There are many good reasons to teach history to high school students, and not the least of those is to teach disciplinary thinking. Professor Jeffrey D. Nokes expressed the correct sentiment in 2012 in his article for Education Week:
“Like their peers who provide opportunities for students to mimic professionals, history teachers need to design instruction that immerses students in historian-like reading, thinking, and writing. Just as students in a shop class use the materials, tools, strategies, and vocabulary of real-life woodworkers, students in a history class need exposure to the materials, tools, strategies, and vocabulary of historians. Such exposure is especially needed at a time when the Internet makes available to all readers a wide range of sources of varying credibility. Students must be equipped to analyze and evaluate such information. After all, this is how historians spend their time.”
Once you’ve made the decision to set aside purely academic endeavors, like content coverage and timed exams, students begin to understand history and how to think and act like historians. And their engagement and creativity come through in their work.
Here’s one way that I have used Project-based Learning in my U.S. History class to help students understand the 20th century and how to think and act like a historian. I presented the students with a challenging “Driving Question”, that suggested to them that they would need to become published authors about the Cold War. Their work blew me away, and you can see it on the iTunes Store (link at the end of this post).
Link to the students’ iBooks: https://itunes.apple.com/us/artist/mike-gwaltney/id950865027