Comparative Analysis of Teaching American History in Middle School

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This semester I observed two American history lessons. The grade levels were 7th and 8th grade. The lessons were taught differently and the teachers used different approaches and strategies. Both classrooms had active class participation and engagement. Observing these classes has offered me new insights on teaching American history to different grade levels.
The first class I observed was a 7th grade American history course. The topic that was being taught was the Bill of Rights and the 27th amendments. The teacher created a project for students that they have been working on a few days prior to my visit. The project required students to work in collaborative groups of five. The teacher created a scenario in which there was a new constitutional …show more content…

The teacher was teaching a unit on World War I. The class began the class with a do-now. The do-now included a question students had to answer and discuss with their groups. The question asked students if they believed the U.S should get involved in the global conflict? Students were seated in groups of three. The groups had active participation. The teacher walked around the classroom observing groups and checking homework from the night before. The teacher asked groups to share their thoughts and defend their position. This led to a group discussion. The teacher then turned their attention to an upcoming project on World War I. Students would be working on the project for the next month. The project included 5 choices and students would pick one that best fits their interests and learning styles. Students could create a propaganda poster, write a letter as a soldier, re-enact a scene or event from the war, create a video, or write a research piece. The project would involve students looking at primary documents and research to create their project. The teacher modeled the different projects and provided templates students can use on their project. She also provided students with examples they can use. The teacher also left the project opened and asked students if they had any other ideas for the project that they can come talk to her. She then asked if students had any ideas of which project they want to do. Students responded and seemed eager about the project and all the choices they had. Then the class turned their attention to the Power Point. Students have already started reading about the U.S neutrality and ways in which the U.S was getting pulled into the war. The Powerpoint included visuals and primary quotes of different historical figures who were for and against the U.S entering the war. The teacher handed students whiteboards and had them brainstorm with their groups the pros and cons of going to war.

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