Students not doing the reading assigned for homework seems to be an eternal challenge for every teacher. Failure to do the reading stunts classroom discussions, prevents students from learning and understanding the material to an adequate depth, and does nothing to help students build literacy skills.
Let’s face it, ancient history isn’t the easiest subject to get middle and high school students excited about.
I have wondered, especially this past year, why many Americans dislike their government because they think it intrudes on their freedom, and why many Mexicans and Latin Americans mistrust their governments because they think they are corrupt and abuse their power. How did both societies come to have those specific relationships between the individual and government?
This article covers the influence of Catholicism in shaping the form and philosophy of government in Latin America, affecting how Latino students and their families think and feel about government. Tapping into that prior knowledge and experience, and prompting students to seek these connections between history, government, and their personal lives and cultural backgrounds is a unique and powerful way to engage and sustain the interest of young students.
It’s not a stretch to say that Hispanic/Latino students have an ancestral background in the subjects we teach.
A few years ago, I got caught up in a controversy that changed the way I teach.
I have the privilege of working with teachers across the country and I often hear the refrain that too many students are just not reading on level.
History/social studies teachers know they have to cover, at some point, Africa in world history courses and the African American experience in U.S. history courses.
More and more often, history teachers are being asked to structure their curricula thematically as opposed to chronologically, in hopes of increasing student engagement and facilitating comparison among multiple perspectives.