Do your summer family plans include visiting a United States historic site with your children? If not, perhaps it is time to rediscover a less-trodden path.

Although history presents a treasure trove of knowledge, visits to historical sites in the United States are decreasing. In fact, a study reported by the American Academy of Arts and Sciences in 2016 found that “The percentage of people reporting at least one [historic site visitation] in the previous year fell by more than a third from 1982 to 2012, with declines across most age groups.[1]

Statistics also show that the number of students pursuing a history major has declined more than for any other major. [2] Perhaps this to some extent reflects public education’s  focus on encouraging Science, Technology, Engineering and Mathematics (“STEM”) skills to prepare learners for the 21st Century job market. Moreover, over the past several years state testing has focused primarily on assessing mathematics and reading skills.  

Although the study of History may seem to be on the educational “back burner” these days, it remains critical that today’s children — tomorrow’s leaders — have a deep understanding of their past and learn from the lessons it teaches. Visiting historic sites is an engaging way for parents to nurture our children’s appreciation and understanding of the past, as well as the experiences and perspectives of those from different cultural backgrounds. 

If you are traveling “back in time” this summer, here are 8 suggestions to enrich your child’s understanding of history by maximizing your visits to historic places:

1). Explore the Website: Before visiting a historic site, check the website to find information about tours, maps, and special events that may be happening on the day of your visit. If pictures are available, take a virtual tour of the site with your child and ask him or her to identify points of interest for the visit. (See, for example, the Cahokia Mounds State Historic Site – Collinsville, Illinois)

2). Visit the Library: Before your visit, shop the library for books about the site(s) you plan to explore on your adventure. Display the books in your home where your child can access them and read about the site. (Be creative and look for books from multiple genres: non-fiction, poems, fiction, and picture books that may talk about the place you are visiting.)

3). Bring Background Music: What music did the people who inhabited your site at the place and time enjoy/create? To enrich the experience, bring some relevant music along for the car ride!

4). Choose/Map Specific Points of Interest: Before visiting, show your child a map, book, or website about the site.  Your child should pick 2-3 points of special interest to him/her. If there is a site map, be sure to ask your child to locate points of interest and use the map to find it when you are at the site.  

5). Talk About Perspectives/Points of View: Frequently, a historic site will present events from a variety of perspectives/viewpoints that represent different cultures, roles, and socio-economic groups. Challenge your child to identify different perspectives represented at the site (for example child vs. adult; minority perspectives; socio-economic). Role play by having each family member take 30 minutes to view the site “in the shoes” of another person-(e.g. a woman who lived at the time, an indigenous inhabitant, a government leader, a child, an immigrant). Respectfully share your thoughts, revelations, and questions; this may open additional questions for your family/child to explore and research after the visit. 

6). Encourage Questions: Have your child brainstorm several questions he/she may have about the historical site and choose 2-3 questions to answer on the visit. Your child should record these questions and look for the answers during your tour. With your supervision (and as appropriate), encourage your child to ask questions of tour guides/volunteers as needed to direct them to answers and/or collect additional information.

7). Try a Recipe: Research recipes from the time period and/or region of the historic site. (Sometimes recipes are available on site-for example in a pioneer village.) Try a recipe in your kitchen at home.

8).  Keep a Travel Journal: Keep a family scrapbook of the historical sites that you have visited.  Include maps of the sites, pictures, and notes about observations made on your visit. In the back of the journal, create a page of sites that are on your list to explore in the future.   

*For historical sites to visit in Illinois, explore the Illinois Office of Tourism Website-Historic Sites in Illinois

Footnotes:

[1 ]”Humanities Indicators,” American Academy of Arts and Sciences, Feb. 2016. Retrieved at https://www.humanitiesindicators.org/content/indicatordoc.aspx?i=101

[2] Schmidt, Benjamin, M.“The History BA Since the Great Recession.” Perspectives on History. The American Historical Association. November 26, 2018. Retrieved at: https://www.historians.org/publications-and-directories/perspectives-on-history/december-2018/the-history-ba-since-the-great-recession-the-2018-aha-majors-report

The following is a summary of this morning’s attempt to make “easy” holiday fudge

(1).  While mixing ingredients, I discovered that I bought “evaporated milk” instead“sweetened condensed milk.”

(2). While trying to substitute “evaporated milk” for “sweetened condensed milk” by boiling the evaporated milk with sugar, I observed as the concoction overflowed over the stove and onto the floor–a very sticky mess!

(3). While cleaning up the mess, I noticed that I melted the wrong kind of chocolate chips in the microwave.

(4).  While pouring the whole, sad mixture into the pan to refrigerate anyway, I realized that I forgot to spray the pan with non-stick coating as the recipe required.

It was a clear disaster, but I’m gearing up to try it again…  

Why not just pan the whole thing?  What could possibly make me want to try again when something that is clearly “easy” for others is so difficult for me? Perhaps I am energized by a few boosts that teachers may find particularly helpful when supporting struggling students:

• A yummy looking picture of completed fudge: A clear goal in mind about what I am trying to achieve.
• My desire to include the fudge with a box of cookies that I am mailing to my brother: An authentic, personally relevant context.
• A walk to the store today, in which I will focus on purchasing the correct type of chocolate chips and a can of the correct “sweetened condensed milk”: A chance to segment the task into smaller, more manageable sections.
• Stepping away from the fudge disaster to write a blog post: A break to recharge and to rebuild confidence.
• Per my husband’s suggestion, thinking about heating up my creation to make splendid hot fudge sundaes. An opportunity to engage in creativity and high level thinking skills regardless of learning level.

Perhaps the most impactful way to gain perspective about how to help students to overcome learning challenges is to reflect upon what keeps us going when we “fudge it.”

As a former gifted teacher and gifted program coordinator, I recognize the importance of identifying gifted and high-ability students for accelerated and/or enriched classes to meet learning needs. Nevertheless, educators in districts fortunate enough to have gifted programming must not imprison themselves and their students in the “Gifted Identification Trap.” This trap is sprung when high level differentiation and knowledge of gifted pedagogy is undervalued for grade level classrooms because identified students leave the classroom for accelerated/gifted instruction.

For example, let’s take the case of a fourth grade classroom teacher—we’ll call her “Ms. Solo.” As Ms. Solo begins the school year, she glances at her class list with highlighted names of five students identified for the “gifted program.” At 9:57 a.m. she chirps, “Time to switch classes for math!” Five students scoop up their newly polished pencil cases and leave to meet with the “gifted teacher.” Now, Ms. Solo is free to focus on meeting the needs of the rest of the students.

…that is, if she can dislodge herself and the students seated in front of her from the tentacles of the “Gifted Identification Trap.”

Let’s meet some of the rest of the students:

• Melinda just missed the gifted program by a point on her testing. Although they may have appealed, her parents decided not to do so.
• Jimmy has lived in the United States for three years after arriving from Mexico. At the time of his arrival, he knew no English and Spanish is spoken at home. He has already obtained average scores on his reading tests, and his math performance is above-average. He has a passion for writing stories.
• Tina is an African American student with a single parent who is a manager at a local restaurant franchise. Tina scores above average in mathematics and loves to write her own math problems. She taught her third grade classmates to design and build model cities out of cardboard.
• Tom can tell the class anything about birds. He has read every bird book in the library and has memorized 70 bird calls. He loves to solve equations and does so at a sixth grade level. However, he is slow at solving fact problems and his inconsistent scores did not place him in the gifted program.

Given the opportunity, could Melinda, Jimmy, Tina, and Tom also thrive in accelerated or enriched classes? If grade level instruction best meets their current needs, what differentiation support would be appropriate?

As this scenario suggests, “giftedness” includes so many facets and definitions that establishing equitable, defensible measures to identify them creates a complex and sometimes sticky web. In fact, despite years of research and debates about the best ways to identify gifted students, too many children with high potential are “missed.” A persisting “Excellence Gap,”–a difference in high level academic achievement between subgroups, such as low-income/high-income is one compelling manifestation of this reality. [1]

Fortunately, the story of Ms. Solo and her students has a happy ending because they steer clear of the “Gifted Identification Trap.” This is because administrators and teachers in Ms. Solo’s district reserve resources and energy to move beyond the “identification” protocol for developing talent and meeting learning needs. In addition to establishing an equitable identification process based on multiple measures, Ms. Solo’s district does the following:

• Professional Development: The district requires professional development for all teachers that focuses on identifying and meeting the needs of gifted learners including those with twice special needs and those from underserved populations [2].
• “Watch List” for Students Who Demonstrate Potential: With professional training, teachers like Ms. Solo are encouraged to look for students who exhibit gifted characteristics, achievement, and/or learning potential that may not be demonstrated through their test scores. The teachers might refer these students to the gifted program and/or put their names on a “watch list” for classroom differentiation and encouraged participation in school enrichment opportunities.
• High Level Instruction: For students of all learning levels, teachers have resources, participate in book studies, and engage in professional development to provide instruction that builds critical thinking skills, engages students in high-level questioning, discussion, and problem-solving.
• Enrichment Opportunities: The district provides an after school enrichment program for all students, including those in the primary grades, to interview adult “mentors” in STEM and other professional careers, participate in hands-on mathematics problem-solving and science experiences, and develop creative interests.
• Parent Outreach: As part of its outreach, the school offers a parent coffee, evening program, and a newsletter that provides information about enrichment opportunities through libraries, museums, corporations, and the local park district. Any scholarship or transportation options are also presented to assist with practical considerations. Notification is translated as appropriate for families who do not speak English.
• Student Growth Monitoring: The district monitors the growth of all students, including those in the gifted program, and regularly re-assesses and develops accelerated programming to insure that instruction continues to match student learning needs.

Although the story of Ms. Solo and her district is fiction, the implications are real. As we struggle to meet the needs of diverse high ability learners, we must avoid sinking into the “identification trap” quicksand. Let’s not miss any opportunity to grasp a low-hanging branch and unleash the amazing potential in all of our students.

[1] See Plucker, Jonathan A. and Peters, Scott J. Excellence Gaps in Education. Cambridge, MA: Harvard Education Press (2016).

[2] The Every Student Succeeds Act (“ESSA”) requires that training to meet the needs of gifted students is addressed in district and state plans. Title I funds may also be used to identify and serve gifted and talented students. Title IV funds also available for providing enriched opportunities for students in underrepresented subgroups. Illinois Association for Gifted Children (“IAGC”) Website, https://www.iagcgifted.org/Every-Child-Succeeds-Act.

Last week, I packed up my classroom after ten years of teaching to begin a new chapter in my career as an elementary school assistant principal/gifted coordinator.   Perhaps because these years have been so full, I was surprised that the boxes and bags I packed fit so easily into the trunk of my car.

What am I taking from my teaching experience to my new role as an administrator? I prefer to travel light, so I’ll condense it down to one item – respect for this beautiful, challenging, and impactful profession.

Whether making a U-Turn or simply changing lanes, it can be difficult to take a new road in life. Years ago, when I “packed up” my career as a lawyer to follow my dream of becoming an elementary school teacher, I worried that others would think I “failed in the law.” When I shared this concern with my education program advisor, his wise response emboldened me: “Yes, they will…Do it anyway.”

So I did it anyway. And over the last ten years, I have developed a profound respect for teaching. A teacher’s work is never done, and there is always more to learn.

As a teacher, I’ve learned that a positive classroom community that welcomes diversity and builds trust is essential for learning. Without such a community, instruction is like dancing on air, and it can’t last very long.

Moreover, I’ve discovered that when students come to school, teachers cannot always “see” their joys and sorrows.   We do not see all of our students’ interactions with others, and we may even have difficulty seeing their talents, struggles, and obstacles that they have already overcome. When working with students, I have learned to acknowledge these sight limitations.

But despite such challenges, I’ve found that teachers can and do make a difference, and it is the wonderful relationships we build with students, families, parents and colleagues that make it all happen.

As I pack up my classroom, I am bringing along a respect for teachers everywhere.

I don’t have many boxes or bags, but my heart is full to bursting.