By Diana Laufenberg
"After a number of years of teaching history chronologically, I made the curricular decision to shift to a thematic approach. I am privileged to work in schools that allow me the flexibility to make these types of classroom decisions.
My rationale for this change was grounded in a number of gut-check teacher experiences but also in the writings of Sam Wineburg, Eric Foner, David Perkins, and James Loewen. America has never excelled at knowing its own past. As I watched the school days pass, I observed that students participated and engaged, but still did not meaningfully retain the information. Something had to give. I ditched chronological teaching."
Via Diana Laufenberg, Jim Lerman, Jordan Grant