journey through history 2a pdf

Journey Through History

Curriculum for Foundations in History

Traditionally, history has been taught in chronological order in great detail with huge, intimidating textbooks.  I don’t know about you, but when I learned history this way, I was overwhelmed by the details.  Just looking at the textbook discouraged me, and I had a hard time keeping everything that happened in order.

I felt like a million facts had just been dumped in my head with no clear organization. I found this approach plodding, tedious, and overwhelming.

As an example, I found it difficult to learn exact dates for historical events. They felt like a bunch of swirling numbers that I couldn’t keep straight.  I was awash in random dates!

Another method for teaching history, especially for elementary students, is to teach about just one or two civilizations in detail, such as the Egyptians or Greeks.  This is often more fun and lessens the confusion, but context is lost, and the student ends up with many gaps in their overall understanding of history.  They miss the connections and sequences; in other words, they don’t learn to see the big picture. 

I am proposing a third way: LAYERING .

Start with a simple foundation that covers all of history in a very basic outline, and then build up levels of details, a few at a time.  This is like learning to count to ten before you can understand 3.97.  It gives students the big picture first and then allows them to add more detail a little at a time.  This approach provides more context and is less overwhelming. 

In order to teach history in this layered way, I have created the first two layers.  For World History I have selected one significant event for each century (or 500-year period during ancient times).

I call these 33 events “ core events .” For U.S. History the succession of 45 presidents serves as the first layer.  The student learns these core events or the presidents in order. But don’t panic! This approach does not use rote memorization! Rather, it uses brain-friendly techniques. (See below.)

Once learned, this primary sequence provides an outline, a big picture – like a blueprint for a building .

For the second layer I have chosen 3 – 5 events to layer on top of each original core event or president. Now the student knows 4 events per century or 3-5 events per presidency. This is like building the actual foundation of the building.  When you go to add more levels later, you now have a strong, underlying structure to hold them up. 

As I said above, my approach uses a combination of brain-friendly memory techniques instead of rote memorization. I arrived at some of these memory concepts after studying Quantum Memory Power by Dominic O’Brien, a world mem ory champion. 

A fter I learned one event for each century using the Journey Technique, I realized I could add more with the help of mnemonics, another memory aid. To do this, I created words in which each letter stands for a separate event in history. In World History all of the mnemonics are 4 – letter words representing 4 significant events for that time period. The core event is represented by the first letter in the word. In U.S. History they are 3 – 5 letter words for each presidency which help the learner remember 3 – 5 significant events that happened during each president’s time in office.

To further help students stay focused on the basics, descript ions of events are condensed into short, usually one page, summaries . This keeps the learner from being overwhelmed with too much information, and thus better able to remember the essentials. This “Less is more” approach allows students to really focus on what is important and have time to make connections and review. The curriculum is about buildin g a strong foundation. More can be added later.

As a bonus, I discovered that organizing information by century or presidency created a mental filing system . When I learned new things about history, I now had a place to “file” the new information. I had an organized system in my min d for where to put new facts. This has made it much easier for me to not only learn more history, but also to see connections and consequences.

As I l earned more about how memory works from reading Mapping Inner Space Learning by Nancy Margulies, I added MindMaps, which are similar to collages. These visual components include both pictures and symbols . The pictures in the collages, all taken from Microsoft Creative Commons, are intended to put words into images, to help the student imagine the history coming to life, and to provide symbolic connections. For example: in US History, the symbol of a red bar with 4 stars represents a preside nt who was also a general. And different colored borders are used to represent different political parties, so the presidents are essentially color-coded for easy comparison.

In World History, a red dragon is used to represent China, and a jar of Tang powdered drink (see bottom right area of collage below) is placed next to the Tang Dynasty. This is not a commentary on the dynasty, but rather just a means to take advantage of how our minds work literally, matching the sounds. The borders of the World History visual collages change over time in a rainbow order making it easier to keep up with the progression of time.

B y the time I was done, I had developed a process with four steps. That is what I am sharing with you today.  So why use this method?

Because this combination of simplified in formation and memory techniques provides an active, fun, creative, organized, visual, easy, and effective way to build a strong foundation for learning history. 

First , it’s active . You periodically walk around following your journey, and each week you act out or imagine historical events. So the re’s a lot of “doing” not just reading and listening.

Second , this process is fun and creative because you get to make imaginative associations at each “stop” along the journey. It gives you an opportunity to be playful and silly. The connections and symbols are your choice, so they are more personalized and meanin gful, and therefore, more memorable.

Third , this approach creates organization . It helps the student build a mental filing cabinet to keep historical sequences straight. Learning core events or presidents in order may sound like tedious rote memorization, but it’s not because the Journey Technique makes learning facts in order both easy and fun.

Finally, you should use these techniques because they are easy and effective! The steps have been tested and refined with individual students and with classes in school. They are appropriate for upper elementary (grades 4 – 6) students all the way to adults.  The responses I have had have been overwhelmingly positive. My students have not only learned many facts, but they have also grown in confidence and have learned to make connections between different events. Having a broad basis of knowledge has helped my students be able to compare and contrast different presidents and time periods, and it has given them a basis for critical thinking. I hope you will try these steps for yourself and see how fun and easy it is to learn history. Enjoy!

Steps in Brief :    1. Create a JOURNEY : Map out a familiar journey of 33 or 45 “stops” or “stations”: one for each period of World History or one for each U.S. president. Examples and suggestions are provided. 2. Learn a group in ORDER : Walk along the first 5 – 8 stops of your journey and make associations at each one between that place and the corresponding event or president. In this way you will learn a group of 5 – 7 core events for World History or a group of 8 presidents at a time in order. 3. Learn the matching MNEMONICS : Walk your journey again – this time associating each “stop” with the mnemonic for each of those 5 – 8 time periods or presidents.  (This step can be done separately or it can be combined with the second step where you learn the order and mnemonics together.) 4. Learn the matching EVENTS : Walk your journey again, but now spend a longer time at each “stop” in order to read about and imagine the 3 – 5 main events for each period of history happening in that location. These events are represented by each mnemonic. 5. REVIEW:   Review everything you have learned so far by re-walking to each stop you have completed.  You may do this mentally as well. 6. REPEAT: Go through Steps 2 – 5 again for the next group of 5 – 8 core events or presidents, until you have learned all of them in order  and the major events for each period or presidency.  By th e end you will know 132 facts in order for World History or 194 facts for U.S. History! This will give you a strong foundation on which to build further knowledge.

Some notes on teaching U.S. History: U.S. history before the presidents will need to be learned separately.  I spent first quarter covering:  Native Americans from 6 main regions, European explorers, Colonial Times, and the American Revolution. I taught that quarter in a fairly traditional manner, but I added mini-projects and Mind Maps (which are like visual collages)(See Bibliography).

Second through fourth quarter I used the Journey Method as presented here. Second quarter we covered the first 16 presidents. Third quarter we covered presidents 17 – 32. Fourth quarter we covered presidents 33 – 45 and had time to review.

Willing to try?  Then I invite you to get started.  Go to the “ Step 1: Creating a Journey ” page to get started.

You might also want to visit several miscellaneous pages:

• About the author
• Acknowledgements & Dedication
• Bibliography
• Works Cited

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Journey Through History - New Topic-based Series 2A (2021 Ed.)

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The American journey : a history of the United States. Volume II

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