teaching
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A good history lesson is like a stage play. The lighting, the actors, the set—it all works together to draw the audience in. But behind every great performance? Summer rehearsals. Summer is when I plan my first few “acts” of the year. I always ask: What will hook them? Maybe it’s a simulation, a mystery
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There’s something about the quiet of summer mornings that gets me thinking. No bells, no lesson plans, no grading. Just a cup of tea and a good book. But even in that stillness, the gears don’t stop turning. As social studies teachers, we live in stories—and summer is its own kind of narrative. A preface,
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At the Lyceum of History, we’re always looking for ways to incorporate social studies into the classroom. I know what you’re thinking—how and why? This seemingly simple science topic actually lends itself quite easily to discussion in any history class. Ask a teacher about the legacy of the Roman Empire and you’ll hear about language,
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Some students face barriers in learning history, whether due to language challenges, reading difficulties, or cultural disconnection. Teachers can support them by being mindful of these barriers and fostering peer support. For example, when studying the Great Depression, some students may struggle with complex economic concepts. Pairing them with a peer in a jigsaw activity,
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History often feels distant to students unless they can connect with it personally. Encouraging student voice ensures they see themselves in history, while positive reinforcement motivates them to engage deeply. To further encourage student voice, incorporate class discussions and Socratic seminars. When studying historical revolutions, allow students to take on roles and debate different perspectives.
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History classrooms are filled with students who learn in different ways. Some may thrive through discussion, while others prefer hands-on activities or independent research. No two classes will ever be the same. One way to ensure every student engages with history is by using flexible grouping and offering multiple ways to learn. For example, when
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As we wrap up our discussion on the role and nuances of storytelling in cultures around the world, I hope you’ve enjoyed our journey. Perhaps the most impressive aspect of storytelling in oral cultures is their reliance on collective memory. In the Age of Information, the amount of text we’re confronted with is astounding. This
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Western society isn’t the only one to rely on chronological order and the written word to preserve stories. It would be naive to think a culture fits into any sort of predetermined format. Other societies that included a reliance on written records can be found throughout history. The Chinese bureaucratic tradition became a staple of
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We’ve been discussing the role storytelling plays in both learning and our understanding of the past. The reliance, in the west, of a chronological, list based history can be a challenge when looking at other ways of passing down knowledge from generation to generation. Let’s take a look at an example. The Polynesian legends about
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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
Lyceum of History 