The History of History during this Academic School Year (4 of 4)

Looking Back in Order to Move Forward

~ Brandon Grunden, Upper School Humanities Teacher, History

If you have read my previous posts, thank you! Before we get back into history for the 2017-2018 school year, I’d like to share with you one more post. Reflection is part of the expectations I have for my students. Whether it was based on something they read, watched, or discussed, student reflection tends to make things stick.  With that, I think it is only fair that I reflect on this past school year and on some of the moments I addressed in my previous blog posts.

One of the great things about being a history teacher is learning alongside my students. Of course, I have been exposed to most of what I teach in history through my college course work. But to teach it day in and day out provides me with new insights and historical perspectives and forces me to have a perpetual appreciation for history that I hope to pass on to students. In my classes, we tend to focus on the deeper human implications from learning history by asking questions such as:

How is what I am learning relevant to me today?

How is it relevant to the community, nation, and the world today?

How is this shaping my character and my ability to relate to another human being who is created in God’s image?

If you were to walk into any one of our Humanities classrooms during a discussion, you might wonder if you were in a history class or a literature, theology, philosophy, psychology, or youth mentoring group simply because our discussions take us to deeper levels of the human experience, with history lessons and topics as our inspiration. As an aside, we do also spend time in laughter because we need healthy doses of joy and laughter to counter the tragic, which is unfortunately so prevalent in history.  

There were some really deep conversations this past year, most often in the Modern World History and Christian Heritage I courses, which is fitting because the trajectory of human history changes so much during those time period. I am especially grateful for the students in those classes who showed up every day and were willing to tackle some hard questions—a tough task just minutes after the lunch period (for various reasons). I am sure there were times when these students were thinking, “Can’t we just learn about a person, a date, an event, without all of the heaviness?” The truth is we can, but the Angel of History (Part IX), and the current strains on our society demand that we use the study of history not just as a means of not repeating it, but also as a means of self-interrogationleading to personal change with positive character outcomes such as empathy, compassion, understanding, critical thinking, and a genuine regard for others. These personal changes in how we view the world and relate to others have the potential to inspire young people to flourish as they grow in the love of Christ and uphold that fragile system of togetherness and accountability known as democracy.

I learned a lot from my students during the last school year as they opened up through their writings and their discussions.  As I plan for this next school year, I am becoming excited about the possibilities of learning and growth that will take place in my classroom at Logos Academy, not only for my students but for myself as well.

The History of History during this Academic School Year (3 of 4)

Looking Back in Order to Move Forward

~ Brandon Grunden, Upper School Humanities Teacher, History

In our last trimester of this school year I found myself in a time period I’ve taught the most in my 5 years of teaching while also staying in Early Modern World History and Christian Heritage, which ran over the course of two trimesters. Teaching Greco-Roman history is like coming home for me; this was the time period I taught during my student teaching experience. I do feel that my approach is getting better every year and am thankful for having so much time invested into that subject. As the second trimester gave way to the third trimester in World History and Christian Heritage, we found ourselves studying the cause and effects of the Industrial Revolution before getting out Charles Dickens and reading A Tale of Two Cities while studying the French Revolution.

Third Trimester:

Greco-Roman History, “The Blood Escaping Man”

When learning Greco-Roman history we immerse ourselves in Greek Mythology. In fact, the stories of the Iliad and Odyssey become the backbone of this course as we begin our study of Greece and Rome with the Minoans and Mycenaeans and work all the way through to the fall of the Roman Empire. By the end of The Wanderings of Odysseus, students have spent so much time with this character, that, as they are flipping through the final pages, they are both excited and nervous for what is in store for Odysseus as he finally makes his way into his kingdom disguised as a beggar, 20 years after leaving. These stories also help to provide context into the war-like nature of the Spartans and, to a lesser extent, the Athenians. These stories are what the educated masses in the Greek city-states would have been reading. These stories also reflect why the Greeks, even in differing city-states, approached their lives with a sense of honor, courage, and xenia (ancient Greek concept of hospitality). We also read other Greek myths as a way to show how the Greeks viewed the gods and the role the gods played in the lives of the Greeks. Students are also amazed by the fact that elements of math and science as we know it today come from the Greeks, as does philosophy, theater, architecture, and democracy. Unfortunately, by the time we get to Rome, there isn’t a whole lot of time to get as deep into Rome as we do Greece. Thankfully, students learn a lot of Roman culture in their Latin classes.

World History and Christian Heritage I (Age of Exploration – Pre-WW I), “It was the best of times, it was the worst of times.”

The French Revolution becomes the lynchpin of the second trimester in this history course. Of course, we turn to Dickens and his novel, A Tale of Two Cities, as a way to add a sense of the personal to the broad view of the historical. His references to the instrument of the Reign of Terror as La Guillotine and The National Razor personify the time period and make it all the more terrible. Thus, it is no wonder that when choosing how they wanted to approach their end of the unit assignment, most students chose to create a guillotine. As I write this, there is a 5-foot tall guillotine staring me down in my classroom. Not only does Dickens’ novel provide personal stories, it also provides very relevant themes for us to break down and discuss both at the beginning and the end of the novel.  

Prior to the French Revolution, we spent time, mostly through simulations (though not enough of them), learning about the Industrial Revolution and discussing what progress and growth look like and what the human and environmental consequences were as a result.  Finally, with regard to the Industrial Revolution, we looked at how 19th century Europeans responded to the demands of the Industrial Revolution and what impact those responses would have on other, and future, events. And, though it was short lived, we spent time in South America in learning about their Independence movements in the 19th century. We also read about and discussed the plight of serfs in Russia along with Russia’s late move to an industrial society leading to that fertile ground for the seed of a misguided form of Marxism to take root at the turn of the 20th century.

This wraps up the last post for the history courses taught for the 2016-2017 school year. I will follow up with a post about my final reflections on the school year but I hope that you have enjoyed reading about what has taken place in history class this year. I know I have enjoyed reflecting on teaching this past year and am looking forward to hitting the ground running in late August.

The History of History during this Academic School Year (2 of 4)

Looking Back in Order to Move Forward

~ Brandon Grunden, Upper School Humanities Teacher, History

In the second trimester I was nestled in the same time period but from two perspectives: European and American. This was my second year teaching each time period and I feel as though the students definitely benefitted from that extra year. The big take away from early U.S history is the unique and wonderful founding of this country is sandwiched between some harsh realities; the dispossession of the lands of the indigenous people, the institution of slavery, and the treatment of women. Similarly, in world history, we began with European exploration, then the slave trade as it relates to the triangular trade, and finished up with the Reformation.

Second Trimester:

U.S. History I (Native Americans – Civil War), “This book made me cry.”

Tears in some form were a theme throughout this course, which sandwiched the Christmas break, and started with The Earth Shall Weep and ended with Narrative of the Life of Frederick Douglass. These two books highlight the dark side of American History (the treatment of native peoples and slavery). Taking a critical, yet honest, approach to the founding of this country allows us to make a little more sense of the country and the world we live in today. To appreciate a view of history that removes the lens with which U.S. history is often taught, a lens that, in my view, distorts the realities of our shared history of this country. This view doesn’t stop with the doomed encounter between Natives and Europeans or with the vicious practice of slavery in this country. This view also casts its shadow on the Founding Fathers. It is in this view that we see the Founders in what made them great but also what made them human and therefore fallible.  

In learning about the American Revolution, I couldn’t help myself, and again would describe myself as foolish, if we didn’t study and discuss the music and lyrics of Hamilton. Probably the highlight of the course, and possibly the school year, was listening to and discussing Hamilton, which brought this time period to life in a three-dimensional way. Saying to the class, “Today we are going to learn more about The Federalist Papers,” actually had students perking up because they experienced Hamilton’s heavy hand in that project through the musical. Without the musical, reading The Federalist Papers has the potential to be another dry and boring lesson without application to them today. We ended the Trimester by reading Douglass’ Narrative, which was a particular highlight in that the students were clearly affected by his story and some were even moved to tears.

World History and Christian Heritage I (Age of Exploration – Pre-WW I): “Is Gulliver a giant or is he regular size and its everyone else that is really small?”

This was a question posed to mostly 9th-grade students as we got underway reading Part I of Gulliver’s Travels. Trying to make sense of Swift’s satire on the time period helped to shed light on different perspectives with regard to the Age of Exploration. We acknowledged the explorers’ craftiness and bravery in attempting their explorations, but also recognized that as we study history it can easily fall into the trap of viewing this time period as an inevitable sweep of progress and civilization over indigenous people by Europeans. It is important to keep in mind that there were many negative consequences as a result of exploration. We read Olaudah Equiano’s story in full, which helped to bring in personal experience and the stories from those in Africa who were victims of the triangle trade, or more specifically, the Middle Passage. Equiano’s story is especially moving in that he writes his narrative as an argument against the slave trade while also using it as a testimony to his move to becoming a Christian. Upon completion of this novel students wrote two response letters to Equiano from the perspective of an Englishman in parliament; one letter was in agreement with Equiano in abolishing the slave trade and the other was in disagreement.

From there, we turned our attention to the lasting impacts of the Reformation and the delicate nature of disagreements regarding faith. In the unit on the Reformation, Michael, our Theology teacher, did a wonderful job of highlighting the significance of the break from the Catholic church: a sign that shows up today in how Protestant traditions and denominations are ordered and defined.  Not only is the Reformation significant today, but it led to bloody wars in the early 17th century as denominations and traditions jostled for supreme position throughout Europe.  Next year my goal is to highlight the current relevance of the Reformation further by having students look more closely at their family’s religious tradition.

The second trimester was extremely valuable, from a personal perspective. My challenge as a history teacher is always how to get young people to see beyond their situations, a difficult task due to cultural and societal norms, and help them reach back to see the influence of the past showing up in the events of today. If I can help to nurture that perspective of history, I am confident that young people will begin to have a respect for the past and will begin to gain a value in their own education while developing more empathy, more maturity, and certainly not least of all, a sense of gratitude for what they have in their lives. For my final post about the 2016-2017 school year, we will pick up where the Reformation leaves off and we will travel the whole way back to Ancient Greece and Rome.

The History of History during this Academic School Year (1 of 4)

Looking Back in Order to Move Forward

~ Brandon Grunden, Upper School Humanities Teacher, History

It never fails, and people close to me probably get sick of me saying it, but at the end of every school year, when I look back, I am amazed at how fast it went. As one of my colleagues said, “The days are long and the years are short.” What a true statement. With that in mind, I am now finishing up my fifth year as a history teacher and as I look into the rearview mirror of this school year, I have to say this was definitely a fruitful year for my students and for me. But, before I begin to look too forward into planning for next school year, I’d like to take some time to unpack the “sparknotes” version of what was done in history class this past year and, in some cases, provide subtle hints at themes we will be focusing on next year. Due to the lengthy nature of reviewing six courses, this post will be split up into four separate posts, one for each trimester and one that offers my takeaways from the school year. As you read these please do forgive the inconsistencies and often rushed feel in narrative structure as I reflect on the year. You see, each class forced me to think about and write about each class differently.  

For the first trimester, students in 8th grade get a taste of the limits of historical knowledge while learning about the time period just before what we consider to be the Modern Era. Next, the seniors travel west with the Joads during the Great Depression and are alarmed at how people took advantage of others during that time period though we ultimately focus on the hope that exists not only in that novel, but in other written works that highlight the selfless acts of others.  The last course in focus is Modern World History II, where we see humanity at its worst while drawing attention to, and shining a spotlight, on a couple of humanity’s best.

Medieval/ Renaissance History, “What do you mean you don’t know how Stonehenge got there?”

The above quote was uttered in that wonderful, music to our ears, annoyed kind of tone, in response to me telling a student that I didn’t know how the Stonehenge Monument was placed in the fields of Wiltshire, England. Of course, we read King Arthur and according to Arthurian legend, Merlin is responsible for placing the giant stones there. For Geoffrey of Monmouth, from King Arthur, the answer wasn’t good enough though. Evidently, neither was mine, apparent when I gave my response that I, a history teacher, didn’t know a fact about something in history. This lesson will always be a success because it forces students to search for those elusive answers that still plague historians and archaeologists. In an educational climate dominated by standardized testing, these types of lessons are an undervalued commodity because these moments spark the flame of curiosity that should follow students to other subjects and future school years.  

The curiosity sparked in that lesson continued as we spent time learning about and discussing Feudalism in Europe as we took part in a trebuchet catapult competition, highlighting changes in military technology brought on by the Crusades. Though in the classroom we had marshmallows flying around as opposed to the historically preferred lit or unlit projectiles. We finished with mini-research projects on individuals who made a contribution in the Renaissance time period in their respective art form. By the end of the course students still didn’t know exactly how Stonehenge was erected. However, they gained insight into this time period through the many novels and activities they participated in. Of course, there were moments where I was able to tell students I knew how something happened during this time period.

U.S. History II (Civil War – Present), “I’m telling ya’ll, The Grapes of Wrath ends on a hopeful note.”

Ah, the discussion that ended our reading of The Grapes of Wrath, which is one of the pieces of literature that is part of the US History curriculum. Some students had a hard time seeing the hopeful tones at the end of this dynamic text. However, this particular student saw hope and argued it quite well. Hope is another undervalued and, maybe more appropriately, devalued commodity. Hope wasn’t the goal of a theme for this course at the outset, but by the time we got to the Civil Rights Movement, we saw that hope is what propelled the Freedom Fighters through. Hope was what kept the Joads forging westward. Hope needs to be a part of our daily lives so that we too can benefit from pushing and challenging ourselves to do and be better, despite the many hurdles that are in front of us. As a class, we made sure to discuss those small movements, those people who become overshadowed by the big names and big events in history, because it was their hope that was the foundation for any, and all, exceptional movements for the rights of minorities in this country.

These small movements that make up big movements are reinforced by the text, You Can’t Be Neutral on a Moving Train: A Personal History of Our Times. This text walks us through a historian’s life from the time he takes his first teaching job in the South, in the year 1956, through to the eighties. The book also circles back to his early life in New York City during the Great Depression, encompassing his service as a bombardier in World War II, then brings us to the present day (1992), the moment he decided to write this book. Howard Zinn, the author, reminds us that democracy is not a spectator sport, that there are moments when one must be active in order to hang on to the rights and liberties afforded to us by the Constitution and by the Supreme Court. We also saw the importance in fighting for the rights of others. By the end of his autobiography, due to his experiences in the struggles for rights and freedoms, he leaves us with the notion of being hopeful during difficult times.

World History and Christian Heritage II (WW I – Present), “Seeing ourselves as we study history.”

During this school year, this course became a combination of the individual history and theology courses, led by Michael Hornbaker (Upper School Lead Teacher and our theology and Latin teacher). As we were reading and discussing The Heart of Darkness and All Quiet on the Western Front, it didn’t take long to begin talking about the idea of seeing ourselves as we read about and learn more about things that happened in history. We read and discussed the White Man’s Burden, while learning about the Scramble for Africa, and spent most of the trimester discussing the impact of the World Wars on global society, then and now. While learning about the major events of the 20th-century students also traced their ancestry back four generations, which culminated in creating a family tree with pictures and stories to accompany the tree. This project helped create a familial context for students so that while they were learning about their family lineage and global events in the 20th century, they could easily make the connection that all of these events happened in the lifetimes of the family members they were learning about. Students used Ancestry.com and, with the help of Michael, were able to learn a lot about their local family history.  

During the course, and largely throughout the end of the course, the theme of forgiveness kept coming up. Having learned from the tragedies of the 20th century, and thinking about what we do with this information, we kept coming back to the need for forgiveness. True forgiveness, we learned, is extremely difficult but extremely necessary, especially for a Christian in a broken world. Reading from, and discussing, the works of giants in modern Christian Theology, Bonhoeffer and Tutu, helped to make more clear what it means to forgive though that particular challenge is still very much in front of us.

To conclude, the first trimester was extremely valuable in ways beyond students learning the facts of history. Facts are simply just facts, but I want each of the students to go beyond the facts in understanding how history has the ability to shape us in various ways. The first 13 weeks taught students to seek out those difficult answers, ways to see hope in difficult times, and the need for forgiveness in our lives. This trimester would serve as a springboard into the second trimester where students in 9th and 11th grade would be studying the same time period but from two different perspectives: Modern World History I and U.S. History I. Both time periods begin with the Age of Exploration. However, in U.S. History we learn more about the lives of the indigenous people and in World History we focus on the motives of the Europeans. Stay tuned for this next blog post!

Past and Present Collide

When the Unresolved Past and the Unprepared Present Collide:
History Lessons Beyond the Classroom with a Call to Action

~ Brandon Grunden, Upper School Teacher

It really is quite something, as a history teacher, when already planned history lessons for the classroom coincide with events that take place outside of the classroom in the “real world”. It is in these moments that there is the potential for a life lesson.  Unless you have been living under a rock over the past 18 months you know that those last 18 months culminated on November 8th with an election outcome that shocked many.  Perhaps even more shocking was the day after fallout that took place in schools, college campuses, and communities nationwide perpetrated by folks who feel emboldened by, and fearful of, the divisive rhetoric from this past election cycle.  

In my U.S. History II class, the seniors and I have been covering events going all the way back to pre-Civil War America up to the 1990s.  We had just finished up our unit on the Civil Rights Movement when we saw in the news what was happening in our nation and in our community after the election.  This unit included the reading of an autobiography that takes place from The Great Depression onward, but spends a large amount of time in the South in the 50s and 60s.  Going further back  in U.S. history (1600s) we began to wrestle with issues of race, gender, and class equality that continue to this day.  Students were encouraged by gains made after the Civil War; the 13th, 14th, and 15th Amendments, only to be disappointed by what happened at the conclusion of reconstruction-presentation-2015-7-638Reconstruction with federal troops pulling out of the South to fulfill a deal to ensure a presidential outcome. Between the end of Reconstruction and the Civil Rights Movement we saw women fight for and gain their right to vote (19th Amendment) and we saw workers organize to fight for and gain decent working conditions.  While these wonderful gains were being made, the South was still entrenched in their Jim Crow/Jane Crow ways and in the North, things were certainly better, but not by much.

As we got into the Civil Rights movement, students were continually perplexed by the fact that there was no justice in the South considering there were Amendments in place “guaranteeing” certain rights.  We learned that there are no guaranteed rights when laws aren’t enforced by those in power.  From the death of Emmett Till to the fight for voting rights in Selma, Alabama, culminating in the Voting Rights Act of 1965, my students were asking questions like, “wasn’t there already laws protecting these rights?” or “where was the non-partial law enforcement?” leaving some of them rightfully incensed at the lack of protection for a group of people based on their skin color.  

(Enter Hope) in the form of Mamie Till, Malcolm X, John Lewis, Jackie Robinson, Rosa Parks, Martin Luther King Jr., The Greensboro Four, and countless others, who won’t get the recognition they deserve, but were so important in the fight for equal rights.  (Enter Hope) in the form of people across all races, religions, classes helping in the cause for equal rights and equal protection.  This diverse help and togetherness was profound and instrumental in the successes of the Movement, but there was one thing missing, one thing that could have helped the achievements of this cause come quicker, with more oomph, and be more everlasting: white moderate Christians and church congregations leading in the fight.

While the people out in the street and on the frontlines of the Movement were of diverse backgrounds the people in the lead were mostly people of color.  In fact, it is white Christian leaders in the South whom King is addressing in his Letter From Birmingham Jail.  King considered white moderates (those that supported his cause and weren’t violent, but didn’t want fast moving change) to be more harmful to the causes of racial unity than those who were wearing the white hoods and claiming membership to the KKK, which was a bold but honest critique.


I bring all of this up in order to provide context in light of the events following this election and to maybe offer a lesson that comes from history.  History has shown that there are patterns of response that people tend to follow when they witness various forms of inequality, whether it be based on race, gender, or religions.  Some people will choose to speak out against the harsh treatment that they see and some will choose to either ignore it or to claim that what they see “really isn’t a big deal”.  The former are usually those represented by the victims of this harsh treatment while the latter are typically those that are not directly affected by such actions.  We must consider the historical implications behind the post election incidents and the response of some leaders and lack of a response from others.  While the gains made in the last 50 years have been encouraging we have to be honest with ourselves in saying that maybe we haven’t come as far as we thought we have.

There are many reasons to study history, but one of the most basic, tangible reasons is to learn history so that it doesn’t repeat itself.  When reading about what was happening in our country last week, after the election, I was reminded that I am only one generation away from the Civil Rights Movement and that our children are only two.  And that in just two generations, the progress that was made in terms of legislating race relations seems close to becoming undone.  This means that while the gains of the Movement were important and awesome, they did little to change people’s hearts, which brings me to my next reason to learn history, empathy.  Learning history builds empathy for those that have experienced some of the most terrible things that human beings can do to one another so that we don’t allow that to happen to anyone regardless of who they are.  To learn about Manifest Destiny should make us pause and think about how the U.S. government treated the indigenous people that are native to this continent, almost entirely erasing a culture of people.  To learn about slavery in America and the global slave trade should make us pause and think about the experience of Africans in this continent and other continents and should literally break our hearts knowing families were ripped apart and human beings were stripped of their humanity.  To learn about immigrants flooding the shores of Ellis Island should remind us that most of us are here because at one point our ancestors were immigrants and that we should be supporting a path to citizenship, not treating certain people like second class citizens with threats of deportation.  To learn about the Holocaust should give us a compassion for the Jewish experience, enough so that the thought of a swastika being used as graffiti forces us to remember that six million Jews were victims of genocide.  To learn about Islam should give us a respect for the tradition of that religion given that it was born out of the Judeo-Christian tradition, but has been hijacked by some fringe members of that community much in the way that Christianity was hijacked by those committing acts of American terrorism in the Jim Crow/Jane Crow South.

At this point you may be thinking that my view on things in the world is a pessimistic view and while there are things out there that I could quantify for my reason to be pessimistic, I am not. I am Hopeful!  You may be thinking that the students that come into and out of my classroom leave my classroom with a sense of pessimism and disdain for events in history.  While it is true that my students have a critical view of history, it is also true that this critique is balanced with Hopeful tones and an emphasis on progress despite hardship.  

At the end of the novel we just finished, You Can’t Be Neutral on a Moving Train, Zinn says this, “to be hopeful in bad times is not just foolishly romantic.  It is based on the fact that human history is a history not only of cruelty, but also of compassion, sacrifice, courage, and kindness.  What we choose to emphasize in this complex history will determine our lives.  If we see only the worst, it destroys our capacity to do something.  If we remember those times and places – and there are so many – where people have behaved magnificently, this gives us energy to act, and at least the possibility of sending this spinning top of a world in a different direction.  And if we do act, in however small a way, we don’t have to wait for some grand utopian future.  The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory.” (208)


I am hopeful by what I see in the diverse classrooms of our school and in the diverse ways we are learning to value and respect each other (if only every classroom in the country looked like ours).  I am hopeful by the fact that this year’s graduating class from Logos Academy will be armed with the skills of critical thinking, compassion, and empathy and will refuse to buy into anything that contradicts the example set forth by our Lord, Jesus Christ..  I am hopeful by the fact that there are people exposing the hate they are witnessing and rightfully taking a stand about it.  I am hopeful by the fact that our school leader and pastor, Aaron Anderson, is one such individual taking a stand by putting something in writing for public consumption in order to move people’s hearts and minds in our local community.  This is history in action and this is what we need so urgently.

My one desire, my one Hope, is to see more people take a stand, to see churches and church leaders by the thousands denouncing these acts of hatred, which do not fit with the Christian ethos, in no shape or form.  All movements begin small.  Which movement do we want to see grow?  The movement of hate and a calling for white supremacy that is anti-muslim, anti-immigrant, anti-woman, and anti-Semitic? Or, a small movement of love and unity, that pushes back on those views in such a way that might begin to change people’s hearts and minds.  History tells us that either path can happen, has happened, and that it is up to us to choose.  I am continuing to remain Hopeful though because as Dr. Martin Luther King Jr. once quoted, “the moral arc of the universe is long, but it bends towards justice.”  

Integrating Bible into HIStory

Oleathia McKethan, 2nd Grade Teacher

Integrating the Bible into History and Science is easier than you think. Here at Logos, we integrate Bible, History, and Science; at the same time weaving in Reading and Math as much as possible. Our second grade curriculum opens with Ancient Egypt and Rocks; we study from Abraham, the father of many nations, to Moses and the Ten Commandments. While studying Ancient Greece and Astronomy, we delve into Genesis and the creation of the world. This leads us to what we are studying now, Ancient Rome and the four Gospels.

This week, as we discussed how bloodthirsty the Romans were and how they loved to watch the gladiators in the Coliseum, one of my students, Eliana, said, “It’s too bad the Romans didn’t know about Jesus; they needed Him.” That led to a great discussion and reflection of all the people God had sent to tell about the coming of Jesus. The students’ hands popped up as they began recalling the Bible stories from kindergarten and first grade. One student said, “Isaiah! He was a prophet!” Then another said, “There were a lot of prophets.” At that moment, I realized the students knew the Bible stories each as a separate one, but were just now making these connections. We talked more about prophets and I explained that they were not the only ones who told and warned the people; God sent ordinary people and made them extraordinary to do His work. These men and women were sent before Jesus was born AND after he died and rose again. One was the cousin of Jesus, John the Baptist, who introduced the baptizing of Jesus and explained why Christians should be baptized. I enjoyed pausing and watching my students make these connections deepen from their heads to their hearts.

Then, I went back to the original statement: Did the Romans know about Jesus? “Yes! They were even a part of his death.” This blew their little minds! Eliana again said, “But they needed him. Why did they help kill him? That doesn’t make sense.” I paused and explained, “Jesus knew that He would die not only for those Romans but for us as well. How many times have we done things that we knew were wrong but we did it anyway?” I stopped, astounded, that this entire Bible lesson originated during our “History time”.  The connections were smooth and seamless. There were no forced conversations or stop and start times. All students were fully engaged in the open discussion and eager to add their input. Before we ended the lesson with a prayer, I asked the students to think whether or not they would be ready to meet Jesus if he came today and reminded them that God is the God of History. I eagerly await to witness the awe and wonder that my students experience as we travel through the pages of the Bible and relate them to our lives and God’s eternal plan for us all.

Translate »