11th grade US History teacher Pete Bonds has long been puzzled with some aspects of traditional history instruction: “We ask math students to do math, like mathematicians; we ask science students to do science, as if they are scientists. But then when they get to history class, we ask them to memorize a bunch of facts. Why aren’t we asking our students to do the work of historians?”
That query was the driving force behind a project recently completed by Mr. Bonds’ second period class. Mr. Bonds reflected that teaching about slavery has long been challenging. The impersonal lists of facts and numbers don’t provide a sense of the lived experience of so many millions. To bridge that divide, his students dug deep into the slave narratives compiled by the Federal Writers Administration in the 1930s.