A RELEVANT APPROACH TO HISTORY (AT-RISK LEARNERS)

Appropriate for grades 7-12.

OVERVIEW:  The impact and relevance of historical occurrences

often baffle the young learner as his dealing with time has been

brief.  The explanation of time, itself, leads the learner into a

confusing dimension.  Each learner notes that clock hours are the

same for everyone, yet can perceive of the "feeling" of time

moving slowly during a lecture or passing by quickly while

enjoying a long awaited spring break?  By adolescence, most

learners have experienced "time getting away from me"  or the

feeling of "never ending moments".  What adult has not been faced

with the question that begins, "Back in your day...."?  To teach

history is to gain a relevance and perspective on time and the

impact of events.

One of the characteristics of the at-risk learner (defined as a

learner, though having the academic ability to do so, may not

complete the requirements for course work leading to graduation)

is a feeling of isolation.  He often exhibits a lack of

perspective of his immediate environment, time lines and his role

within society.  To attempt to present the components of history

to a student who is not dealing with the present suggests many

complicated obstacles.

PURPOSE:  The purpose of this exercise is to assist the at-risk

learner in gaining a perspective and impact to his environment.

The study of individuals and societies will help the student

develop an awareness of the differences and likenesses of people

as they seek adventure, security and the conquest of their

environment.  These commonalities may assist the learner in

realizing his own potential for impacting his environment,

developing an appreciation for the accomplishments of others and

securing his own sense of identity and self worth.

OBJECTIVES:  Students will be able to:

 1.  Identify by date, impact and stage of United States

     development at least three major inventions, discoveries,

     famous people, or events.  (Ideas:  electricity, space

     travel, Mr. Abraham Lincoln, The Stock Market Crash)

 2.  Identify by name, accomplishment and impact the presidents

     and/or key historical figures from his date of birth to the

     present.

 3.  Identify by name, accomplishment and impact the presidents

     and/or key historical figures from the dates of his parents'

     births to the birth of the student.  (This could be continued

     back to the grandparents)

 4.  Identify the requirements (age, residency, etc.) for

     individuals seeking and holding public office.

ACTIVITIES: 

 1.  Often, civic leaders and government officials seem elite,

     unapproachable and representative of a world much different

     from the perceived world of the at-risk learner.  These

     barriers must be broken down to disclose the "humanness" of

     people in power.  Have civic officials, legislators and other

     public service representatives visit with the students and

     answer questions.  Include such information as background,

     education, changes their lives might have taken,

     professional accomplishments and personal goals.  Most

     individuals are willing to be open with students, allowing

     the students to realize the frailties and methods of

     overcoming obstacles to reach goals and become successful.

     In conjunction with the activity above, have students

     research elections in which only a few votes determined the

     outcome of the election.

 2.  Have student do a family tree, including great great

     grandparents, if possible.

     Relating to the activity above, have students parallel a time

     line of presidential candidates to the time line of family

     members.

     Continue the analysis above with other noteworthy

     individuals, discoveries, inventions and events.

 3.  Have student select one individual from his family tree and

     write a diary-like paper to reflect what impact individuals,

     discoveries, inventions and events possibly had on his life.

     If possible, a relative may be interviewed to expand this

     activity.

     Interview a younger child.  Grades three (3) and four (4)

     students are fairly open and uninhibited.  The student should

     be able to gain a perspective of the changing perception of

     time as a person lives longer.  This activity can be

     extended or reversed to interview an elderly individual.

 4.  Have student "alter" his own time line by "sliding" his birth

     date back or forward ten (10) years.  Have the student

     predict changes in clothing styles, activities, career goals,

     etc.

     Have student create a possible marriage and family of his

     own.  Have him predict events, discoveries and inventions

     which he might experience during his life time.

     The activity above can be projected to predict thy year the

     student will become a grandparent and predict what events

     might occur.

 5.  Viewing the movie "It's A Wonderful Life", have the student

     identify an event in his own life where his absence would

     have altered the outcome.  This can only be done after the

     teacher is comfortable with the students as many at-risk

     learners do not feel themselves to be worthy and may use this

     opportunity to reinforce this.  Therefore it is an activity

     that should be done with supervision for this particular type

     of learner.

RESOURCES/MATERIALS NEEDED:  The activities in this exercise do

not require additional materials or texts, simply direction from

the teacher.  An important consideration in presenting any

materials to at-risk learners is a strong understanding and

rapport between the students and teacher and the timing of the

presentation of concepts, activities and information.  Some ideas

are listed below to help stark your own:

Film:  "It's a Wonderful Life", starring James Stewart and Donna

Reed, circa 1940s.

TYING IT ALL TOGETHER:  Perhaps one of the most fundamental needs

of all people is the need to have a feeling of belonging,

acceptance and self-worth.  To know that our existence has an

impact and meaning.  Many young children are dealing with the loss

of such security.  History reflects the accomplishments, the

aspirations, the failures of other people much like ourselves.  By

linking these commonalities, students may be encouraged to learn

more from those individuals who walked before and influenced their

environment.  Armed with this knowledge, perhaps they will be

better prepared to accept their responsibility and make a

difference in their world.