We have internally discussed doing a FedEx day during professional development days at Harlem Academy but so far have not conducted one. It got me to thinking, what would this look like in my eighth grade classroom? Today we’ll find out! My students will have two class periods – FedEx two day shipping, if you will – to research and produce a product that demonstrates their deep understanding of an event or idea from American History of their choosing. With minimal guidelines and scaffolding, this is an opportunity for students to not only research something they are passionate about but also to think creatively about how they can present their work to the class.

Some of the topics my Junior Historians have chosen to research include: the correlation between the birth of hip-hop in the Bronx and the Harlem Renaissance, the life and work of Congressman John Lewis, the influence the American Revolution had on L’Overture and the Haitian Revolution, the story of Central American immigrants to the United States, H.G. Wells's War of the Worlds, and much more.

After the jump, you can see the directions given to the students. Be sure to check back in April to see my observations about the results and the experience.

The ultimate challenge in teaching American History is that the revolutionary ideals at the heart of our founding documents were hypocritical and flawed. The Constitution’s inspirational rhetoric stands at direct odds to what my African American students see as their forefathers’ own lived experiences. That “all men are created equal” really meant all white landowning, males is a bitter pill to swallow. The flaws and inconsistencies of the Constitution are not just roadblocks to student understanding, but opportunities to live out our creed and shape the nation in their own mold.


The Constitution sets forth a noble goal: “We the people of the United States, in order to form a more perfect union…” This bold proclamation firmly entrenches two beliefs: First, that the government is created by the people of this nation, and second, that our democracy is fluid as we aim to perfect our nation. These two guiding principals illustrate the importance of studying the Constitution and guide how I teach history. The Constitution serves as the backbone for my students’ exploration of American History.


Beginning in the seventh grade, my class explores colonial life and the rallying cry of “no taxation without representation”, through the formation of our nation. Indeed, the first year of my two-year course centers on civics and how the Constitution was interpreted and implemented through the end of the 19th Century. From investigating the Constitution, my students understand the framework of how our American democracy works. But they also, through explorations of the slave trade and the Civil War, understand the shortcomings of the application of these ideals and rights to the broader citizenry.


My eighth grade students spend an entire term investigating the Civil Rights Movement. In tackling these modern issues, students begin to realize how we have progressed towards the ideal of “a more perfect union.” In fact, we recently debated whether or not the 14th amendment should be revered as the most important component of the Constitution. Stemming from our historical investigations, a few astute students brought up how the current gay rights issue coming before the Supreme Court is not unlike the struggle of the Civil Rights Movement. They posited that since the 14th Amendment was previously used to extend rights to African Americans and women, why not apply it more broadly to homosexual or transgender individuals. Their insightful interpretation of the Constitution speaks directly to the culture I foster in my class and the importance of teaching the Constitution in middle school.


President Franklin D. Roosevelt said, “Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.” This incredibly poignant maxim is at the root of my students’ exploration of American History. Through all its flaws and hypocrisies the United States Constitution still stands as a beacon for freedom in this nation.


Understanding the past and instilling a sense of civic pride and responsibility is how you achieve a better democracy, and indeed a better nation. It will be up to my students to take up the mantle for freedom and use their historical and Constitutional knowledge to shape this nation in their own image, to make this nation one in which they are proud to live, and one in which we continue our march towards a more perfect union.

Welcome to Junior Historians – so nice to make your acquaintance!

Junior Historians is an innovative approach to studying history. I don’t teach history, I teach students how to investigate history for themselves.

History can be cumbersome to young students because of the massive scope, complex issues, and our tendency to mythologize our past, particularly our major historical figures. Most US History courses struggle to get past World War II and thus leave students with an outdated view of our nation and the world. By choosing depth, not breadth, of coverage the Junior Historians curriculum unpacks the most important themes of US History up to present day. This fosters an understanding of the role of our shared past – our history – in our current lives. In fact, the Junior Historians’ logo communicates this ideal: a Venn diagram showing the intersection of a specific place and time. The Junior Historians curriculum finally answers the big “so what?” question of history: We study history because it informs the world we live in today and can be an invaluable tool in making decisions about our future. 

Junior Historians started in 2011 when I was fed up with sub-standard history textbooks and a lack of student understanding and engagement. A life-long history nerd, I tossed out the textbook, developed my own two-year US History course, and compiled my own workbooks utilizing only primary sources. The result – Junior Historians – is a rigorous curriculum that challenges students to take ownership of history and to develop the critical skills of asking good questions, reading, writing, critical thinking, research, and argument by evidence.

Check out the new ABOUT and STAY CONNECTED tabs at the top of the page to learn more about Junior Historians.