper through reading and writing. To include independent reading, there should be additional preps for students in schools where students can read for themselves without teachers (Sanacore et al. 2010). At home, parents should set aside time when students are supposed to be reading without the interference of work or noise; also, parents can minimize work schedules for students.
Social studies help to derive the meaning of the current events using past reading and historical research, like the government’s formation. Students can be engaged in critical literacy by encouraging them to watch movies, read magazines or literature analytically, challenge the existing social norms found on the written content, and accept the author’s message without testing and questioning their ideas. (Soares, 2010). US history is characterized by cases of slavery and discrimination based on race. For example, the cold war and the current black lives matter movement. Education is meant to make people speak out to criticize bad policies while appreciating good policies; therefore, an education that creates silences is not an education.
References
Fillpot, E. (2009). Bringing history home: A K-5 curriculum design. The History Teacher, 42(3), 281-295. •Visit http://www.bringinghistoryhome.org/
Lee, M. (2007). Spark up the American Revolution with Math, Science, and more. The Social Studies, 159-164
Sanacore, J., & Palumbo, A. (2010). Middle school students need more opportunities to read across the curriculum. The Clearing House, 83(5), 180-185. doi: 10.1080/00098650903583735.
Soares, L. B., & Wood, K. (2010). A critical literacy perspective for teaching and learning social studies. The Reading Teacher, 63(6), 486-494. doi:10.1598/RT.63.6.5