Yesterday, I gave you an illustration of inequities in US History. Today, I have good news.!You do not have to pick any of the choices I offered you yesterday!
There is a group of researches from the School of Education at George Mason University in Virginia, who are working on what I think is a solution or perhaps an alternative for more students to have access to the US History content.
Their research is promoting literacy in US History using trade books at different reading levels (thus promoting access) while engaging students while they read this content. My observations thus far are showing me that students who did not have access to the textbook, now do. As a result of having access, they are learning history, and as they learn history, they start to like it. I think they begin to like history because the access to the content promotes learning, and who can argue that learning is fun.
Stay tuned for more developments…