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.