Making Difficult Decisions: How Much Do We Value Elementary History Education?

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The district I teach for allots a total of 25 minutes per day for me to cover…more than 400 years of story.

The condition of history education in elementary schools is conflicted and fragile. I live and teach in the state of Virginia, where the state requires my 4th-grade students to pass an end-of-year 40-question multiple-choice test, which covers all of Virginia history, geography, and economics from 1607 to present day. The district I teach for allots a total of 25 minutes per day for me to cover all that material. Twenty-five minutes a day for more than 400 years of story.

The Standards of Learning (SOLs) in Virginia were created and implemented about 15 years ago, just at the beginning of my career in 4th grade. As a 4th-grade teacher, my students only had one SOL test to pass: Virginia Studies. We were given 45 minutes daily for social studies. My first year, I had five students out of 25 pass the test, and my class’s passing percentage was the highest of all four 4th grades. According to the promotion/retention policy of my district at the time, a student could be retained solely on the basis of failing that Virginia Studies SOL test. Virginia was very serious about her students knowing her history.

Over the next decade, I worked hard to raise the bar for both my students and myself. With the support of my administration and my district, I took workshops with the Library of Congress, participated in TAH grants, created teaching materials, learned about using primary sources, and even got some hands-on experience through a teacher institute at Yorktown. I spent my summers and weekends traveling around the state of Virginia scouting out potential field trips, as well as just seeing history up close, photographing and collecting information about all those people and places we were required to teach: Monticello, Gunston Hall, Mount Vernon, Natural Bridge, Luray Caverns, Frontier Culture Museum, Richmond, Skyline Drive, etc. I’m proud to say that as a result of all this effort, our 4th graders have maintained an average of about 85% passing for the past five years.

But the cold hard fact is that due to No Child Left Behind and my school’s lack of “Adequate Yearly Progress” (AYP), the pendulum has definitely swung away from the focus on history in 4th grade. Now my 4th graders are required to take SOLs in math and reading, in addition to the Virginia Studies test. But it's only the scores for the math and reading that count towards our AYP. Now we are given 25 minutes a day for social studies. I have the skills and the knowledge. I know the curriculum, and I have collected primary sources and created lessons with primary sources as the center. What I don’t have is enough time in the day to actually use the lessons and resources I have. In addition, with the focus on making AYP, nearly all of our resources are going towards programs and materials for math and reading.

Less money, less resources, less of everything except expectation of what our 4th-grade citizens should know, understand, and be able to explain.

For example, we used to get money from the district to take our students to Jamestown and Yorktown for a capstone fieldtrip in May. Last year was the first year that we were told that we couldn't have the money for the buses. Consequently, our 4th graders missed the trip. Ironically, last year was also the first year that we were required to implement the revised Virginia Studies SOLs, revised by the state to add content. Less time, more content. Less money, less resources, less of everything except expectation of what our 4th-grade citizens should know, understand, and be able to explain.

Admittedly, I am an elementary school teacher, so I have most of my students in my classroom all day. In order to cover the Virginia Studies material, I have been making good use of the 50 minutes allotted to writing, and the 75 minutes allotted to reading and integrating social studies into language arts. We have done vocabulary study on words like "underground" which my 4th graders are surprised to learn can mean "secret." We have been reading historical fiction mysteries, biographies, and all those Dear America diaries. We have written biographical essays, and letters to Disney telling them all the historical inaccuracies of their Pocahontas movies.

In my mind, historical thinking and citizenship are crucial to raising productive, participating, and aware adults.

But again, two years ago the district adopted a new scripted writing program and so we lost that 50 minutes of writing time. As the district chips away at the flexibility I have in managing my time in my classroom, I lose the ability to integrate the historical thinking and social studies curriculum into other subject areas. The basic problem, as I understand it, is that with a finite amount of time in a school day, something's got to give. It's educational triage; who or what do we make the priority? The federal government tells the state that reading and math are paramount. The state has to follow along or lose federal funding, but they are not willing to let go of their high expectations in the other areas as well. At the district level, we have to answer to both.

In my school, in my classroom, what's my choice? In my mind, historical thinking and citizenship are crucial to raising productive, participating, and aware adults. So I choose to strive and find ways to teach social studies in a meaningful way. But I am highly trained, passionate about history, and experienced. This year my 4th-grade team alone will take on three new teachers. Without the support of the state, the district, or our administration, and with only 25 minutes a day, what will their choices be?

Teaser

As a result of the federal push for qualitative and quantitative skills and the state emphasis on knowledge of regional history, teachers are forced to relay vast amounts of information to their students in a very limited amount of time. Can this issue be solved by extensive teaching preparation? Or is elementary history education beyond repair?

Elementary History Education: A Bridgeless Chasm

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In U.S. 5th-grade classrooms, students typically study math, language arts, science, physical education and fine arts, and social studies, which is often focused on history from early Atlantic encounters through the American Revolution. In all of these academic and artistic fields, 5th graders engage new material using knowledge and skills they have developed sequentially since kindergarten—that is, in all the fields except history.

Unlike their experiences in the other disciplines, elementary students do not systematically, year-by-year, learn the heuristics or skills to analyze and interpret historic sources; they are not given the tools to develop historic accounts, grapple with historic causation, or learn historical chronologies; and they are not given opportunities to explore relationships between geography and human experiences over time. The fact that we plunge 5th graders into history without allowing them to develop discipline-specific skills and knowledge in earlier grades suggests that we don’t expect them to study the past with integrity or depth of understanding. Instead of teaching history as an interpretive, evidence-based process that requires discipline-specific skills, we teach it as an exercise in memorizing codified narratives and disembodied dates and facts.

[BHH] has engaged all K-5 teachers in systematically teaching historical thinking skills on U.S. topics sequentially across the grade levels.

Since 2001, Teaching American History grants have funded an alternative to the status quo; the Bringing History Home (BHH) K-5 curriculum and professional development project in Iowa. In participating school districts, the project has engaged all K-5 teachers in systematically teaching historical thinking skills on U.S. topics sequentially across the grade levels. K-5 students in BHH classrooms read trade fiction to gain understanding of historical contexts; analyze original sources using an explicit set of heuristics; construct timelines to develop their knowledge of chronologies; illustrate maps with historic events and geographic trends; and construct historic accounts. Formal external evaluations of 3rd through 5th graders in the project have found highly significant student learning outcomes in both historical analysis skills and knowledge of historic events, figures, and eras.

Case studies of small student groups and individual children in BHH schools have revealed detailed pictures of how 3rd graders can learn and explore history. These studies offer a different picture than does much of the existing research. Previous U.S. research focused on children that had not systematically acquired historical analysis skills, and so researchers concluded either that children cannot accurately infer the meaning of historic images, or will use only material culture cues like clothing or car styles to form inaccurate inferences. In contrast, BHH studies have documented that children can learn historic political and economic concepts and events and use them to interpret unfamiliar history sources. Similarly, in contrast with U.S. and British research that has found students' grasp of historical chronology lacking, BHH studies have documented that children can accurately date and situate unfamiliar events in historic contexts with which they are familiar.

Even in light of the BHH project evidence for young children's abilities to study history, however, I have little hope that our education system will embrace teaching history systematically in K-5. One of the barriers to this change lies in existing research on K-5 history learning. It has largely failed to document the extent of children's abilities because it has been based on studies of children who have not studied history systematically. Because the research does not allow social studies methods faculty to form accurate expectations for student learning, the faculty cannot prepare teachers to help students reach their potential.

Another barrier is that in our high-stakes testing era what is tested usually determines what is taught. Multiple-choice tests that can capture middle-elementary children's historical analysis skills have not been designed, and existing social studies multiple-choice standardized tests for 5th graders do not assess historical analysis skills. An overhaul of existing tests to include the skills could provide an impetus for teaching history as evidence-based and interpretive. History testing faces an even more formidable foe, however, and that is the broad disagreement over what should be tested. Because historical interpretation is individual by its nature, and is vulnerable to political manipulation, it provides little or no common ground on which constituents with conflicting values and perspectives can agree.

...the current movement to teach information literacy may offer the best hope for a wider adoption of history in K-5.

Instead of testing, then, the current movement to teach information literacy may offer the best hope for a wider adoption of history in K-5. The skills we use to study the texts of the past also empower us to critically interpret today's ubiquitous online texts. If history professionals joined the U.S. education fray to emphasize that alignment, they might help make the case for history in K-5 classrooms. Meanwhile, in a handful of Iowa BHH school districts, students already systematically study history throughout the elementary grades. In most of the rest of the nation, the gap between what is and what is possible remains a chasm, with no bridge abutments in sight.

Bibliography

Kearney, J. et al. Evaluation of the Teaching American History Project: Bringing History Home II. Iowa City: University of Iowa Center for Evaluation and Assessment, 2007.

Lee, P.J. "Putting Principles into Practice: Understanding History." In How Students Learn: History, Mathematics, and Science in the Classroom, edited by S. Donovan, S. and J. Bransford, J. Washington, DC: National Academies Press, 2005.

Levstik, L. and Barton, K. Researching History Education: Theory, Method and Context. New York: Routledge, Taylor & Francis group, 2008.

Levstik, L. & Tyson, C. Handbook of Research in Social Studies Education. New York: Routledge, Taylor & Francis group, 2008.

Wineburg, S. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.

Teaser

The current state of history education in elementary schools denies students the right to systematically study the past. However, projects like Bringing History Home and an increased focus on information literacy might be able to fill in the gaps in historical study.

Transcending Facts to Discover Knowledge

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Too often elementary history education in America consists of only exposing students to who did what, where, and when in hopes they will remember and appreciate it. The common tools employed in this shortsighted approach to history consist of the textbook, trade books, and possibly a video that present the subject in a predigested form where historical thinking has been subtracted from the lesson and replaced with reading skills at best. Little evidence exists to prove the effectiveness of these instruction techniques, but they continue to be used. If student math skills were equal to their history skills, a call for improved strategies would have been made long ago. Think of how often "man on the street" interviews ask a history question just to hear the dumb answers people give. How did we come to the point of asking history questions for humor?

The reality of testing cannot be ignored, but ignoring history instruction overlooks a valuable test preparation tool.

The pressure to prepare for state assessments in other subjects overcomes thoughts of implementing innovative techniques that will make history not just memorable but also a vital part of the curriculum. These tests are known to narrow the curriculum, usually at the expense of teaching history. In one study, teachers reported spending 30 minutes per week on social studies instruction while enfolding the subject into novel studies or skills instruction the remainder of the time. One teacher admitted covering social studies "superficially in order to cover the greatest amount of material in the shortest amount of time" (1). The reality of testing cannot be ignored, but ignoring history instruction overlooks a valuable test preparation tool.

Elementary teachers work hard at their craft, but new ideas need to be considered when it comes to teaching history. If teachers and administrators understood that history involves skills such as investigating texts, objects, and images with questions, then the problem of replacing history lessons with more test preparation time would be solved. History instruction should be seen as something to be done rather than just something to remember.

The work of historians can be adapted to use in elementary schools as purported by Dr. Bruce Vansledright (2). For instance, in my state instead of focusing a lesson entirely on who fought at the Alamo and the events of those fateful 13 days, students should seek to understand why people would choose to fight against such dire odds and how the battle affected people who were not there. To do so students would have to consult multiple sources. The traditional textbook, trade book, and video formula augmented with a few visual and print primary sources would provide ample resources. In seeking their answers to these subjective questions students would learn the objective information through handling the information for an authentic purpose.

Most children do not have their curiosity peaked by the prepackaged stories in the textbook, but give them something to argue about and they will dig in.

Students who are taught to interpret history instead of recalling it will have no trouble answering questions on a reading assessment. Furthermore, teaching students to write out their ideas in an expository form prepares them for writing tests. My students have done similar investigations and their findings have been exciting examples of "doing history." Their test results also show them to be well prepared without completing daily test preparation worksheets.

Driving history instruction with thought-provoking questions instead of lists of names, events, and stories to memorize gives purpose to learning the past. Most children do not have their curiosity peaked by the prepackaged stories in the textbook, but give them something to argue about and they will dig in. And if they happen to be thinking critically while they do it, doesn't it make us all winners in the end?

Footnotes
1 S. Burroughs, E. Groce, and M.L. Webeck, "Social Studies Education in the Age of Testing and Accountability," Educational Measurement: Issues and Practice (2005): 13–20.
2 B. Vansledright, "Can Ten-Year Olds Learn to Investigate History As Historians Do?," Organization of American Historians Newsletter August (2000).
Teaser

Elementary history education lies in need of a paradigm shift. In a time when critical thinking and problem solving drive instruction, educators need to realize history provides an avenue to practice these skills.

Losing Our History, Losing Ourselves

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American history or any historical study is endangered today in America’s elementary schools. As the realities of No Child Left Behind (NCLB) became the driving force behind curriculum, time committed to history shrank. Why is history taught, why is history important? History defines a people. Not surprisingly as nation states emerged, history rose in importance. The elementary school is the first point at which a person engages in the organized study of their country’s history, their past. NCLB has driven that history away—from 45 minutes a day to 45 minutes every other day if that much. History along with science was hit by assemblies, testing, and everything else to preserve math and reading times. The results are becoming clear.

Eight years ago some schools were departmentalizing their 5th and 6th grades, meaning that teachers with expertise in a discipline whether it was history/social studies, science, math, or language arts taught that subject to all the fifth or sixth graders. One could expect that student achievement and interest would rise after exposure to a teacher who had specific training in that subject and was energized by the subject. The state of history was good and appeared to be getting better.

The goal always was to provide a base for identity and for the responsibilities of citizenship.

While history teachers of all ages may wince at the historical generalizations of upper elementary students, at least they had a sense of the national story. That story may have relied heavily on Pilgrims, presidents, and heroic figures, but the students had a baseline from which they could build. They continued through the scope and sequence of adding complexity and ambiguity to the story. The goal always was to provide a base for identity and for the responsibilities of citizenship.

Today, however, middle school teachers talk about having to start from zero. Students come to their classrooms knowing virtually nothing about their nation, its government, or the duties and responsibilities of a citizen. Jefferson is crying in his tomb. How can a democracy survive when its people do not know or understand their past?

...the place one learns about the history and government of his or her state and local area has been in elementary school.

If losing or delaying until eighth grade the ability to know and understand the history of one’s nation is a problem, the state of state history is worse. When one looks at the standard scope and sequence of a K-12 curriculum, the place one learns about the history and government of his or her state and local area has been in elementary school. Fourth grade is typically where students in Wisconsin study Wisconsin history. The next appearance of state history may be in high school where it is attached sidecar style to the motorcycle of U. S. history. The history of the state is an afterthought, often unsupported by a textbook in high school. A popular Wisconsin history for high school courses is now out of print.

From the inception of public education in the United States, teaching citizenship through the teaching of the nation’s history has often been a primary purpose of education. No longer is that goal a true part of most elementary curricula. Teachers are told to teach history by reading sources to increase literacy skills. While practice improves skills, historical reading is about analysis of the content within a context. One must “do” something with the reading. That act of doing requires context beyond the document, as Sam Wineburg’s research has shown (1).

History in the elementary schools needs to be taught as a base for the search for meaning, not just as a method to improve reading levels.

For earlier generations an appreciation of history began in elementary school by learning the stories of Valley Forge and Daniel Boone, exploring the Oregon Trail, confronting and grappling with the pain and sorrows of diverse peoples coming to live together. The stories were often simplified and romanticized, but engaged students found a way to create seed beds from these stories that were ready for cultivation later in their academic careers. In later grades students came to understand the elementary stories as models and lessons to be applied to the world. History in the elementary schools needs to be taught as a base for the search for meaning, not just as a method to improve reading levels.

A nation without history is but an empty shell. The present state of history in the elementary schools is in danger of becoming an empty shell despite the efforts of effective, dedicated teachers. We live in a nation too concerned about the now of commerce and career and not concerned with the spirit of the people we have been and may remain. Acknowledging the important place of history within the elementary curriculum is the first step toward a better education and a wiser nation.

Footnotes
1 Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Philadelphia: Temple UP, 2001).
Teaser

A nation without history is but an empty shell. The present state of history in the elementary schools is in danger of becoming an empty shell despite the efforts of effective, dedicated teachers.

Diana Laufenberg on the Power of Visuals

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Image, Tablue Data Visualization, Apr. 14, 2010, courtneyBolton, Flickr
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History teachers (tend to) love history. Students do not (often) love it so much. This is a perplexing situation that I have bounced around in my brain for the past two decades. When I was a student, I liked the teachers and felt as though I was being educated, but I did not love my history classes. That is until I enrolled in a special freshman seminar at the University of Wisconsin-Eau Claire: "Medieval Foundations of the Modern West," co-taught by a history professor, Dr. Thomas Miller, and an Academic Adviser with an art degree, Jeannie Harms. This course was about nurturing freshmen as students but also approaching history from an interdisciplinary angle. It was incredibly unconventional and I loved every minute of it. There was a significant 'visualness' to the history—we were constantly digging into paintings and illustrations and artifacts of the era to extract their history, for ourselves.

The Need for Images

As I developed my own classroom practice, it occurred to me that I needed to include that compelling visual component in my teaching as much as possible. Some years I have been more successful than others at achieving that balance, and there have been years when I was more acutely aware of the need. Consider this student: a 12-year-old girl with a 2nd-grade reading/writing level, identified with a specific learning disability in both areas. She is in my classroom in adherence with the inclusion model. I quickly realize that her struggles with the written word have nothing to do with her capacity for logic and critical thinking. She is bright and actively participates in class discussion, but is left out of the conversation much of the time because the reading and writing stand between her and the ideas. To address her identified areas of struggle, she is scheduled into small, intensive remedial classes, but much of the content is well below her actual intellect; she is bored.

I began to realize that if I introduced the concepts visually, this student was much more motivated to attempt the assignment even though she struggled. In addition, her ability to engage verbally in the discussion and group work related to the content improved. Here's the other bonus moment—introducing concepts in a visual way motivated most of the kids. It helped them to access the ideas or get hooked by the story so that they then wanted, all on their own, to know more, inquire, and dig. Two minutes of historical video on the Space Race can get a room of 13-year-olds completely rapt and intrigued. A famous political cartoon with clever components can provoke a stream of compelling questions. An infographic comparing unemployment rates in the Great Depression to those today can link the personal experiences of the students today to the historical concept of the Great Depression, helping them look for commonality and divergence in the events. As teachers of history we often place reading and writing before discussion, leaving behind those students averse to or struggling with the written word. By flipping the compelling component to the front of the day or lesson, students are much more likely to buy into the learning. I learned this all those years ago in that freshman seminar.

Data Visualizations

As technology advanced and I began to use more video, I also stumbled across the occasional data visualization. My interest was piqued. These visualizations were not just a way to capture interest but also a way to introduce highly complex ideas and relationships quickly, so as to elevate the level of dialogue and inquiry. One such example is GapMinder from Hans Rosling. If you have never investigated this tool, I dare you to spend less than an hour on your first visit. Watching the bobbing and weaving of country data through time makes the data beautiful and meaningful to many students and fills them with curiosity. The visualizations created by Slate and The Guardian for the unrest in North Africa and the Middle East deliver a deluge of rich information to the learner in forms that suggest connections between events, geography, and time. Tools like these can include the vast majority of learners, regardless of reading ability, in a dialogue of ideas and critical thought.

Accessing and Assessing in Many Ways

This is not to say that we shouldn't work with students on their areas of struggle, but we can teach students to access and assess content in more ways than just reading and writing. That 12-year-old girl taught me that seeing a student as a voraciously curious brain and not just a reader/writer was critically important. We teach the whole child, not just the parts that decode letters. Our history classrooms have the ability to become fertile ground where citizens engage in truly enriching dialogue about issues of import. I want to involve all of my students in the conversation, not just those interested in the history or those that can access the reading, but all the students, their interests piqued by engaging and relevant resources about which they can ask thoughtful questions.

For more information

Our Tech for Teachers section introduces you to visualization tools like Many Eyes and Wordle.

Mind mapping and mental mapping are data-visualization techniques students can embrace, and English language learners can also benefit from bringing more visuals into the classroom.

Framing History with Historical Questions

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Photography, puzzle, 21 March 2005, Nasir Nasrallah, Flickr CC
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Why Essential Questions (EQs)?

After six successful years implementing three Northern Nevada Teaching American History projects, it became apparent to us that we could challenge ourselves and our teachers to move beyond individual professional development experiences and engage in a long-term, three-year project aimed at fostering collaboration between vertical teams of upper elementary, middle, and high school teachers. Because teachers at these various levels had different curricular foci in American history, we sought common ground through common themes and questions. A primary goal for these vertical teams was to reframe their entire curriculum around the same essential questions (EQs) to facilitate historical inquiry and historical thinking.

Essential questions are open-ended questions that address the big ideas of history, have no predetermined correct answer, allow for multiple interpretations, and, most importantly, are applicable across historical eras and to contemporary events. Four to six well-written essential questions could frame every unit of study across all grade levels. After setting the instructional stage with these essential questions, teachers could structure historical inquiry around specific historical questions (HQs) for each unit of study. An HQ is directly related to specific historical content and to an individual EQ. The formula used by teachers was: EQ + history standard = HQ. Our article, “The Past as a Puzzle: How Essential Questions Can Piece Together a Meaningful Investigation of History” in The Social Studies (2011), details the process and results of our adventure implementing EQs and HQs in grades 5–12.

(For more examples of EQs and HQs for elementary, middle, and high school, download this chart.)

Overcoming Difficulties

The first difficulty we faced in this process was collaboratively writing the overarching essential questions. Writing questions that were truly open-ended and thematic proved difficult to say the least. Despite originally believing that one eight-hour session introducing the concept and writing the EQs would be enough time, we found that the process actually took almost the entire year. We had to allow teachers time to process and play around with the questions before we could adopt them as a whole group.

...we had to provide additional tools, guidance, and mentoring in ways to think about EQs as a framework rather than an addition to their classroom goals.

Even more difficult was facilitating the use of EQs with integrity. That is, EQs were meant to help teachers reframe their curriculum around broad themes and enduring questions but were not initially used in this fashion. For some teachers, the leap to instruction and assessment around EQs was natural. They had a yearning to focus on the big picture and enduring ideas while engaging students in inquiry, and so the change was embraced. However, a majority of the teachers involved struggled with reframing their curriculum around EQs. They were eager to implement EQs, recognized the potential for increased student engagement and understanding, and even regularly inserted EQs into their lessons. They hung posters of the EQs in their rooms and talked about them sometimes during class. BUT, for these teachers, we had to provide additional tools, guidance, and mentoring in ways to think about EQs as a framework rather than an addition to their classroom goals.

Positive Results

Despite the initial difficulties, we have all found great success in implementing EQs. Teachers have noted that students in their classes who were exposed previously to the same EQs in lower grades grasp the enduring issues in history and comment on their comfort in using EQs to inquire deeply into the content.

We have been most impressed by the natural link to the next NNTAH project focus: creation and implementation of Document Based Questions (DBQs). Familiarity with using questions to guide the curriculum supported the move towards answering historical questions with DBQs. Historical questions, directly aligned with EQs, were the foundation of the document based questions. Teachers were able to create DBQs that supported their year-long focus on enduring issues in history, because the historical questions under study were always linked to the EQ. In 2010–2011, 44 teachers created their own high-quality DBQs based upon essential and historical questions. Since that time, many have reported creating additional DBQs to support historical inquiry in their classrooms.

Teaching with Lectures and Documents

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Marginalia, CHNM
Question

How do I mix document-based teaching with lecture-style teaching to try to make sure the students learn the entire curriculum?

Answer

Using a variety of instructional strategies in your classroom makes good sense.

Ideally, your choice of strategy is guided by your instructional purposes, the particular content you are teaching, and your students’ abilities, interests, and knowledge. And while some may see document-based teaching and lecturing as antithetical, we see many ways they can be complementary.

First consider timing.
Do you want to start a new unit by engaging students with investigating a relevant historical question through a document-based activity? As students try to answer a narrowly framed question like did Pocahontas rescue John Smith? they can generate more questions about the broader context of the event. This need to know leads nicely into a lecture.

Conversely, it may be that you want to start a new unit with a lecture reviewing prior units and introducing important background knowledge that can help students when they start analyzing documents.

If you can prepare a lecture on a topic that you know will be needed in the unit, you can even put it into your back pocket and use it as needed.

Second, consider type of lecture.
While we frequently think of lectures as straight delivery of information, lectures are more flexible than this. Consider these variations:

A lecture that begins with and then takes off from the analysis of a primary source;

A lecture that ends with a question that frames subsequent document-based activities;

A lecture that responds to student questions that arise from these same activities;

A lecture that models the use of sources in historical argument through using them as guideposts throughout its entirety.

Third, consider how varied instructional activities complement, reinforce and extend each other throughout the unit.
Do students have the chance to use what they have learned? Do they need further support or practice with new content or skills? Does an activity connect to the central learning goals for the unit or course?

Fourth, you may want to look at this research brief for an account of how one experienced teacher used both lecture and document-based activities.

Your question asks about how you can help students learn the entire curriculum. This is the real challenge that we have no short or easy answer for, but both these instructional strategies can be helpful in meeting that challenge.

Film Review: Ken Burns's Jazz

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Photo, Herbert Bernett plays jazz..., Mobile, Alabama, 2010, Carol M. Highsmith
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This is the second in a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features. Look for one each month!

Jazz, the much-heralded 10-part PBS video series, is an American historical event in itself. The broadcast programs and their ancillary documents—a boxed set of 10 videocassettes, a book, a boxed five-CD set of music, a single CD personally selected by Burns, 22 jazz albums devoted to individual artists featured in the documentary, and more—is the most publicized and widely promoted presentation this music has received in its hundred-year history. The magnitude, scope, and all-embracing exploitation of musical, visual, and verbal elements might favorably be compared to Richard Wagner's vision of a Gesamtkunstwerk that, for him, resulted in a four-opera Ring Cycle, a theater specially built for the production at Bayreuth, disciples, detractors, enormous expense, and long-lasting consequences. Although we await the consequences, and regardless of criticism pro and con, Ken Burns's Jazz is a significant undertaking of great magnitude and serious purpose that will be remembered as an influential advocate for America's native art music, jazz.

The series should be considered from at least four points of view, for it succeeds in one, is less successful in two, and fails in the fourth.

The series should be considered from at least four points of view, for it succeeds in one, is less successful in two, and fails in the fourth. As an example of the documentary filmmaker's art, the craftsmanship is superb, and the series earns high marks. As a social history of jazz in the 20th century, the narrative is interesting and sometimes compelling, but the story is incomplete and exclusive. As a musical history of jazz, it fails miserably. And, finally, as the third large episode in the Ken Burns trilogy on race relations in America—The Civil War (1990), Baseball (1994), and Jazz—the three together and individually present a dramatic personal view of black and white tensions in America viewed from different vantage points and experienced in widely contrasting locales, environments, and time frames. The trilogy stands as a landmark historical presentation of one man's view of America's struggle for racial equality, and Burns has crafted his presentation so that it might be palatable and understandable to a worldwide lay audience. Of the three, Jazz has stirred the most interest throughout the world and the most diverse and fervid critical and popular reaction. Even before the series completed its public debut, an event stretching out over four weeks of prime-time television, the film impacted the art form itself, stirred artists, critics, and laymen into serious contemplative activity, stimulated the sales of jazz books, records, and concerts, and brought an unprecedented awareness of jazz and its heroes to a mushrooming audience.

After Nick LaRocca's claim that jazz was invented by the white musicians of New Orleans, the ever-ebullient Wynton Marsalis's stunned silence and loss for words is drama at its best.

As an example of the filmmaker's art, Jazz is stunning. Miles of footage and thousands of photographs and recordings demonstrating jazz performances, musical venues, and contemporary events and places have been recovered and discovered, cleaned up, selected, and sequenced to fit seamlessly in a tight narrative. Some of the images have not been published before, and all have been meticulously polished with the latest technical wizardry. Even long-familiar movie excerpts are presented better here than elsewhere. They are sharper, brighter, and fitted with a high-quality music track. The experts who appear as talking heads, most notably Wynton Marsalis, Stanley Crouch, Albert Murray, and Gary Giddens, are convincing and articulate individuals, and their insertion in the overall narrative is never superfluous or gratuitous. After Nick LaRocca's claim that jazz was invented by the white musicians of New Orleans, the ever-ebullient Wynton Marsalis's stunned silence and loss for words is drama at its best. Burns's camera captures every subtle inflection of eye movement, smile, shock, and grimace. Further, some of the interviews of living jazz musicians are truly poignant. When tears well up in the eyes of Dave Brubeck as he relates an incident in which his father showed him a cattle brand burned on the chest of a black neighbor, there is no escaping the gripping pathos of the moment. These videocassettes are of such high quality in both dramatic content and technical virtuosity that they will be used in schools for many years to help explain and promote this music.

As a social history of jazz in the 20th century, the film documentary is good but flawed. Its coverage of selected musicians, selected locales, and a 60-year time frame, 1900 to 1960, is excellent. Better to follow the lives and work of some great figures in depth than to create a superficial, all-inclusive list of players and tunes that everyone will forget. We can all quibble about whether it was better to spend more time on Coleman Hawkins but little or none on Art Tatum, Bix Beiderbecke, Bill Evans, or Benny Carter, but Burns's method of making a selection of key figures and dealing with each expansively keeps the series from being, as one critic aptly put it, balanced into blandness.

In taking the Great Man approach to history, Burns has adopted a 19th-century system of viewing events rather than a late-20th-century methodology for explaining our past.

He should not have pretended to deal with the last 40 years of the century, for episode 10 is totally inadequate and poorly done. Also, historians should be reminded that, in taking the Great Man approach to history, Burns has adopted a 19th-century system of viewing events rather than a late-20th-century methodology for explaining our past. Further, he accepts the medieval premise of speculum musicae, music as the mirror of reality. He states over and over that jazz reflects, at every stage of its development, the social, cultural, and political circumstances that surround it. This premise would be impossible to defend critically. There are times when this is true, and there are times when jazz is blissfully unaware of its surroundings. He gives, as one example, Louis Armstrong's "West End Blues" as "a reflection of the country in the moments before the Great Depression." I cannot see how he can support this statement. What is it reflecting? The African Americans in Harlem, the Wall Street entrepreneurs, or the white middle-class farmers in Kansas and Iowa? This is bull-session history. Gunther Schuller says in Early Jazz (1968).

Louis's "West End Blues" . . . startles us with the powerful thrust and punch of its first four notes. We are immediately aware of their terrific swing, despite the fact that these four notes occur on the beat . . . The four notes should be heard by all people who do not understand the difference between jazz and other music.

I understand what Schuller means and can check his words against the music itself. Also, in a different time frame, one can build a case for "Free Jazz" as antiestablishment music of the 1960s and view Max Roach's Freedom Now suite as an overt political statement, but the filmmaker's interest peaks out long before his cursory and superficial presentation of Ornette Coleman, Charles Mingus, John Coltrane, and their followers.

Jazz, the series, presents a tale of black musicians striving for equality, artistic recognition, and some of the regular entitlements of white, middle-class Americans, such as financial security, health care, freedom to travel, and so on, in a bigoted and essentially racist society. In doing so, Burns and his advisers ignore Latino contributions and circumstances, minimize the quality and magnitude of white contributors, and are seemingly unaware of jazz in Europe and Asia. Most important, in focusing on the first six decades of the century, they ignore the fact that American society has changed dramatically since 1960, and jazz was a part of that change. Black Is Beautiful, Black Power, the Nation of Islam, and the martyrdom of Dr. Martin Luther King Jr. (and the jazz stemming from these realities) all take place after the real end of his story. Episode 10, 1960 to the present, is clearly the weakest link in the series.

Musically, and as a musical history of jazz, the series is just short of a disaster. Tragically, laymen will never know the difference. In nearly every instance, even when a work is touted as a masterpiece, it is treated as elevator and restaurant music, something to be talked over and relegated to some level of subliminal perception. The height of disrespect and lack of awareness occurs when the narrator cites a performance as a defining work of art and then the director allows the sound engineer to change the music to fit the demands of the script.

The height of disrespect and lack of awareness occurs when the narrator cites a performance as a defining work of art and then the director allows the sound engineer to change the music to fit the demands of the script.

This happens many times throughout the series, often enough to convince this reviewer that, regardless of what the narrator says about the intrinsic value of the music, it rates no better treatment than timely background music for a movie. Charlie Parker's "KoKo" is a perfect example. "KoKo" is not movie music to be altered by deleting a few seconds here and adding a few seconds there, but Burns allows this to happen with the seamless virtuosity of digital technology. It is unthinkable that any literate spokesman for the arts would change 50 measures of Ludwig van Beethoven's Opus 127 string quartet immediately after declaring it to be a masterpiece of the genius's late period. Can anyone imagine Leonardo da Vinci's Last Supper being moved to a larger hall and having three disciples on the left copied and inserted into the frame on the right to fill the available space, making what might then be called Leonardo's Jesus and the Fifteen Disciples? Burns effects exactly this kind of sleight-of-hand with "KoKo" and other masterpieces by other great artists as well. Near the end of episode 7, after a showing of the dramatic atom bomb explosion on Hiroshima and after a few introductory words from the jazz altoist Jackie McLean, the narrator says.

On November 26th, 1945, 11 weeks after the surrender of Japan, Charlie Parker finally made his first recording under his own name for the independent label, Savoy Records. . . . Four sides were cut that day: "Billie's Bounce," "Thriving from a Riff," "Now's the Time," and a new tune, built on the chord changes of "Cherokee," called "KoKo."

The music begins, and, toward the end of the piece's musical introduction, the narrator adds his encomium: "'KoKo' is one of the most extraordinary recordings in jazz history. There is no doubt about it." "KoKo," by Charlie Parker, is a masterpiece of jazz art that lasts 2 minutes and 51 seconds beginning to end. There are no wasted notes, the phrases fall one after another in logical sequence, in a breathless drive toward a musical goal that can only be described as brilliant. The "KoKo" Ken Burns offers his listeners lasts approximately 4 minutes and 10 seconds, a hodgepodge of snippets glued together by digital splicing. It becomes a destroyed masterwork stretched for the convenience of a narration and for a closing quotation from Ralph Ellison, in which a reader states the episode's theme: "Usually, music gives resonance to memory. But not the music then in the making. Its rhythms were out of stride and seemingly arbitrary, its drummers frozenfaced introverts dedicated to chaos." Bebop was not dedicated to chaos! Ken Burns's recreation of "KoKo" is chaotic, for it destroys the symmetry, the syntax, and the grammar of a jazz classic. Ken Burns is no jazz musician, and I suspect he is not much of a musician at all. What he has fed us in four weeks of listening is a fascinating personal vision of race in America during the first six decades of the 20th century. Jazz, to him, is background music for his tale.

Strangely, that vitriolic critique is not the real bottom line of this review. This morning I ate breakfast in a blue-collar café and heard Bird and Diz playing "Salt Peanuts" on the piped-in local radio station. I have not heard real jazz on a pop music station since the 1950s, and I have Ken Burns to thank for that.

Bibliography

This review was first published in the Journal of American History, Vol. 88, No. 3, 1195-1198, 2001. Reprinted with permission from the Organization of American Historians (OAH).

For more information

Looking for more resources on jazz? We have links out to more than 15 websites on jazz and jazz history, including the website that accompanied Ken Burns's documentary. The Library of Congress's new National Jukebox is also a fantastic place to go for music history from 1901–1925. Browse by genre, and choose "Popular music," and then "Ragtime, jazz, and more," or search by artist name or title.

If you've only got a few minutes to spare, how about learning about women in jazz and blues with our archived weekly quiz?

Guampedia

Image
Illustration, Landing Place at Guam, Jan-July 1863, T. Coghlan, Flickr Commons
Annotation

Don't let Guam be forgotten in your classroom! After all, it is one of only 16 non-self-governing territories worldwide that are recognized by the UN. As such, leaving Guam out of history is to ignore a rather remarkable political exception.

Guampedia offers a range of short articles on everything from architecture to World War II. These pages also feature relevant photographs and further resource listings. Additional sections offer basic facts on Guam (motto, population, etc.) and its major villages. Be sure to check out the history lesson plans to see if there's any ready-made content appropriate for you to introduce to your classroom.

Additional ways to explore include a selection of media collections including photographs, illustrations, soundbites, and video; MARC Publications, including issues of the Guam Recorder, lectures, and additional e-publications on topics such as archaeology and stonework; and traditional recipes.