Teaching History to Youngsters: Is There A Proper Method?

[TobiasJones]

Re: Teaching History to Youngsters: Is There A Proper Method?

Personally, I believe that most of the important stuff has been hit on by very knowledgeable people. In my personal experience a few things I found have worked well are:
-Keep it short. If you have a lot of time to fill then change subjects often and dont
dwell too much on one subject.
-Be animated. It's hard for some of us but helps out tremendously for the kids.
-Talk about gross/mean stuff. Keep it appropriate, obviously. Things like food
and punishments really get their attention.
-Keep it active. Use the kids in your presentation. Spread the wealth. Use as
many as possible.
-Ask them leading questions to get their imaginations going.
-Compare as much as possible to todays standards that they can relate to.
-Be aware of their abilities. The youngerthey are the more you need to make it
simple.
-Make it hands on. If possible, let everyone touch "Civil War stuff". Bring as many
props as you think you can carry.
-Do a lot of research on kids in the war. Know as much as possible to relate to
them.
-If working directly in a school, check out your states standards of learning and
try to use those standards.
This seems to work for most ages. Remember that groups vary in attitude and culture so don't get down on yourself if they aren't responsive. And if you work with teenagers, I have found that sarcasm is a great tool. I hope this can help a little.

Evan O'Dell

[redleggeddevil]

Re: Teaching History to Youngsters: Is There A Proper Method?

I was Educational Curator for several small museums across the years, and as such had lots of opportunities to do hands-on historical programs. Several good points have been made in this thread, and I will throw in a few more.

1) As some have pointed out, do everything possible to make the children "put themselves in another's shoes". I would learn a bit about the town they were coming from, then ask a series of questions:
"It is 1861. What does your family do to earn a living?"
"Do you go to school? How much of the year? What do you study?"
"What familiar landmarks are still standing in the community from the year we are studying?"

They will quickly see the similarities (this works best in older towns), but will see the differences even more clearly.

2) Too little information is bad, but not as bad as too much. One of the fellows in my unit was notorious for giving a sermon where a sentence would suffice. A little girl asked him "Why is your uniform that color?" Instead of explaining that the regiments in our army all wore that shade, he launched into an incredibly detailed review of traditions, dyes, unit history and other ephemera. She stared at him blankly, then turned and walked away. She learned a lesson that day-- history is boring and complicated and it doesn't make sense. That was probably the last historical question she will ever ask.

3) Bring plenty of "stuff". Kids love stuff, and love trying to guess what some of it might be used for. I deliberately brought something obscure each time, so that they would have to work to figure out what it was.

4) If possible, help kids to find their own answer rather than always providing it. When they ask why I wear a certain item or do a certain thing, I would ask them "Why would YOU wear that or do that?" They could often reason out the answer themselves. The best example is clothing. If they laugh at the clothes I wear and wonder why they were popular, I ask them to explain current fashion to me. "Why do boys wear pants so big that they fall down? Why do people wear hats sideways, when that prevents a hat from doing what it is designed to do?"

5) Allow plenty of time for question and answer time. If you have done a good job, they will have more questions at the end than at the beginning. This also keeps you from rattling on too long and losing their attention.

6) Lastly, try to remember what made you so excited about history when you were young, then offer it with conviction, passion and clarity.

And now, having violated my own pledge to be brief, I will give over the floor.

[Rear Guard]

Re: Teaching History to Youngsters: Is There A Proper Method?

My experience with 5th graders has taught me to keep it pretty simple. They are totally unfamilar with the subject and you should not try to cover too much. I've had success with a short true or false trivia game that expressed the bizarre nature of the war. Questions like "During the war, most soldiers died in battle....true or false" gave the kids a chance to participate and gave me a chance to explain some interesting little known facts about the war. Choosing a larger kid as a volunteer and saddling him up with a loaded knapsack can be a good way to involve the audience and also gave me an opening to discuss the toughness of the common foot soldier. I used to pass out hardtack until a teacher once said that one of her students had an allergy to wheat products. That ended that.

Jeff Lawson

[Jim of The SRR]

Re: Teaching History to Youngsters: Is There A Proper Method?

I go all out on my with gear, the kids are visual learners. I bring other uniforms, caps, different color chevrons, regimental flags, guidons and a bugle. I bring extra leathers and put the on extra gear on a couple of kids and drill them. I save putting all the uniform items, shirt, vest, sack coat and my great coat on the teacher. The kids go crazy with that one. I do a full hour with out weapons since public school here prohibit weapons, the kids really don't miss them if they have enough to see.

I echo your methods. I usually use this method and it really keeps the kids interest peaked. This was with 5th grade classes.

Jim Butler

[Knapsack Matt]

Re: Teaching History to Youngsters: Is There A Proper Method?

I did a living history at my school and other schools in the area and all the kids love it. We were at Kellam High school in Va Beach doing a Fife and Drum Demo and they loved it so much they wanted to join our group.

Matt

[Shockoe Hill Cats]

Re: Teaching History to Youngsters: Is There A Proper Method?

Thanks all, again, for making some excellent points and providing insight! I have been graciously invited back to my old high school for four years now to do living history presentations for the 11th grade American Studies classes. And like I said, had a wonderful time going to my father's elementary school.

Firstly, I wasn't trying to focus specifically on 5th graders but yes, they are very dynamic and kind kids. Like Mr. Madden pointed out, they certainly are old enough so that the presenter can communicate to them without sounding too basic but then again not too complicated either. It's funny that Mr. Comer ALSO was thought to be a "real" soldier as you can see by the letter I posted above.

Ms. Clark did point out that the focus of this thread was not on the rules for bringing in a rifle or musket into the schools but rather on the methods of teaching. However, on that note I will say that I've personally never had a problem at the high school. The elementary school wouldn't let me bring it in. Like Mr. Casey, the school resource officer was present when I showed off the firearm. But last year I showed it without an officer; I guess I just earned some level of trust with the school. But like some have pointed out, rules vary with the school's own interest. And for safety's sake, watch what they are handling! I almost got a heart attack after I saw the kids rifling through my knapsack; one of which took out my period razor!

After recieving letters back from all the 5th grade classes, they seemed the most interested in:

1) The Rifle

2) The Hardtack/Bullet (of course, when I said it was HARD-tack, one had to test to see exactly how hard it was!)

3) My handknit socks (They're a little big, but not big enough for them to laugh at! )

Mr. Comer, I think I might try your "suiting up" method next time.

Thanks guys & gals,

[dwinch]

Re: Teaching History to Youngsters: Is There A Proper Method?

I recently did a school presentation for high schoolers. We opened up by singing "Tenting Tonight", talking about how companies and regiments were formed, "recruited" two students to dress as Confederate and Yankee with full gear, we then talked about the gear as they stood there at attention. After about a five minutes or so, we let them try to hold the weapon and go through the various firing commands (not with rounds, mock loading) and then we went into the food and issued items. I passed around some hardtack, parched corn, green coffee beans, slab bacon, etc. They seemed to enjoy that the best, especially before lunch (I pre-warned them of the food and that they would eat at their own risk and didn't go over so well after lunch.) After that, we asked them several little known facts and trivia of the war and answered questions. We only had 52 minutes to tell them as much as we could, so we stayed away from battles and Generals, which they should have been taught in class and focused on the individual soldier. Next year they are going to give us more time and we plan on setting up a camp outside. I hope this helps!

Dale Winch

[Parault]

Re: Teaching History to Youngsters: Is There A Proper Method?

I have done about three school lectures. One of the funny stories was from the first one my pards & I did. About two days before the presentation, I called the principal at the school we would be attending and ask about bringing our rifles. She was very cooperative. We had it all clear from the super to the principal down to the teachers involved. The morning of the presentation my guys got there early in order to set up camp. We stacked our rifles,and commenced to cooking our breakfast,and placing our tents for the kids to not only see, but to smell. Things were going very well, with the principal and the teachers coming over right before school started. They were all excited about the things that were going to take place that day.
About 10 minutes before the first class came out to where we were, the Police Chief( who I am very close friends with), came driving up along with the the super. He got out and came over laughing. When they got there, the chief said some concerned parent called not only 911 to report guns on campus but called the all of the news media. Sure enough it wasn't long before a reporter from the T.V. station called the school. Another friend of mine who is in radio, in our area called me on my cell phone and asked what was up? To make a long story short. I have learned in my area it is useful to place in our local small town paper about upcoming Civil War Days at the Jr High, as to avoid any misunderstanding.

[Bob 125th NYSVI]

Re: Teaching History to Youngsters: Is There A Proper Method?

I know someone else will post this, but DON'T let students handle your weapon.

I am trying to do a presentation for a middle school this spring, but I'm catching a bunch of flak about how I can't carry a weapon since I'm a student of the district. Anyone else gone through this?

Actually Chris when we do the two middle schools we do we do let the kids handle the weapons (unloaded) in a one-on-one case.

They school administration gives us specisl permission to bring the muskets onto the property.

We (we usually get between 15-20 guys) setup a camp with a number of different stations.

The stations include a weapons station that has a number of authentic weapons laid out for inspection.

A chaplains station, the company street, the officers tent, a surgeaon's station, a cooking demostration and a drill area.

I usually set up a location where everything a soldier might carry on him is laid out on a shelter half and I discuss the various items with the students, usually giving as I walk around putting a hat on one kid or a coat on another. The drawers gets the most laughs. The students get to look into the tents (usually one is setup for them to lie in) and we try to setup a couple of different types including a she-bang or two. While I'm talking I usually hand my musket around so kids can get an idea of the weight.

The surgeon explains medical proceedures.

The cooking demonstartion prepares and hands out food.

The Sargents and Cpls gather groups of student's together and put them through a simple drill and some field manuvers.

The captain talks about the officers roles.

And we have civilians with us to to explain how people lived in those days.

I find the more hands on the better. The kids get lectured enough in class and this is more along the lines of a lab.

[Minieball577]

Re: Teaching History to Youngsters: Is There A Proper Method?

I find the more hands on the better. The kids get lectured enough in class and this is more along the lines of a lab.

This is so dead on.

My 11th and 12th grade American Civil War students have a weekend event where they are engaged in all hands on activities including building their own fire and cook rations based on methods they learned in Hardtack and Coffee, they fire muskets with live ammunition under controlled circumstances, and witness and fire live artillery rounds under similar circumstances. It is an event they will not forget.

The part of the event that is most frustrating to them is the signal flag portion where they send signals across a field using flags they have sewn together (I reward the most authentic flags with a prize, and some of them have been fantastic reflecting a good deal of research, and a hell of a lot of hand stitches.) This portion is so frustrating to students even though we have done research on how to encrypt and decrypt the messages and how to "wig-wag" according to the reading in Hardtack and Coffee and other reseources. There is learning in frustration, however, and the students who finally master the skill are so proud of themselves, to the chagrin of the ones who are still working on it.

A short story about my last field trip, held one cold-wet day in October 2006 is posted at http://www.nwtskirmisher.com/news.shtml

[ephraim_zook]

Re: Teaching History to Youngsters: Is There A Proper Method?

Chris,

What a great opportunity for the students! Would that we could float such a program in every school district nationwide. Good deal!!

Ron Myzie

[styler]

Re: Teaching History to Youngsters: Is There A Proper Method?

The thread on interpretation is relevant to this discussion:

http://www.theauthenticcampaigner.com/forum/showthread.php?t=7870

for some.

[47thNYReb]

Re: Teaching History to Youngsters: Is There A Proper Method?

I was asked to speak at a local school to a "couple" of classes. When we set up a camp and the principal saw it, he brought the entire school out, one grade at a time. My pile of hardtack that I crumbled up for the kids was gone by the time the first graders were gone. Moral of the story - If you are going to offer hardtack, have plenty. They seem to love it better than we do.
Also, I have found that by leaving caps, powder, and lead at home that most principals will let you bring your musket. But, get permission first and have the information relayed to the school resource officer so you do not get yourself in trouble accidently. Oh, and I would speak to the principal myself rather than just get his/her approval relayed through someone else.
Thomas N. Rachal

[onemoreb]

Re: Teaching History to Youngsters: Is There A Proper Method?

I have had quite a few experiences giving "talks" to classrooms full of eager young faces. I have found that with older kids 6th and up, it is best to just take in your things and forget about dressing in period clothing. It seems they react better and absorb more when you talk to them as a teacher as opposed to a guy in funny clothes (ie. a clown to them) for them to snicker about to their friends or the girl/boy they are trying to impress. It has been most effective when groups are small, no larger than 15, and always have interesting stories from the "Late Unpleasantness" to keep their attention. These tactics seem to have worked the best for me with the older groups of students. It also works well for adults at NPS sites.

[Bob 125th NYSVI]

Re: Teaching History to Youngsters: Is There A Proper Method?

I have had quite a few experiences giving "talks" to classrooms full of eager young faces. I have found that with older kids 6th and up, it is best to just take in your things and forget about dressing in period clothing. It seems they react better and absorb more when you talk to them as a teacher as opposed to a guy in funny clothes (ie. a clown to them) for them to snicker about to their friends or the girl/boy they are trying to impress. It has been most effective when groups are small, no larger than 15, and always have interesting stories from the "Late Unpleasantness" to keep their attention. These tactics seem to have worked the best for me with the older groups of students. It also works well for adults at NPS sites.

Now see we find exactly the opposite in the same age group. The middle school kids just love to handle the clothes and stuff and they are constantly pointing out a piece of uniform and asking what it is called or made of.

Maybe that's because we are outside in a camp setting.

As to them acting up, well a lot of that depends on the education staff.

But two years ago I had a couple of older boys in the back acting up and without evening thinking about it I told them to knock it off or I'd come back there and smack them.

Maybe it pays off to be able to look above the whole crowd and down at the transgressors or maybe I have a parade ground voice but the immediately shut up and looked down. Or maybe it pays to live in socially conservative area where kids getting out of line still get popped at home.

One of the teachers later asked me how I did that and I told her they weren't sure I wouldn't.

But we engage the kids and don't lecture or talk down to them.

As an example the guy doing our cooking demonstration doesn't lecture at all. when the kids come over the first thing he does is offer them something he just cooked just like a couple of pards had wandered over the fire. After they've either accepted or rejected (and we always get a couple who try) he asks the ones who tried if they liked it and tells them what it is. Then he talks about what we are going to have for dinner and that gets them going.