In part 1, I suggested several ways to get your child interested in the past. Today, I have some advice for learning the material which leads to better grades. History is defined as the written record of man’s past so reading is intrinsic to doing well. Even though your middle schooler can read the words, she may not really comprehend what she is reading. Show her how each unit is divided into chapters, then those chapters are composed of sections and each section may be further subdivided. Help her formulate questions which may be answered in each section.  The goal is for her to connect each subtopic to the main topic and finally to the chapter. This aids in seeing the “big picture, ” and helps put everything into context. Be sure she studies the pictures and maps, and understands their connection to the reading. Have her summarize each section she has read. Putting the material in her own words demonstrates her comprehension.

Once she has summarized the readings, she can begin learning important terms. Many texts will place these in bold font. They are usually categorized as people, places, events, or ideas (i. e. capitalism). I like putting these on notecards for easy review.  A complete definition or description, the importance, context, and date or time period are needed. For example,  Manhattan Project:

• Secret American plan during World War II to develop the atomic bomb.
• Began as  as a response to Germany’s nuclear program.
• Was not used in the European theater, but was instrumental in bringing an end to the War in the Pacific when an atomic bomb was dropped on Hiroshima  August 6, 1945 and on Nagasaki August 9, 1945.

If your child is visual, she may want to draw a picture to help her remember. If she is an auditory learner, she can record the terms and listen to them as a study strategy.

Initially, she may seem overwhelmed, but encourage her to study a few minutes every day. If she knows even some of the material really well, it will result in better grades. Finally, if possible, review returned tests with your child and talk about strategies for making the best use of her knowledge. From my years of teaching, I have discovered many careless mistakes like skipping questions and not reading the instructions or questions carefully.

What suggestions would you add? 

There are two different ways to interpret this question: How can I help my child better understand history? And how can I help my child get better grades in history? I will address the first question in this post. Your middle schooler probably sees history as an abstract subject because she’s twelve (a lifetime for her), and she may be studying about people who lived 3,000 years ago. It’s hard for a young person to imagine people living lives so different from her own. With your help, she can see  a connection – history is like a tapestry where people and events are woven together and each have an effect on the other and future generations.

First, you want to engage your child in the stories of the past, make her wonder about life a hundred years ago. As Jurassic Park  author Michael Crichton once said, “If you don’t know history, you don’t know anything. You’re a leaf that doesn’t know it’s part of a tree.” A  good place to start is with her own family history. The more personal you make history for your child, the more interested she will be. Look at old photographs together, ask her questions about what it may have been like to have been a child during her grandparents and great- grandparents’ youths. Are there any ancestors who have served in the military? I find young people to be particularly fascinated by World War II. Find some published diaries or journals to read at the public or school library.

Aunt Virginia is our family matriarch. She was born in 1918. Her mother survived the flu pandemic and was sick when giving birth. At 97, Aunt Virginia’s mind is still sharp, and she loves sharing family history.

Help her see that everyone and everything has a history. Take her to historic sites to learn about important people and events in engaging ways. You will be walking in the footsteps of those long gone, if there’s a historic interpreter present, you can ask more detailed questions. Some places hold living history events where you can observe pioneer skills in use. Some of my favorite memories are family trips to these destinations. The seed, which was planted, led to my becoming a history major.Your child may not initially be impressed, but if you show interest, chances are she’ll follow. As a college instructor, I witnessed how the older students in my American history classes influenced the eighteen and nineteen year olds. When nontraditional students began to ask questions and give input, I noticed the younger students would perk up and listen more intently, even to the point of joining our discussions.

Relate historic happenings to current events. This presidential election year offers many great comparisons. Immigration is an issue that has recurred in previous elections. Remember the “Know-Nothings” of the 1850’s? They won several state elections on an anti-immigration platform. Discuss Bernie Sanders’ candidacy.  How do his ideas and his presidential bid compare to Norman Thomas in 1932?

Now you know where to start; you’ll be amazed at your discoveries. Next time I will offer some suggestions for improving history grades.

What about you? How have you’ve made history more interesting for your child or student? What do you enjoy most? If you have a question you would like for me to address, send it to krenhamil@att.net.