How to Teach American History in United States High Schools

Understanding American history empowers U.S. high school students.

Teaching American history in U.S. high schools gives students a sense of heritage and the foundation to understand the connections between current events and the historical basis for their occurring. Engaging students with active participation and showing the links between modern day economy, politics and human rights with their foundational roots in history will establish better retention and comprehension than rote memorization of names and dates.

Instructions

1. Share your passion for the subject. Students will be more excited about American history if you are.

2. When students are of high school age, they are in their final years of transition to adulthood, which means that soon they will be of voting age. Talk to them about their own personal civic responsibility to participate in shaping future legislation and choosing who represents them. Explain how understanding the history of the United States gives them the tools to make informed decisions. By making it clear to American students that the Constitution and Bill of Rights give them the power to change the nation, you will be offering them a greater sense of self-awareness and control over their future.

3. Inquire of them what they already know. Before beginning a new unit in American history, ask your students to tell you what they already know about the key figures and events that happened during the specific time period. Write keywords they offer you on the classroom whiteboard or blackboard or on a large sheet of butcher paper. Gently correct any misconceptions students might have picked up from media or previous classes.

4. Make connections. The challenges facing the United States in the modern day have historical foundations. Show students some of the major links between current events, both in the recent and far past. Assign group projects in which you give each group of students a recent news article, and have them research the historical associations with that particular piece. Encourage library and Internet research. Have them present their findings, and discuss how their findings relate to the current unit of study.

5. Teach raw information; do not dilute or delete key facts to protect them. History is filled with acts of violence, war and genocide. Offer your students more resources than their assigned textbook. Suggest books or short readings that offer a diverse view of history, ones that give the perspective of a minority, a slave or a colonized indigenous person.

6. Use multimedia resources to engage your students. While Internet and video resources alone do not allow for a complete picture of American history, they can enhance the lessons you convey by engaging students with different learning styles. The visual aspect of video and interactive component of Internet research will provide information easier to absorb by any students with visual or tactile learning styles. Offer small groups of students the chance to research topics on the Internet. When showing historical video clips, programs or documentaries, pause at key moments to open a brief period of discussion, tying what they are watching with their readings and projects.

7. Guide them to their interests. Allow students to discuss and explore aspects of a period in history that relates to their own interests. Inventions, food and food production, fashion, family structure and sports are potential areas of focus that may better engage students who struggle to connect with topics like economy or military strategy.

8. Break down complicated concepts. While high school students already have gained a good grasp on abstract thought, the complexities of even a single document such as the Declaration of Independence requires in-depth analysis to comprehend word choice and meaning. Give students the time and opportunity to fully explore the parts of American history that are most relevant to their impending adulthood, their place and power within the United States.

Tips & Warnings

• Applaud individuals when they show signs of comprehension and retention of key facts.

• Avoid adding a personal or political agenda; give your students the facts and let them interpret them to build their critical thinking skills.

References

• "The Chattanoogan"; The Importance of American History; Senator Lamar Alexander; July; 2005
• How to Teach History, Etc./Ergonomic Education
• "Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong"; James W. Loewen; 1996

Resources

• "A People's History of the United States"; Howard Zinn; 2010
• "The Way We Never Were: American Families and the Nostalgia Trap"; Stephanie Coontz; 2000