Moving the Past Forward

Abstract

What do you do with the student who says she hates history, yet watches The History Channel every night? What do you do with the student who is underachieving in social science but has visited every battlefield in Virginia? Our curriculum frameworks and pacing guides suggest a chronological, fact-based approach to teaching and learning history, but is that the best way? Curriculum leaders and teachers must know and make better decisions with respect to what are the most important concepts, principles, and skills that students should know and be able to do. How might we better address the strengths and talents of all of our students while not leaving anyone behind? How could we revise or enhance our existing history curriculum to make it more engaging and challenging for our students? How can we, in effect, bring the past forward and help our students see the cycles and themes that make up the history of the American people? We in gifted education are aware that curriculum that emanates from a textbook is rarely engaging for gifted students but, according to a recent article in Salon.com, now we must acknowledge that it is often as lifeless and boring for typical students as well. A recent federally funded grant project focused on using the curricula and pedagogy of gifted education with students in Title I elementary and middle school U.S. history classes across two states. This article represents our collective journey from textbook-based, uninspired curriculum units to dynamic, engaging, and challenging stories told by historical participants with multiple perspectives for budding historiographers of diverse opinions and abilities.