Context and connection are key components when engaging students in learning about history. As a fifth-grade social studies teacher, I am acutely aware of the fact that the quality of context a teacher can provide is directly tied to the students’ ability to develop historical empathy for the people and events of the past. When history is presented as a story, with dynamic characters and engaging events, students are able to relate on a personal level. As a result of this personal connection, students develop an intrinsic desire to learn about history.
Thanks to the Thatcher Grant I received for this leg of my Early American History Immersion Trip, I was able to travel to Boston and Philadelphia last summer. During my travels, I spoke with historians who have devoted their lives to studying the people and events that directly impacted the founding of our country; I saw the places that served as the backdrop for our country’s most important events; and I analyzed documents, artifacts, and art that deepened my understanding about our nation’s history. This firsthand experience and direct access to primary sources and historians expanded my knowledge of the people, places, and events that played critical roles in the birth of our nation.
I thoroughly enjoyed traveling the Freedom Trail in Boston. Throughout the tour, I learned so much about the Boston Massacre, the Battle of Bunker Hill, Paul Revere, Benjamin Franklin, and life in a Puritan colony. Only an hour from Boston is Plimoth Plantation. This historical site showcases what it would have been like as both a Powhatan Indian and an English colonist during the seventeenth century. On the way to Philadelphia, a stop at Valley Forge provided insight into what it was like to be a colonial soldier living through one of the most difficult parts of the Revolutionary War. In Philadelphia, my favorite sites were Independence Hall and the incredible American Revolution Museum. Information about George Washington was bountiful!
Everywhere I walked, rode, ate, and rested in both Boston and Philadelphia, there was something to see, read, and learn. While both cities are certainly modern, our nation’s history is well-preserved and on display for all to see and learn. Additionally, the people of these great cities are proud of their colonial roots and enjoy telling stories about their own personal connections to their city.
The information and resources I gained on this amazing trip have enhanced my teaching by augmenting the skills-based curriculum for fifth-grade social studies, promoting active learning in the classroom, and creating authentic opportunities for students to show evidence of their learning. Because I allowed history to come alive for me during this trip, I am now able to transfer my experiences and excitement to the classroom. Consequently, this has resulted in a much more engaging environment as we delve into our country’s history and make meaningful connections to the content.
I am thankful for the Thatcher Foundation and Darlington School for valuing the work we do as teachers, providing us with the means to develop our craft, and for encouraging us to learn with passion. It is my goal to pour all I’ve learned back into the Darlington community so that we may continue to grow in knowledge and skill.
