Pearson Learning Group in New Jersey
They began to write letters to the publisher, Pearson Learning Group in New Jersey. Laptop open, Moira started: I am a junior in high school, and our US history class has been using your book! The section about slavery concerns me greatly because of the lack of information. I do not think there is enough detail about the horrible journey my ancestors went through. You failed to Cartier Replica Watches mention how there was lack of space for the Africans to maneuver through the tightly packed ship. They didn’t have bathrooms, or the right nutrition to actually get them to the colonies.
Time was up. She finished it later, and tried to convince the publisher that it is inappropriate to portray the slaves’ journey without details, without disgust, without emotion. Without emotion!
As Patterson and Speed (2007) stated, it is important for teachers to help students challenge the information in textbooks. In the case of Erika’s class this emotional response by the students connected them to what they were learning—and to their teacher. They realized that she respected their culture, and them. Even though theirs is an era of high-stakes testing, they had a teacher who sees history teaching as more than coverage of content. In general, “A teacher who wants her students to understand the emotional as well as the intellectual side of history will engage her students in experiences that engage them in feelings and reactions”.
“There is little point in simply transmitting a story of the past to students in hopes they will remember it” (Barton & Levstik, 2003, p. 358), and Erika didn’t. For an entire year, she never lectured. Her students experienced Cartier Replica and felt U.S. history. At the beginning of this section you saw how the students explored online. Some of them read a poem written over two centuries ago, a poem vivid with images of slavery. Teachers use poetry to “tap into the affective realm of history learning” (Kane & Rule, p. 660) and to help students learn concepts.
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