One of my favorite parts of this school year has been teaching social studies to my third grade ESL kids. I have this class first thing every morning. This instructional delivery method of English is what is called sheltered content instruction, meaning that I teach the grade-level content that all third grade students learn, while providing language support and extra vocabulary instruction to make the content comprehensible. (This is a little teacher-y but hang with me for a moment.) I love history, and I’ve never gotten the chance to teach it before. It’s a great way to start the day.
The third grade curriculum focuses most units of study on a historical figure. Students learn about each person in depth while learning about the surrounding historical context. It goes in chronological order, so we’ve done Paul Revere, ancient Greece and the foundations of U.S. democracy, Frederick Douglass, Susan B. Anthony and next Mary McCleod Bethune. By the end of the year we will also learn about Rosa Parks, Martin Luther King Jr. and Caesar Chavez, among others.
It’s so interesting to trace the story of our country for children. One thing that I’ve been reminded of this year is how much of the story is about people’s triumph over systems of oppression. My spiel at the beginning of each new unit of study goes something like this, to tie everything we’ve learned together:
“So we started the year talking about Paul Revere. Remember that Paul Revere and the American colonists wanted to be free from England because they wanted a democracy, where people could choose their leaders and everyone would be treated equally. But we’ve learned that America wasn’t free and fair for everyone. Who wasn’t treated equally? (Black people, women, etc.) The next person we’re going to learn about helped to make America a more fair country for everyone, and that person’s name is ________.”
(I’m not injecting my personal opinion here, by the way. This is literally what the standard says to teach: “Students will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.”)
Children are so clear-eyed about what’s right and what’s wrong. These kids don’t have much background knowledge about U.S. history, so they’re hearing everything basically for the first time. When I taught them about the institution of slavery in the United States they were a) horrified and b) surprised that it had been allowed to happen. The same for women not being allowed to vote.
History is speaking to me a lot right now as we are going into the Trump presidency. In many ways it feels like we are taking a big step backward. Unprompted by me, my students have made this connection as well. “Mrs. Love, Donald Trump doesn’t think that black people and people who speak Spanish are as good as white people like him. It’s just like it was a long time ago.”
A Trump presidency hurts partly because it disrupts the narrative that so many of us have always believed; that our current president up until now has seemed to believe. “The arc of the universe is long but it bends toward justice.” U.S. history seemed, until now, to show this. Gradually, painfully, slowly, our country really has become a more free and fair place for everyone. Not perfect, certainly, but better. Does that “bending toward justice” stop now? And what should our response be? As citizens? As thinking people? For me, as a teacher? A white person?
I think the big, unsettling question right now is about whether DJT is a four-year aberration or a signal of fundamental change in the arc of the universe. I don’t think anyone can know the answer yet.