Teaching Facing History Through Literature: A Chicago Story
"Facing History and Ourselves has had a tremendous impact on my teaching. I feel that the Facing History materials and approach empower students to feel a sense of agency. Facing History encourages students to weigh in on important issues and to take action to address injustices. I feel that part of our job as educators is to help students develop into informed, thoughtful citizens of the world, and Facing History helps us to do that," said Elizabeth Perlman of Highland Park High School in Chicago.
Before becoming a high school English
teacher in 1998, Elizabeth Perlman worked at a law firm and an
advertising agency. Inspired by her mother and sister who are
educators, and a life-long interest in literature, Elizabeth decided to
try teaching. "I went to Northwestern University's Masters in Education
program and fell in love with teaching from the moment I entered a
classroom. I believe I have found my calling," says Elizabeth. She now
teaches at Highland Park High School in Chicago.
Perlman attended a Holocaust and Human Behavior Institute in 2000. One speaker, LeAlan Jones, co-author of the Facing History resource Our America made a strong impression on Elizabeth. Our America explores
Facing History themes of identity and community, exposing many
inequities and injustice in which racism and poverty play a factor.
Yet, it also illuminates ways to be resilient and make choices toward
positive change even in very challenging circumstances.
"LeAlan Jones spoke of life in the
Chicago housing projects in a way that was honest and disturbing, but
in a way that offered hope. Since then, LeAlan has come to my school to
speak to students. Kids can relate to him, no matter their race or
socioeconomic background, because he speaks to them honestly and from
the heart," she says.
Perlman integrates Facing History in all of her courses. "In American Literature and Composition, during the junior year, we teach a unit called the ‘Promise of Equality.' In that unit we examine promises that have been made to American citizens throughout history and how the dominant discourse and marginalized groups have/have not been included in the scope of those promises.
"We have used many Facing History materials to teach this unit. During and after the unit, students start to notice racism and prejudice around them. They start to speak out and take steps, even if small ones, to combat injustice," she said.
"Another thing that struck me about Facing History-that continues to impress me to this day-is the amount and availability of resources offered by the organization. Program Associate Chuck Meyers has so often provided me with resources, and if he cannot find them for me, he will find someone who can. The fact that this assistance from Facing History is life-long is incredible. Facing History has become a consistent and reliable contact for me in my teaching career," said Perlman.
Perlman has used Facing History's eugenics resources in two of her courses, an integrated Sophomore English and Biology course, and her current senior elective course, "Ethical Issues in Science and Literature." The latter is a new course that science teacher Shannon Buchanan and Perlman created. "This course asks students to consider ethical, cultural, historical, philosophical, social, artistic, and scientific perspectives when considering the consequences of past, current, and future controversial world issues," said Perlman.
