Thanks for your approach. I had one or two teachers who instilled a lifetime love of reading, enough logic and critical thinking to connect the dots, and to trust my own conclusions. The dumbest thing I ever heard: A 20 something shrieked, “That happened before I was born!!!” as the natural excuse for why she never heard of the thing. I don’t know if you can teach curiosity, since blasé blasé is such a self defense, but it sure can be pounded out of kids.
When I hear that in class, I laugh at them in front of everyone and usually say something like, "Do you want to be led around by your nose your whole life?"
Some get it. Some don't. Everyone shuts up though. :)
You sound like the professor that I often yearned for but seldom met. In my second college career (after I graduated from the Army), I changed my approach.
“Seek out the best and brightest. Regardless of what they’re teaching, just take the fucking course. What you’ll learn is far beyond the syllabus.”
You are absolutely on the right track. If I were a kid again I would kill to get your class. History was always A+ for me. Wish there were more teachers like you.
Love this. It reminds me of my old teacher Latin/ancient Greek used to say that Latin is like lifting a 100kg weight. Add 20kg and you’ve added Greek. And he did all he could to make/keep us enthusiastic.
If you get em for a third class - I'd suggest the history of Russia from the Serf's being granted freedom to the Communist Revolution.
As much as the French Revolution matters arguably more to our modern history, I don't think high school students have the philosophy to understand exactly why a war in France matters. The Economic and philosophic theories are pretty intense and take a bit to see how drastic they were at the time, when they're the air most people breath today.
But, now, the Communist Revolution, that is one that still has wide ranging impacts today, still has the economic and philosophy, but is just different enough that it won't confuse a high school student. Yet is difficult to grasp because it's still bled over and affects us, and helps them reject the idea that Russia is still communist. Plus it ties into a TON of the 1900's history, such as the Spanish Civil war, WW2, and will give them a ton of context for other conflicts that they encounter and learn about in life.
Hey 'teacher' I know a very resourceful person to get some info from spanish civil war, Miguel Amorós.
Of course, his info has nothing of neutral.
He made an effort of interviewing a spanish civil war 'veteran'. First hand account, is there something more valuable than that?
Your pupils will love that.
Un Relato Patético - Joaquín Pérez
The very important lessons the experienced anarchist veteran gives are:
"Joaquín had devoted his entire life to the “idea”, to anarchy, that social phenomenon that is manifested, as Elisée Reclus recalls, wherever sincere men rebelling against imposed rules of any kind, voluntarily unite mutually to teach one another and to reconquer part of their lives and satisfy their own needs without masters. The “idea” gave meaning to his life and the Spanish Revolution of 1936 was its last appearance in history. Recalling the revolutionary civil war, that open struggle worth remembering, which no one can erase, and the experience of libertarian communism that he was there to enjoy in Pina and Gelsa, Joaquín rendered homage to all those brave Spanish and foreign anarchist comrades who, each and every one, died for the freedom of the world. Today’s rulers do not want anyone to know that we workers defeated the military. And thus, ignorance of these feats implies a disgrace and a setback for young people, those of today and those of tomorrow, the legitimate heirs of an example that must serve as a beacon. According to the stalwart judgment of Joaquín, the anarchists and anarchosyndicalists were the vanguard of that revolution, which was ruined by the perfidy of a corrupt and dictatorial republican government, the counterrevolutionary and criminal activities of the communists, and, finally, due to the betrayal of the leaders of the CNT and the FAI, who not only beheld all this and remained silent, but collaborated: the most suitable word I can find to depict this false step of the collaborationists is BETRAYAL."
Brother this was such a cool thing to read! As you know I have a history degree and I’ve never heard the concept of learning history explained so well. More importantly I recall having maybe 2 teachers in grade school and maybe 2 in college that had an impact,and the impact was huge. This is the long game, if we had a few thousand educators kicking ass like this our country would slowly change for the better. This is more important service to what America is supposed to be than my 22 years of Army service. BIG TIME! You let me know how I can help. That area you’re in is pretty hard for a kid to bust out of. I’m very interested in giving these young ones more opportunity.
From where I see it, let's give them a reason not to bust out of it. Lots of folks already go to school or trade school or jobs with the intention of returning to the county.
I'm involved in the debate club, theatre, and STEM clubs as well. Myself and several other teachers have noticed... a localist vibe, more so than before. We'll see where it goes.
For now, I have to keep doing good work and building rapport here. Next year, my third, will be a major one.
Bloom where you are planted. Part of your luck seems to be this freedom in developing the curriculum. My personal ancient history of being taught history was a chronological order of 20 some subjects. Roman history was one and the SCW was a part of the WW1 era. How do you expand these two subjects and fill the school year and why theses two? Here is a typical objective of a college semester course on the Roman Empire. What do you think? How does your approach compare to the method you were taught in high school and college?
LEARNING OUTCOMES:
Identify the main phases and historical characters of Roman History
Develop an understanding of the geography and peoples of the ancient Mediterranean
Understand and contextualize some of the major Roman works of art and architecture
Identify the strengths, and weaknesses of written documents as sources of factual information
Glean historical knowledge from a wide range of written and material sources
Develop cohesive historical arguments
Understand and analyze the impact that the classical world has on modern culture and politics.
How do you expand these two subjects and fill the school year and why theses two?
Background and details. There's such a wealth of information I can easily fill the semesters.
Here is a typical objective of a college semester course on the Roman Empire. What do you think?
I like it. Instinctually, this is what I'm doing. I'll probably use this to formalize a little more for next year.
How does your approach compare to the method you were taught in high school and college?
Great question. I'll have to think it through carefully. I can say for certain it mirrors a lot of how Dr. Pantsov taught, along with the psych department. In high school, as much as I hate to say it, the youth group had some solid philosophical thinkers. That's where I was introduced first to the Greeks, Aurelius, and so on.
Hi. Not me. I did not really get into it that much. I kind of tried to finesse it. I was too smart for anybody. So I do not think I ever really learned to do the "scholar" type thing when I was in school. I did it later, starting ten years after school, when I received into my mind a new insight in Economics. Which I try to touch on here. I am still way behind you as a scholar and probably always will be. What I noticed, when I did try to "reach out" was that there were certain expectations, a sort of social communication code. And I was not in the club, partially because I did not understand what scholars do and partially because of this sort of "academic club" that I could not penetrate/join. I could initially interest a few scholars (two were definitely answering my emails for awhile) but the academic CULTURE just defeated me. You are so lucky to have a creative situation where you are. What you are doing (in h.s., right?) is probably almost unheard of at the college level.
I'm with you man. I tried to get a gal called "Curious Butterfly" to learn to think better. What I discovered was that she didn't want to do that. Not everybody wants to, or I think it is better the way you understand it. I did not find the way to make her like thinking; I never convinced her. She still clicks 'Like' on some of my stories but the project we were doing is on hold. I am not interested anymore either. It didn't really work. Now I will move on to "Counter-Intuitive" whom I also have had some contact with in the past.
At risk of taking away from the pursuit of reading, I would recommend Mike Duncan’s excellent History of Rome podcast as a supplemental source (I believe he also includes bibliography references on the website) and his follow on book, The Storm Before the Storm.
Thanks for your approach. I had one or two teachers who instilled a lifetime love of reading, enough logic and critical thinking to connect the dots, and to trust my own conclusions. The dumbest thing I ever heard: A 20 something shrieked, “That happened before I was born!!!” as the natural excuse for why she never heard of the thing. I don’t know if you can teach curiosity, since blasé blasé is such a self defense, but it sure can be pounded out of kids.
When I hear that in class, I laugh at them in front of everyone and usually say something like, "Do you want to be led around by your nose your whole life?"
Some get it. Some don't. Everyone shuts up though. :)
You sound like the professor that I often yearned for but seldom met. In my second college career (after I graduated from the Army), I changed my approach.
“Seek out the best and brightest. Regardless of what they’re teaching, just take the fucking course. What you’ll learn is far beyond the syllabus.”
Very similar to my favorite adage: If you're the smartest one in the room, you're in the wrong room.
You are absolutely on the right track. If I were a kid again I would kill to get your class. History was always A+ for me. Wish there were more teachers like you.
Love this. It reminds me of my old teacher Latin/ancient Greek used to say that Latin is like lifting a 100kg weight. Add 20kg and you’ve added Greek. And he did all he could to make/keep us enthusiastic.
Hope you can instill that same spirit.
I’ll be following closely.
To repeat a probably well-worn phrase: I wish there were more like you both when I was in class and now.
If you get em for a third class - I'd suggest the history of Russia from the Serf's being granted freedom to the Communist Revolution.
As much as the French Revolution matters arguably more to our modern history, I don't think high school students have the philosophy to understand exactly why a war in France matters. The Economic and philosophic theories are pretty intense and take a bit to see how drastic they were at the time, when they're the air most people breath today.
But, now, the Communist Revolution, that is one that still has wide ranging impacts today, still has the economic and philosophy, but is just different enough that it won't confuse a high school student. Yet is difficult to grasp because it's still bled over and affects us, and helps them reject the idea that Russia is still communist. Plus it ties into a TON of the 1900's history, such as the Spanish Civil war, WW2, and will give them a ton of context for other conflicts that they encounter and learn about in life.
Good on you for being an interesting history teacher who doesn't just get ghettoed in AP for the interested kids in the first place.
Haha. I had one AP World class this year.
Not sure if it’s happening next year.
Not to dis AP, at all. The AP History kids actually seemed interested, where I went. As a Calc and Lit guy, I was like, wut? Lol, in any Case.
Hey 'teacher' I know a very resourceful person to get some info from spanish civil war, Miguel Amorós.
Of course, his info has nothing of neutral.
He made an effort of interviewing a spanish civil war 'veteran'. First hand account, is there something more valuable than that?
Your pupils will love that.
Un Relato Patético - Joaquín Pérez
The very important lessons the experienced anarchist veteran gives are:
"Joaquín had devoted his entire life to the “idea”, to anarchy, that social phenomenon that is manifested, as Elisée Reclus recalls, wherever sincere men rebelling against imposed rules of any kind, voluntarily unite mutually to teach one another and to reconquer part of their lives and satisfy their own needs without masters. The “idea” gave meaning to his life and the Spanish Revolution of 1936 was its last appearance in history. Recalling the revolutionary civil war, that open struggle worth remembering, which no one can erase, and the experience of libertarian communism that he was there to enjoy in Pina and Gelsa, Joaquín rendered homage to all those brave Spanish and foreign anarchist comrades who, each and every one, died for the freedom of the world. Today’s rulers do not want anyone to know that we workers defeated the military. And thus, ignorance of these feats implies a disgrace and a setback for young people, those of today and those of tomorrow, the legitimate heirs of an example that must serve as a beacon. According to the stalwart judgment of Joaquín, the anarchists and anarchosyndicalists were the vanguard of that revolution, which was ruined by the perfidy of a corrupt and dictatorial republican government, the counterrevolutionary and criminal activities of the communists, and, finally, due to the betrayal of the leaders of the CNT and the FAI, who not only beheld all this and remained silent, but collaborated: the most suitable word I can find to depict this false step of the collaborationists is BETRAYAL."
https://theanarchistlibrary.org/library/miguel-amoros-a-look-at-the-past
You can look up more of Amoros' writings in anarchist library and libcom.
I also recommend George Orwell accounts on the spanish civil war, the pupils certainly will love that too.
The lesson from that war is to not trust hardliner commies as well as reformists, to hell with them.
Nice!
I’ve used Orwell already. He kindled my love for the subject.
Thanks for the new guy. The less “objective” the better, honestly, because then I can show kids how that works! :)
Heck, I wish I took your class.
Brother this was such a cool thing to read! As you know I have a history degree and I’ve never heard the concept of learning history explained so well. More importantly I recall having maybe 2 teachers in grade school and maybe 2 in college that had an impact,and the impact was huge. This is the long game, if we had a few thousand educators kicking ass like this our country would slowly change for the better. This is more important service to what America is supposed to be than my 22 years of Army service. BIG TIME! You let me know how I can help. That area you’re in is pretty hard for a kid to bust out of. I’m very interested in giving these young ones more opportunity.
From where I see it, let's give them a reason not to bust out of it. Lots of folks already go to school or trade school or jobs with the intention of returning to the county.
I'm involved in the debate club, theatre, and STEM clubs as well. Myself and several other teachers have noticed... a localist vibe, more so than before. We'll see where it goes.
For now, I have to keep doing good work and building rapport here. Next year, my third, will be a major one.
You'll get nothing but encouragement from my corner of Stackland.
For all my historical meanderings, most of my attention has focused on the Ferdinand/Isabella period. I look forward to the tour you intend for us.
Bloom where you are planted. Part of your luck seems to be this freedom in developing the curriculum. My personal ancient history of being taught history was a chronological order of 20 some subjects. Roman history was one and the SCW was a part of the WW1 era. How do you expand these two subjects and fill the school year and why theses two? Here is a typical objective of a college semester course on the Roman Empire. What do you think? How does your approach compare to the method you were taught in high school and college?
LEARNING OUTCOMES:
Identify the main phases and historical characters of Roman History
Develop an understanding of the geography and peoples of the ancient Mediterranean
Understand and contextualize some of the major Roman works of art and architecture
Identify the strengths, and weaknesses of written documents as sources of factual information
Glean historical knowledge from a wide range of written and material sources
Develop cohesive historical arguments
Understand and analyze the impact that the classical world has on modern culture and politics.
Let me take a shot at these in turn.
How do you expand these two subjects and fill the school year and why theses two?
Background and details. There's such a wealth of information I can easily fill the semesters.
Here is a typical objective of a college semester course on the Roman Empire. What do you think?
I like it. Instinctually, this is what I'm doing. I'll probably use this to formalize a little more for next year.
How does your approach compare to the method you were taught in high school and college?
Great question. I'll have to think it through carefully. I can say for certain it mirrors a lot of how Dr. Pantsov taught, along with the psych department. In high school, as much as I hate to say it, the youth group had some solid philosophical thinkers. That's where I was introduced first to the Greeks, Aurelius, and so on.
Hi. Not me. I did not really get into it that much. I kind of tried to finesse it. I was too smart for anybody. So I do not think I ever really learned to do the "scholar" type thing when I was in school. I did it later, starting ten years after school, when I received into my mind a new insight in Economics. Which I try to touch on here. I am still way behind you as a scholar and probably always will be. What I noticed, when I did try to "reach out" was that there were certain expectations, a sort of social communication code. And I was not in the club, partially because I did not understand what scholars do and partially because of this sort of "academic club" that I could not penetrate/join. I could initially interest a few scholars (two were definitely answering my emails for awhile) but the academic CULTURE just defeated me. You are so lucky to have a creative situation where you are. What you are doing (in h.s., right?) is probably almost unheard of at the college level.
Yup, high school freshman to be clear (lol).
Academics are busy. I get that. In a way, I’m reminded of Brian May:
“Astronomy is a lot more fun when you’re not an astronomer.”
I’m not a scholar per se at my job. :P
I'm with you man. I tried to get a gal called "Curious Butterfly" to learn to think better. What I discovered was that she didn't want to do that. Not everybody wants to, or I think it is better the way you understand it. I did not find the way to make her like thinking; I never convinced her. She still clicks 'Like' on some of my stories but the project we were doing is on hold. I am not interested anymore either. It didn't really work. Now I will move on to "Counter-Intuitive" whom I also have had some contact with in the past.
Good luck!
Perhaps return to CB later and see if there's any change. Perhaps a seed or two has sprouted.
Best wishes from Comunidad Valencia. Birthplace of Anarcho-syndicalism (Catalunya, Aragon, Valencia and Andalusia).
The Spanish Civil War was sexy
Sexy huh? Well in reality people were dying of hunger. It was sexy from a distance, like a book of Hemingway - For Whom The Bells Toll.
It was a joke. Not a good one, unfortunately.
Jokes are welcomed and encouraged at all times.
I’m exited for you and envious of your students.
At risk of taking away from the pursuit of reading, I would recommend Mike Duncan’s excellent History of Rome podcast as a supplemental source (I believe he also includes bibliography references on the website) and his follow on book, The Storm Before the Storm.