Teaching Humanities, Part I

I got lucky my first year out and was able to teach math and humanities.

Were I ever to get a full-time job teaching either English or history, I would feel guilty for abandoning math and taking the easy way out. That’s how much easier it is to teach either subject. Do not picture me as short-timer, stuck teaching math as some sort of dead-end, droning on praying for the day that I get to teach my true passion. No. I find teaching math, constantly struggling to find a way to make abstract concepts understandable to uninterested students with no inherent ability, to be one of the most fascinating tasks invented. I’m hooked. But teaching English or history is a hell of a lot easier, and my lord, is it fun.

I taught 9th grade humanities at an extremely progressive school. (You’re wondering why on earth they hired me. They were desperate and got rid of me as soon as they decently could.) I planned out the curriculum with two other teachers for most of the year. As a rule, I did tests, grammar, and history (I was the only certified history teacher of the three of us, had considerable experience with standardized tests and–also as a result of my test experience–a lot of background in teaching grammar). They did literature and most of the actual planning (weeks spent on each section and so on). It was all collaborative and lots of fun–I learned a lot about planning out a book, and they gave me great feedback on how to simplify a history lesson for freshmen, while I taught them how to keep the rigor in even if the vocabulary is simplified.

We did the history of India, history of the Philippines, a brief history of Russia from the freeing of the serfs to the Russian Revolution, and the Age of Enlightenment, Age of Discovery, and revolutions industrial and agricultural. The kids read Nectar in a Sieve, a book on post-colonial India, a choice of three books on the Philippines (can’t remember their names), Animal Farm, and Twelfth Night. They also did some sort of project on natural disasters, which interested me not at all except I learned a good deal about geography, and some sort of personal narrative.

There was a great deal of indoctrination in the course material from years past, but I convinced the other teachers to dump a lot of it (without ever mentioning my opinion of the indoctrination) and the rest of it I just cut from my lesson.

The kids’ reading abilities ranged from 6th grade to college level, as did their writing. We were supposed to do “sustained silent reading/writing” each day for 20 minutes (it was a block class of 100 minutes) and it was supposed to be based on student choice, but I realized that most of them were just sitting around doing nothing. So I instituted my own hand-made SRA program of three levels. I just went to the bookstore, picked out some enrichment materials at various levels (and yes, bought them with my own money), and made copies for the kids. The kids read nifty little passages on all sorts of subjects, answered questions, did crossword puzzles with new vocabulary, and had little tests at the end of each unit that I checked on.

The kids gained tremendously in content knowledge at all levels. My favorite example: when we were talking about Russian history and Trotsky, I mentioned in passing that Stalin hunted down Trotsky even after he fled to Mexico, where he lived for a while with two famous artists, Diego Rivera and Frieda Kahlo.

One of my weakest readers perked up. “Is that how you say her name?”

I laughed. “I think so, but I’m not sure. I’ll go look it up later. You know about Frida Kahlo?”

“She was in the reading packets. She was famous for painting herself, or something.”


“Yeah, that was it. She wasn’t happy with the Diego guy, right?”

“Oh, is that the one that had a car accident?” pipes up another weak reader.

Another boy pops in. “She crashed into something.”

A strong reader (who therefore had not read about Frida) was interested. “When was this?”

“Yeah, this was like….it was after 1900. I think it was a lot after 1900, but not like 1950 or anything.”

“I think her car crash was in the 1920s, but don’t quote me,” sez I. (It was.) “That was very useful information, and thanks for the interesting details. Back to Trotsky and the axe.”

Content knowledge, baby.

Anyway, the segment on Twelfth Night we were expected to do was designed by a student teacher, and it was all about identity and examining their own navel—exactly the kind of nonsense I don’t like to do. By now, I knew I wouldn’t be back next year and this was the last segment of the year, so I went off the reservation. I did two weeks on Twelfth Night and two weeks on Elizabethan theater, and every minute of it was joyous fun. For the kids sometimes, too.

This post is getting long, so I’ll put the lesson plans and a story about in subsequent posts.

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9 responses to “Teaching Humanities, Part I

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