Lyceum of History

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  • Storytelling Traditions

    We’ve been looking at the power of storytelling in enhancing student learning and the ways it differs between cultures. Now let’s focus on how storytelling itself can differ. This goes beyond the elements of a story taught and studied in an ELA class. The very way cultures can share can differ significantly and seem alien

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  • Cultural Storytelling

    I hope you had a great week. We’ve been looking at how using storytelling in the classroom increases engagement and retention. So why does storytelling seem to decline as students move through school? By the time students are in high school, they are all too familiar with note-taking as the primary means of learning new

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  • More than just dates…

    History is more than just dates and facts—it’s a collection of stories that shape how we understand the past. But how we tell those stories matters just as much as the events themselves. Do we rely on detailed notes and written records, or do we embrace the power of oral storytelling? The way we present

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  • A Fresh Look at Student Interviews

    The Internet is not the only place to get information. We all know that; students behave like they don’t. No matter the class, unless you specify where students get their sources, they will almost always stick with Internet resources. The usual remedy is to require a physical book. I have a suggestion that will satisfy

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  • Maps as a Tool

    Last week we looked at maps and how there are numerous options for classroom use. Like anything, what becomes crucial for long term learning and growth is the repetition of their use. Even a reminder as you point to the map about where you’re studying can help students grow their spatial awareness. Map usage can

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  • Using Maps to Enhance Learning

    The human brain was wired for organization. It’s the reason the sports page is organized by different sets of statistics and a business presentation features colorful charts. We all have our own way of doing things, or in the case of putting up laundry, of not doing things. Nevertheless, our brain looks for patterns in

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  • Public Speaking Practice

    You’ve heard it said that public speaking is one of the most feared activities for adults. Very few volunteer to share their work in front of their colleagues, or worse, present to a large audience. I think the equivalent of this for students is more than just sharing in front of their class. I believe

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  • Multiple Viewpoints From The Past

    Last time we talked about how to change up how you structure your discussions of primary source documents. I want to expand that trajectory in a way that will help your students put the past in perspective. There’s nothing wrong with a linear, evidence based approach to understanding the past. What I’m suggesting doesn’t replace

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  • The Power of the Hook

    How do you know that? That’s the question we ask our students when they’re analyzing primary sources from the past. What if something else, something bigger, was going on here? We can break the sentence down and emphasize the how or the that, but that’s only part of the equation. Living in the western world,

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  • A Journey in Teaching Philosophy

    When I got my first job teaching ancient history, I was jumping into a cold pond. We all know how chaotic the beginning of the school year is. Add to that a new curriculum and you’ve got yourself a busy schedule. I was strapped in and ready to go. Decision time. I ended up starting

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