Applying State Standards to Lessons

It is now well known throughout the educational world, that given the application of No Child Left Behind requirements together with various state testing programs and schemes, the specific introduction and study of American history, civics, economics, and geography in elementary and middle schools has been radically altered, if not seriously impacted. Every teacher knows that the thrust of educational effort has been centered on the subjects of mathematics and language arts. While math and language arts (including reading and writing) are extremely important, it is problematic that what is tested is taught because, collaterally, what is not tested, is often not taught at all.

In simple pragmatics, recognizing the prevailing structure of schooling—recognizing the diminished place American history holds in schools, the most effective means for teaching American history topics is through inclusion within language arts, specifically reading and writing exercises. The application of American history and in this case the study of colonial Bethlehem provides teachers with opportunities to cover not only crucial language arts standards, but also history and other related standards.

The application of American history topics has collateral benefits for language arts. Specifically, American history topics spark interest and create enthusiasm. Language arts programs can provide only so much interest to children, and the presentation of historical people, the study of life in other times, the connection and continuity of colonial living to life in contemporary America brings depth and understanding.

[Place specific state standards that apply to the study of Colonial Bethlehem]