Sure, we get to cover fun things like maps, community jobs, and holidays, but what about the "hard stuff"? You know, the parts of history and society that no one enjoys talking about and, quite frankly, can be really uncomfortable, emotional, or just plain old tough to explain. Things like racism, unfair laws, inequality, and conflict. As teachers or future teachers, we may encounter times when we question, Is this too heavy?, Are they too young? How do I even start this topic?. But the truth is, our students are more capable of understanding difficult topics than we often give them credit for - when those topics are approached thoughtfully and age-appropriately, of course. Teaching these hard topics is essential if we want to nurture informed, empathetic, and critical thinkers.
Teaching our students about difficult topics can be done through storytelling. Picture books, short biographies, and multimedia tools can allow us to present history and social issues in a way that's accessible and powerful. Stories can help to humanize the past and present, helping our students to connect with real people and experiences rather than just concepts. When we talk about difficult events or issues, it is crucial to not sugarcoat or avoid key truths. Our students deserve the truth - they just need it in words that they can understand.
Encouraging our students to ask questions, share their thoughts, and reflect on these topics. Simple prompts can be used like "How would you feel if...?" or "What can we do to make things fair?" This will create space for connections and deeper understandings. Teaching about injustices in history isn't just about learning history facts - it's about helping our students to think critically and compassionately about the world around them. As much as we want to encourage our students to ask questions, we have to allow them time to process and reflect in their own way.
Teaching the hard stuff is hard, and it isn't about making our students feel overwhelmed - it's about helping them make sense of the world, see themselves capable of making change, and understand that history is not just about the past - it's about how we live and learn today. The more we can approach these topics with care, courage, and trust in our students, the more we empower them to grow into thoughtful, informed citizens.
Hi Sam,
ReplyDeleteWhat resonated the most with me was your comment to give students time to reflect and process. Teachers, whether they realize it or not, tend to prompt students for an answer after a question has been asked in an extremely short amount of time. When we teach hard history, it is key to allow them more than a moment to consider their answer, its implications, and potential emotional fallout. That is asking a lot for any student, no matter the age. Reflection and processing and the positive clarity it can provide for students (not to mention the writing practice) is the reason why I want to have journaling/blogging/discussion Fridays. I know this means I am potentially taking out an instructional day every week, but there is value in embracing the "social" part of social studies. This may be where I have the creative space to talk about difficult topics, especially as it relates to current events, which is getting harder and harder to discuss due to political divisiveness.
One of the pieces of advice I received around teaching hard history is to teach within the historical context of the issue. For example, if you are discussing the Civil Rights Movement, using primary sources to insert the students into the reality of a young African American's life as best as possible and then allowing them to draw comparisons to what that could look like for them today. In order to understand the hard history, they need to develop those empathy skills!
Warmest,
Erin
Hi Sam!
ReplyDeleteI love how you pointed out, "our students deserve the truth-they just need it in words they can understand." I completely agree. Meeting them where they're at developmentally is so important. Finding that "sweet spot," with material that is easy enough for them to comprehend and analyze, but not so challenging that they'll "check out," is key. Getting to know your students, being aware of their individual reading levels, and being REALISTIC are all crucial components to find that balance!
I agree that stories from primary sources are a great way to deliver "tough" material, and reach students on an emotional level to promote understanding and empathy. A couple of books I've had success with are: Chains by Laurie Halse Anderson, and The Boy in the Striped Pajamas by John Boyne.
Another resource I wanted to share is the online tool called "Diffit." It's a differentiation tool, where you can copy and paste text, and it will alter the content and vocab to accommodate different reading levels. Very useful!
Hi Sam, I like that you mention the use of storytelling as a way to teach hard history. This year, I've seen the 4th grade team I work with use books about Harriet Tubman, illegal immigration and more to try and ease students into concepts that may be divisive and difficult to teach. These stories, as you mention, are followed up with prompts to get students to engage in deeper thinking. I've seen the change in some of these kiddos when it comes to empathy for the past and people in it, or the present for that matter. And though it is hard, these guys DO deserve the truth. It doesn't help anyone to coddle these kids and pad them from difficult facts of history and the world around them. They'll find out sooner or later, and if they aren't taught by us, who knows who or what they'll learn from and how it might be skewed from reality. Thanks for the insightful blog!
ReplyDeleteAbsolutely love the honesty and heart in your reflection! You hit on such a vital truth: teaching social studies isn’t just about dates and maps—it’s about helping kids understand people, power, and their place in the world. And yes, teaching the hard stuff is hard, but your point about trust—trusting students to engage thoughtfully when we guide them well—is everything.
ReplyDeleteUsing storytelling to humanize tough topics is such a powerful strategy, especially in elementary classrooms. Kids connect with people and emotions more than abstract concepts, and you’re right—they can handle the truth when it’s delivered with care. I also appreciate how you framed reflection as just as important as discussion; quiet processing time is often overlooked but so needed.
Your approach models exactly the kind of thoughtful, intentional teaching that helps kids not just learn history but grow from it. Keep leading with courage and compassion—it makes all the difference.
-Mason