Civic and County in Crisis
The United States of America is in crisis. According to a 2023 Wall Street Journal poll, only 23% of adults under age 30 think patriotism is very important to them personally, compared with 59% of seniors ages 65 and older. America's military is not able to meet its recruitment goals. Americans do not know the geography of the world or of their own country. And, American schoolchildren have no idea how the United States of America is different, and in many ways, better, than other countries. A people without civics knowledge is in danger of having everything of value taken from them.
For nearly three decades, I have been a public middle school teacher and a home school dad of 7 children. I've experienced the failures of American education firsthand, and I see that our country is in danger of losing the constitutional liberties all citizens have enjoyed since 1789. Classical Historian's Civics Curriculum was designed to give our youngest generation what they need to practice self-government.
For nearly three decades, I have been a public middle school teacher and a home school dad of 7 children. I've experienced the failures of American education firsthand, and I see that our country is in danger of losing the constitutional liberties all citizens have enjoyed since 1789. Classical Historian's Civics Curriculum was designed to give our youngest generation what they need to practice self-government.
The Answer is Education
John Adams wrote that, “Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.” In a free republic, civics knowledge is not optional. It is a prerequisite for self-government.
Our American Civics curriculum for grades K-5 explains what every citizen needs to know. Our civics textbooks cover topics including:
Many Americans have never been given the chance to learn civics. We want to change that with our civics books.
American Civics: More Than Mere Knowledge Citizenship is a serious responsibility. To exercise that responsibility, people have to both know about their country, and care for it.
We created our civics books and video series to help educators nurture patriotism in their students. Our materials make it clear that America is a force for good in the world.
Perhaps more importantly, our civics textbooks teach students about the virtues citizens need to practice self-government. As Benjamin Franklin said, "Only a virtuous people are capable of freedom."
Our American Civics curriculum for grades K-5 explains what every citizen needs to know. Our civics textbooks cover topics including:
- What does it mean to be an American?
- What is America’s heritage?
- What is the importance of the Declaration of Independence?
- How does the US government work according to the Constitution?
- How should a citizen behave in a free republic?
Many Americans have never been given the chance to learn civics. We want to change that with our civics books.
American Civics: More Than Mere Knowledge Citizenship is a serious responsibility. To exercise that responsibility, people have to both know about their country, and care for it.
We created our civics books and video series to help educators nurture patriotism in their students. Our materials make it clear that America is a force for good in the world.
Perhaps more importantly, our civics textbooks teach students about the virtues citizens need to practice self-government. As Benjamin Franklin said, "Only a virtuous people are capable of freedom."
A Civics Curriculum That Teaches Virtue
Some people think freedom means “doing whatever you want to do.” But consider this:
We live free when we live in harmony with the beautiful order of creation. When we violate that order, we lose our freedom. In the classical tradition, freedom and virtue are closely linked. Philosophers like Socrates and Plato pointed out that when people lack virtue, they become slaves to their passions.
That’s why our civics curriculum emphasizes the importance of virtue. With lessons on American heroes and their virtues, we inspire students to practice the self-control that makes self-government possible.
- To speak English freely, you have to learn the rules of English grammar.
- To play the drums freely, you have to master rhythm.
- To live free of guilt, you have to master your desires.
We live free when we live in harmony with the beautiful order of creation. When we violate that order, we lose our freedom. In the classical tradition, freedom and virtue are closely linked. Philosophers like Socrates and Plato pointed out that when people lack virtue, they become slaves to their passions.
That’s why our civics curriculum emphasizes the importance of virtue. With lessons on American heroes and their virtues, we inspire students to practice the self-control that makes self-government possible.
Civics in the Early Years of the Republic
Classical Historian teaches the period of history most important in establishing the new republic: the first few decades, from 1775 1800. In a new life, the most important years are the first few. Scientists report that the first three years of a person’s life are most significant, and it is essential that an infant receives love, care, affection, and mental stimulation from birth to age three. For a new country, the first few years are the most important, as well. A new country has many challenges. Its government must be respected by its own citizens and by foreign governments. A new country is usually militarily weak and its institutions are new and untested. The United States of America had another challenge that no other new country had had in nearly two thousand years – it was a representative democracy. For the first time since the Roman Republic, citizens could vote for their own leaders.
From 1787 to 1825, America was led by the Founding Fathers. These men fought the British, established the American Constitution, and worked in the first few years of the new American government. Many have said that America’s Founding Fathers were both the most intelligent and the most honorable men in the world.
The Era of the Founding Fathers is full of firsts:
1. The establishment of a representative government with a written constitution
2. The first modern republic in the world
3. The first peaceful exchange of power between opposing political parties in the modern world
4. The world’s first all-volunteer military force since the ancient times
5. The first time new states received the same rights as the original states
6. The first time a slave and a woman voted (Lewis and Clark Expedition)
7. The expansion of representative democracy in North and South America
8. The first modern state where most education took place in the home
9. The first country in the modern world whose economy operated primarily under capitalist ideas
10. The first country where nobility was outlawed
This list could go on. The point is, the Founding Fathers established such strong institutions and traditions of representative democracy and capitalism that they propelled the United States of America from one of the world’s weaker countries to the world’s strongest and freest by the mid- to late 1800s. Much of what the Founding Fathers established exists today in America, and is emulated throughout the world’s republics.
One great failure of the American Founding Fathers involved slavery. Though slavery was a moral evil, and though many Americans opposed it at the founding of the country, many other Americans favored slavery and its expansion. Slavery was incompatible with the country’s ideal as expressed in the Declaration of Independence, “all men are created equal.” Slave owners argued that slaves were private property, and therefore the government could not grant slaves their freedom. The failure to solve the problem of slavery eventually led to the U.S. Civil War, 1861-1865.
From 1787 to 1825, America was led by the Founding Fathers. These men fought the British, established the American Constitution, and worked in the first few years of the new American government. Many have said that America’s Founding Fathers were both the most intelligent and the most honorable men in the world.
The Era of the Founding Fathers is full of firsts:
1. The establishment of a representative government with a written constitution
2. The first modern republic in the world
3. The first peaceful exchange of power between opposing political parties in the modern world
4. The world’s first all-volunteer military force since the ancient times
5. The first time new states received the same rights as the original states
6. The first time a slave and a woman voted (Lewis and Clark Expedition)
7. The expansion of representative democracy in North and South America
8. The first modern state where most education took place in the home
9. The first country in the modern world whose economy operated primarily under capitalist ideas
10. The first country where nobility was outlawed
This list could go on. The point is, the Founding Fathers established such strong institutions and traditions of representative democracy and capitalism that they propelled the United States of America from one of the world’s weaker countries to the world’s strongest and freest by the mid- to late 1800s. Much of what the Founding Fathers established exists today in America, and is emulated throughout the world’s republics.
One great failure of the American Founding Fathers involved slavery. Though slavery was a moral evil, and though many Americans opposed it at the founding of the country, many other Americans favored slavery and its expansion. Slavery was incompatible with the country’s ideal as expressed in the Declaration of Independence, “all men are created equal.” Slave owners argued that slaves were private property, and therefore the government could not grant slaves their freedom. The failure to solve the problem of slavery eventually led to the U.S. Civil War, 1861-1865.
Principles of the Constitution
There are basic principles found in the Constitution. These include:
1. Men Are Not Angels
2. Limited Government
3. Federalism
4. Republicanism
5. Separation of Powers
6. Checks and Balances
7. Individual Rights
8. Sovereignty of the People
1. Men Are Not Angels
2. Limited Government
3. Federalism
4. Republicanism
5. Separation of Powers
6. Checks and Balances
7. Individual Rights
8. Sovereignty of the People
Men Are Not Angels
James Madison wrote in Federalist Paper number 51, “If men were angels, no government would be necessary.” The Founding Fathers created the oldest living constitutional republic with the belief that people are not perfect, and in fact individuals naturally strive for power over others. The challenge in building a strong government is to give it enough power to govern, but to restrain it so it will control itself. This principle is perhaps the most important in understanding the Constitution.
James Madison wrote in Federalist Paper number 51, “If men were angels, no government would be necessary.” The Founding Fathers created the oldest living constitutional republic with the belief that people are not perfect, and in fact individuals naturally strive for power over others. The challenge in building a strong government is to give it enough power to govern, but to restrain it so it will control itself. This principle is perhaps the most important in understanding the Constitution.
Limited Government
The American Founding Fathers created a government that was limited in power. They believed that it was more important for Americans to enjoy liberty than for their government to do everything. Americans remembered how British King George III and Parliament wanted to control the colonists, so they made sure that the new Constitution would never create a government that was too strong. The structure and function of the U.S. government was designed so that Americans would have maximum liberty and the government would be small.
The American Founding Fathers created a government that was limited in power. They believed that it was more important for Americans to enjoy liberty than for their government to do everything. Americans remembered how British King George III and Parliament wanted to control the colonists, so they made sure that the new Constitution would never create a government that was too strong. The structure and function of the U.S. government was designed so that Americans would have maximum liberty and the government would be small.
Federalism
Federalism is the idea that there are various state governments and one federal government, each having its own spheres of power. The founders created this system for a few reasons. At the beginning of the United States of America, 13 different and separate colonies agreed to join to fight for independence from Great Britain. The colonies differed from each other in many ways, however. It was as if 13 different countries agreed to fight a common enemy. After joining to win its independence, each state wanted to maintain as much of its freedom as possible. Also, having various state governments is a defense against tyranny. It is more difficult for an autocrat to take over America, because America is a country with a wide variety of states, people, and ways of living. With different and strong state governments, it is much more challenging for a dictator to take control. For example, under the concept of federalism, the federal government makes decisions regarding war, but each state decides laws regarding education.
Federalism is the idea that there are various state governments and one federal government, each having its own spheres of power. The founders created this system for a few reasons. At the beginning of the United States of America, 13 different and separate colonies agreed to join to fight for independence from Great Britain. The colonies differed from each other in many ways, however. It was as if 13 different countries agreed to fight a common enemy. After joining to win its independence, each state wanted to maintain as much of its freedom as possible. Also, having various state governments is a defense against tyranny. It is more difficult for an autocrat to take over America, because America is a country with a wide variety of states, people, and ways of living. With different and strong state governments, it is much more challenging for a dictator to take control. For example, under the concept of federalism, the federal government makes decisions regarding war, but each state decides laws regarding education.
Republicanism
Republicanism is an ideology that favors a political system that is founded on the rule of law, the rights of individuals, and the idea that citizens choose leaders to make the law and govern. It emerged in the Greek city-states and the Roman Republic over 2,000 years ago, and did not exist again until Renaissance in Florence, Italy, early modern Britain and the founding of the United States of America.
Republicanism is an ideology that favors a political system that is founded on the rule of law, the rights of individuals, and the idea that citizens choose leaders to make the law and govern. It emerged in the Greek city-states and the Roman Republic over 2,000 years ago, and did not exist again until Renaissance in Florence, Italy, early modern Britain and the founding of the United States of America.
Separation of Powers
The framers separated the powers of government into three branches to prevent tyranny. They were fearful that a person or small group might try to establish a monarchy or dictatorship, and thus each branch has separate powers.
Legislative Branch: Powers of the legislative branch are specifically written in Article I, section 8. Congress’ main power is to make law. However, the laws of the legislative branch are not allowed to suppress the rights of individuals and states, as written in the Bill of Rights.
The Founding Fathers held that the legislative branch had the most important powers in the government—the powers to make law and declare war. To further limit this branch from abusing these powers, the framers created it with the most people. It is more challenging to get many people to agree on something than just a few people. Today, there are 535 Congressmen. It is hard to get all of them to do anything! This was exactly the intention of the Founding Fathers. The fewer laws Congress makes, the more liberty Americans have.
Executive Branch: Powers of the executive branch are stated in Article II of the Constitution. One of the main powers of the President is to be the Commander-in-Chief. This means that once Congress declares war, it is up to the President how to wage war. The President is not supposed to wage war without the consent of Congress.
Judicial Branch: Powers of the judicial branch are found in Article III of the Constitution, and in various decisions of the Supreme Court. The judicial branch is limited by the fact that it can only make decisions on court cases it hears. Justices and judges are not allowed to create a law from their discussions or from their feelings, but must respond directly to individual cases that are presented. The highest court in the land is the Supreme Court.
The framers separated the powers of government into three branches to prevent tyranny. They were fearful that a person or small group might try to establish a monarchy or dictatorship, and thus each branch has separate powers.
Legislative Branch: Powers of the legislative branch are specifically written in Article I, section 8. Congress’ main power is to make law. However, the laws of the legislative branch are not allowed to suppress the rights of individuals and states, as written in the Bill of Rights.
The Founding Fathers held that the legislative branch had the most important powers in the government—the powers to make law and declare war. To further limit this branch from abusing these powers, the framers created it with the most people. It is more challenging to get many people to agree on something than just a few people. Today, there are 535 Congressmen. It is hard to get all of them to do anything! This was exactly the intention of the Founding Fathers. The fewer laws Congress makes, the more liberty Americans have.
Executive Branch: Powers of the executive branch are stated in Article II of the Constitution. One of the main powers of the President is to be the Commander-in-Chief. This means that once Congress declares war, it is up to the President how to wage war. The President is not supposed to wage war without the consent of Congress.
Judicial Branch: Powers of the judicial branch are found in Article III of the Constitution, and in various decisions of the Supreme Court. The judicial branch is limited by the fact that it can only make decisions on court cases it hears. Justices and judges are not allowed to create a law from their discussions or from their feelings, but must respond directly to individual cases that are presented. The highest court in the land is the Supreme Court.
Checks and Balances
Checks and balances is the concept that the three branches have powers that are specifically designed to counter the power of the other branches. These powers “check” the other branches and keep a “balance” of power.
The legislative branch (Congress) has powers that check the executive and judicial branches. Against the President, Congress can reject presidential appointments and reject treaties that the President negotiated. It can also override a presidential veto. A veto is when the President rejects a bill Congress passed. To override the veto, Congress can pass the bill with a 2/3 margin, and the bill becomes law. Congress can also impeach and remove the President. To impeach the President, the House of Representatives accuses the President of a crime. After a President is impeached, the Senate holds a trial, and can remove the President with a 2/3 majority vote. Against the judicial branch, Congress can impeach and remove judges, and it can reject presidential appointments.
The executive branch (President) has powers that check the legislative and judicial branches. The President can veto (reject) bills from Congress. The President appoints (chooses) justices and federal judges of the judicial branch, with Senate approval. The President can pardon criminals.
The judicial branch has powers that check the legislative and executive branches. Its main power, judicial review, is not part of the written Constitution. As explained in a later chapter, Supreme Court justices gave themselves this power! The judicial branch can declare laws of Congress and acts of the President unconstitutional. To declare a law unconstitutional means to declare the law void, not valid.
Checks and balances is the concept that the three branches have powers that are specifically designed to counter the power of the other branches. These powers “check” the other branches and keep a “balance” of power.
The legislative branch (Congress) has powers that check the executive and judicial branches. Against the President, Congress can reject presidential appointments and reject treaties that the President negotiated. It can also override a presidential veto. A veto is when the President rejects a bill Congress passed. To override the veto, Congress can pass the bill with a 2/3 margin, and the bill becomes law. Congress can also impeach and remove the President. To impeach the President, the House of Representatives accuses the President of a crime. After a President is impeached, the Senate holds a trial, and can remove the President with a 2/3 majority vote. Against the judicial branch, Congress can impeach and remove judges, and it can reject presidential appointments.
The executive branch (President) has powers that check the legislative and judicial branches. The President can veto (reject) bills from Congress. The President appoints (chooses) justices and federal judges of the judicial branch, with Senate approval. The President can pardon criminals.
The judicial branch has powers that check the legislative and executive branches. Its main power, judicial review, is not part of the written Constitution. As explained in a later chapter, Supreme Court justices gave themselves this power! The judicial branch can declare laws of Congress and acts of the President unconstitutional. To declare a law unconstitutional means to declare the law void, not valid.
Individual Rights
The Founding Fathers envisioned a country where individuals would live in liberty and have much responsibility. At our country’s founding and for the next 100 years, the federal government did not directly influence the daily life of Americans. There was no welfare assistance for those without work. There was no government aid for someone who became ill and had no money to pay a doctor. The poor and needy relied on family members, friends, or the church to help out, not the government. Because of these limits on the U.S. government, Americans were some of the most independent-minded, capable, and charitable people in the world. Forced to do things on their own and freed from an outside government telling them what to do, the United States changed from one of the smallest and weakest countries, to the strongest and one of the richest in the world by the end of World War I, only 142 years after its founding. The modern world has no other similar example.
The individual rights of Americans are ensured by the Bill of Rights.
The Founding Fathers envisioned a country where individuals would live in liberty and have much responsibility. At our country’s founding and for the next 100 years, the federal government did not directly influence the daily life of Americans. There was no welfare assistance for those without work. There was no government aid for someone who became ill and had no money to pay a doctor. The poor and needy relied on family members, friends, or the church to help out, not the government. Because of these limits on the U.S. government, Americans were some of the most independent-minded, capable, and charitable people in the world. Forced to do things on their own and freed from an outside government telling them what to do, the United States changed from one of the smallest and weakest countries, to the strongest and one of the richest in the world by the end of World War I, only 142 years after its founding. The modern world has no other similar example.
The individual rights of Americans are ensured by the Bill of Rights.
Bill of Rights
The Bill of Rights contains ten basic rights of individuals and states, and specifically denies the federal government the right to make laws against these rights. The following are the Bill of Rights amendments paraphrased.
Michael Allen and Larry Schweikart in A Patriot’s History of the United States of America write that it is good to see the Bill of Rights as a “Bill of Limitations” on the federal government. These ten amendments make clear that the federal government does not have the power to infringe on the personal liberties of individual Americans, no matter the reason.
The Bill of Rights contains ten basic rights of individuals and states, and specifically denies the federal government the right to make laws against these rights. The following are the Bill of Rights amendments paraphrased.
- First Amendment: This guarantees the right to free speech, freedom of the press, religious freedom, and the right to assemble. The founders were very concerned with freedom of political speech, meaning the right to campaign or financially support the candidate of one’s choice without limitation. They wanted to make sure that government would never become so strong that it would limit Americans’ abilities to participate in politics. Regarding freedom of religion, the Founders wanted to make sure the government would not enforce a state religion, however, at the same time, they wanted Americans to never be limited in their practice of religious worship. All leaders of the American republic invoked God during official speeches and addresses, and nearly all believed that religion was necessary for a successful republic. The idea of “separation of church and state” did not exist until the 1900s.
- Second Amendment: The right to bear arms. This right was meant to ensure Americans had the right to own guns and to have state militias that could be a counterweight to the country’s army.
- Third Amendment: Citizens cannot be forced to house and feed soldiers. This amendment was written to make sure what King George III decreed for the colonists would never again happen.
- Fourth Amendment: No unreasonable searches and seizures.
- Fifth Amendment: People cannot be forced to testify against themselves in court.
- Sixth Amendment: Citizens have the right to a speedy and public trial.
- Seventh Amendment: Citizens have the right to a jury trial in certain cases.
- Eighth Amendment: Federal government cannot impose excessive bail, fines, or cruel and unusual punishment.
- Ninth Amendment: Rights not listed in the Constitution are retained by the people. This means that just because a right may not be written in the Constitution does not mean that a person does not have that right.
- Tenth Amendment: All power not specifically given to the federal government in the Constitution is retained by the people or the states.
Michael Allen and Larry Schweikart in A Patriot’s History of the United States of America write that it is good to see the Bill of Rights as a “Bill of Limitations” on the federal government. These ten amendments make clear that the federal government does not have the power to infringe on the personal liberties of individual Americans, no matter the reason.
Popular Sovereignty
Popular sovereignty is the principle that only the consent of the people creates and sustains a state and federal government. The people are the ones in charge of the government. American elected officials are, in effect, the employees of the American people. Politicians have no special rights over others, and American voters can kick out officials during elections. The people give political power to politicians and the people can take it away.
Popular sovereignty is the principle that only the consent of the people creates and sustains a state and federal government. The people are the ones in charge of the government. American elected officials are, in effect, the employees of the American people. Politicians have no special rights over others, and American voters can kick out officials during elections. The people give political power to politicians and the people can take it away.
Resources to Teach Civics
American Civics - series of 7 books with coloring pages for K - 5 students
American History - The Story of Liberty - materials for 6 - 8th grade students
Government and Economics Materials - materials and online course for 9-12th grade students
America's Federal Holidays - a book for the whole family
American History - The Story of Liberty - materials for 6 - 8th grade students
Government and Economics Materials - materials and online course for 9-12th grade students
America's Federal Holidays - a book for the whole family
From The Epoch Times, Published April 20, 2021
To see the article in The Epoch Times, go HERE
Teaching Children History: Q&A With John De Gree, founder of The Classical Historian
BY BARBARA DANZA
April 20, 2021 Updated: April 20, 2021
Ensuring our children are given a solid education in history is becoming an ever-pressing issue. I recently asked John De Gree, founder of the history curriculum company, The Classical Historian, about his thoughts on and tips for teaching history. Here’s what he said.
The Epoch Times: What inspired you to dedicate yourself to teaching history?
John De Gree: I received an apprenticeship in teaching history to young people from a master, and I did not realize this until I was in my mid-20s. My dad taught middle school history and then was an assistant principal for a total of 30 years. He and my mom had 11 children, and I was their 10th.
John De Gree, founder of The Classical Historian. (Courtesy of John De Gree)As a youngster, I remember my dad telling interesting and funny stories about his students in the classroom and about education, in general. As the family shared our mom’s meals, there were always discussions, sometimes heated, on politics, religion, and current events. My dad was a master at asking questions and challenging others to think for themselves. Sometimes, it was difficult to figure out exactly what he thought. Because I was one of the youngest kids, I mainly listened. Both my dad and mom had a sincere care for all children, and my dad had a sound understanding of communism.
From 1990 to 1996, I studied and lived in Germany, Austria, Turkey, and Czechoslovakia. While I lived in Europe, I used my father’s skill of asking questions and getting to know others as a way to help me learn German, Czech, and European history. After trying a few entry-level positions in various fields, I landed a high school teaching job in Prague. Right from the beginning, I knew that teaching history was for me.
The Epoch Times: Something often heard these days is: “Why should anyone take the time to study history? You have all of the information at your fingertips through your digital devices, don’t you?” How would you respond to this?
Mr. De Gree: Studying history involves at least two things: learning history content and acquiring the thinking skills of the historian. While some may think that all of the information in history “is at our fingertips through our digital devices,” this is not completely true. There are many websites and social media platforms that promote a false account or view of history, or they censor meaningful historical content and do not present the full picture. One can find web sources that deny the Holocaust or claim we never landed on the moon. Recently, one social media platform even censored my biographies on Margaret Sanger, Amelia Earhart, and Mildred Jackson.
A study of history requires learning skills that enable someone how to search for the truth in history. These skills include distinguishing between fact and opinion, forming judgment based on historical evidence, how to analyze primary and secondary sources, the Socratic discussion in history, writing in history, and others.
Acquiring the skills of the historian and using them requires time, patience, honesty, a good curriculum, a good teacher, and in the best of circumstances, another student or a few students to discuss and argue the meaning of the past. These higher-level thinking and rhetorical skills needed for the study of history prepare a student to make sense of all the digital sources of information available and allow him to independently ascertain connections and meanings in history.
Humans are designed to think on their own, to communicate with others, and to ponder the meaning of history. While learning history with a classical approach is natural, it has become unique. Instead of learning history content and the thinking and rhetorical skills of the historian, students in most schools are indoctrinated to memorize a certain version of the past and are dissuaded from learning how to think for themselves.
Mr. De Gree: We need citizens who understand the past, who understand our place in history as a culture and as a country, and we need people who have and use the tools of the historian because these help a person be more human. If students understand the development of individual liberty throughout the history of Western civilization, they will be more likely to defend the truths of the past and reject falsehoods. If students understand ideas such as presentism, (which is the fallacy of judging the past by present-day morals) they will not be so quick to dismiss America’s Founding Fathers because of their imperfections.
What is currently happening in our school system in many states is a rewriting of America’s past and an effort to indoctrinate students into a particular way of thinking and acting that runs counter to individual freedom.
Revisionist historians are trying to rewrite the meaning of our past so that our youth hate their own country. If this happens, nobody will want to defend the rights and liberties that all Americans have, and we will become similar to those places in the world where there is despotism and misery.
But beyond the ramifications for our own country, the study of history enables the student to think, speak, and listen to others regarding the meaning of what it means to be a person. Appreciating and loving life comes from understanding its meaning. The study of history helps a person grapple with these issues.
The Epoch Times: Kids today seem to have a significant blind spot when it comes to history. What can parents and teachers do to reignite a genuine interest or curiosity about history in them?
Mr. De Gree: The most important thing parents can do to ignite a genuine interest or curiosity in history is to teach their children a strong sense of morality and to inspire their children to live a life of virtue. For some, this may mean following a religion that is based on love, mercy, and truth.
When children strive to be honest in the home and with their parents and siblings, it will carry over into their studies. When they study history, it will be natural for them to want to search for the truth. It will be easier for them to recognize lies and falsehoods or narratives that don’t make sense because their youth has been spent on moral training for what is good and just.
The second most important thing parents can do to inspire their children to have an interest in history is to talk with their children as much as possible and to build a loving and caring relationship.
One thing in common many successful students have is eating dinner with their families. During mealtimes, especially, children learn how their parents think and discuss and they learn how to listen. During the meals, parents should realize they are the leaders of the household and take responsibility to lead discussions, ask questions, and make sure that everyone has an opportunity to speak and share. If something of interest happened in the news that day, it should be brought up as part of the conversation, and each person should be given the chance to say what he knows and what he thinks about it.
Beyond this crucial visiting time, parents should try to take their children to visit museums, art galleries, and out in nature. These out-of-the house adventures stimulate a child’s mind and show him there is a larger world outside of his city and away from digital devices. In our family, our children don’t receive a phone until the ninth grade. We try to shower them with attention and invest time with them.
As with parents, it’s important for teachers to strive to be honest and consistent and to be respectful of students. For teachers to ignite a genuine interest or curiosity in history, I recommend they teach young children up to the age of 11 by reading out loud, playing games, and having children give summaries of the history they are studying. Younger children are excited to please adults, to show what they know, and they are content to learn answers to the questions “who, what, when, and where.” Students through grade five love learning about how people of the past dressed, what they ate, the jobs they held, and what their daily lives looked like.
For teachers of students ages 12 and over, they should teach the tools of the historian, challenge students with open-ended questions, and engage students in Socratic discussions. These students are more interested in answers to the question, “Why” and want to share with others and learn what other students think.
These older students want to argue and very often they think they know better than others, especially their parents. Teenagers may want to argue, but they need to learn how to do this in history. Teachers have to show students that evidence from secondary and primary sources is needed to support arguments. Instead of having students simply memorize the past, it is better they grapple with open-ended questions, such as “Was Charlemagne more Christian or pagan?” or “Did the New Deal strengthen or weaken America?” Teachers then should guide students in the Socratic discussion in history, gently challenging students to argue with each other, encouraging civil debate.
The Epoch Times: Homeschooling has seen a significant rise this past year. What advice would you give new homeschoolers who want to teach their children history?
Mr. De Gree: The best thing you can do for your children is to play history games, read history books and talk about them, and commit to learning history yourself with a history book club. For children ages 12 and over, parents should learn and then teach their children the tools of the historian. Students should answer open-ended history questions by researching in primary and secondary source texts, and parents should engage them in Socratic discussions. While it can be helpful to have a small group of students for discussion, we taught our oldest son one-on-one, and he is still one of my best students.
Classical Historian publishes fun and educational history games for all ages in our History Go Fish card game series. I would set up a schedule where you have at least a once-per-week game time with your kids. Our game for ages 5 to 10 is the American History Memory Game, and for ages 8 to 18, we have Go Fish cards in Ancient History, Medieval History, American History, U.S. Presidents, and the Constitution. We are coming out with three new games by June 1: Classical Greece and Rome, Modern U.S. History, and Modern World History. In this game is one version called “Collect the Cards,” where kids have to learn history then guess the card before someone else in the group does. Children love this social and exciting game.
New Go Fish history card games from The Classical Historian. (Courtesy of John De Gree)For a book that teaches Western Civilization and American history for junior high students and above, I recommend “The Story of Liberty: America’s Ancient Heritage Through the Civil War.” This book teaches kids how the ancient and medieval world influenced the founding of America, it shows the political philosophy that created the freest country in the world, and it traces the history of America through its most destructive war that ended slavery, the Civil War. It shows how Americans have the rights they enjoy and it explains how the United States of America is unique in the world, specifically teaching American exceptionalism and civics. There is a great need in our society for this book.
Our company’s website, ClassicalHistorian.com, has a wealth of information and tips to teach homeschool history. We offer hundreds of free biographies and history lessons, products, and services. For grades 3 through 12, we teach online courses. Classes for younger children focus on introducing youth to history and encouraging young children to observe and share what they see or notice. Classes for grades 6 through 12 center on learning history content and the tools of the historian with the Socratic discussion as the most exciting part of the process. Students can also take our writing course in history, which teaches how to take and argue a historical perspective.
For homeschool parents or for teachers of history wanting training in how to teach the tools of the historian and how to lead the Socratic discussion in history, they should become a member of The Dolphin Society, our educator’s membership service. They will find a treasure trove of help and support, a forum for discussion, and monthly live training seminars. In addition, we offer monthly History and Constitution Bees for member children.
The Epoch Times: History itself seems up for debate, with different versions appearing in different resources. How do you recommend parents and teachers vet the history resources being offered their students?
Mr. De Gree: There are two recommendations I have in this area. This first one is a long-term answer and requires time, energy, and discernment, whereas the second gives you immediate resources. For the longer answer, the parent or teacher should first acquire the skills of the historian, and then apply them in a setting that is encouraging and allows the parent and teacher to practice history discussions with other adults.
Being part of a history book club that is led by a caring teacher will give the parent and teacher practical experience in analyzing the past and sharing ideas with others who are searching for the truth in history. With this experience in using the skills of the historian, the parent and teacher will be able to discern for himself the reliability of various sources. Classical Historian offers a history book club through its Dolphin Society, and in this society are also all the tools of the historian.
The short-term answer for which resources to trust and use with students is to use everything Classical Historian uses, including our games, curriculum, and various sources for our online learning. All of the titles of our sources are available on our website.
The Epoch Times: What practical tips could you offer to parents and teachers who want to make history engaging and fun?
Mr. De Gree: I love history games. Our Memory games are ideal for kids ages 5 to 10 and our Go Fish games are perfect for kids ages 8 to 18. Each Go Fish game includes a history booklet with ideas for about 10 games. Important for the family is to set aside one day a week, or one hour a week, and make this game day. With the game day planned, just simply follow through and play a game with your child. They will love the extra attention they receive from the parent, and in the process, they will learn history.
The favorite game of the children we teach is the “Collect the Cards” version of our Go Fish games. In this game, students learn history and try to guess what is on the card based on a number of hints. It is like a ready-made History Bee that kids can play with each other.
For kids ages 12 and over, to make history fun and engaging, parents need to teach open-ended history questions and teach with the Socratic discussion in history. Every teenager believes, at one time or another, that he knows more than his parents, and that his generation will set things right.
Answering open-ended history questions gives the student the freedom to search for and analyze and then create what he thinks is the best answer to questions that have many possible answers. In discussing and arguing with their peers and with their parents, students become excited to prove their point, to learn more, and to interact with others. Learning with the Socratic discussion in history is fun because the student is thinking and engaging with others the entire time.
Follow Barbara on Twitter: @barbaradanza
To see the article in The Epoch Times, go HERE
Teaching Children History: Q&A With John De Gree, founder of The Classical Historian
BY BARBARA DANZA
April 20, 2021 Updated: April 20, 2021
Ensuring our children are given a solid education in history is becoming an ever-pressing issue. I recently asked John De Gree, founder of the history curriculum company, The Classical Historian, about his thoughts on and tips for teaching history. Here’s what he said.
The Epoch Times: What inspired you to dedicate yourself to teaching history?
John De Gree: I received an apprenticeship in teaching history to young people from a master, and I did not realize this until I was in my mid-20s. My dad taught middle school history and then was an assistant principal for a total of 30 years. He and my mom had 11 children, and I was their 10th.
John De Gree, founder of The Classical Historian. (Courtesy of John De Gree)As a youngster, I remember my dad telling interesting and funny stories about his students in the classroom and about education, in general. As the family shared our mom’s meals, there were always discussions, sometimes heated, on politics, religion, and current events. My dad was a master at asking questions and challenging others to think for themselves. Sometimes, it was difficult to figure out exactly what he thought. Because I was one of the youngest kids, I mainly listened. Both my dad and mom had a sincere care for all children, and my dad had a sound understanding of communism.
From 1990 to 1996, I studied and lived in Germany, Austria, Turkey, and Czechoslovakia. While I lived in Europe, I used my father’s skill of asking questions and getting to know others as a way to help me learn German, Czech, and European history. After trying a few entry-level positions in various fields, I landed a high school teaching job in Prague. Right from the beginning, I knew that teaching history was for me.
The Epoch Times: Something often heard these days is: “Why should anyone take the time to study history? You have all of the information at your fingertips through your digital devices, don’t you?” How would you respond to this?
Mr. De Gree: Studying history involves at least two things: learning history content and acquiring the thinking skills of the historian. While some may think that all of the information in history “is at our fingertips through our digital devices,” this is not completely true. There are many websites and social media platforms that promote a false account or view of history, or they censor meaningful historical content and do not present the full picture. One can find web sources that deny the Holocaust or claim we never landed on the moon. Recently, one social media platform even censored my biographies on Margaret Sanger, Amelia Earhart, and Mildred Jackson.
A study of history requires learning skills that enable someone how to search for the truth in history. These skills include distinguishing between fact and opinion, forming judgment based on historical evidence, how to analyze primary and secondary sources, the Socratic discussion in history, writing in history, and others.
Acquiring the skills of the historian and using them requires time, patience, honesty, a good curriculum, a good teacher, and in the best of circumstances, another student or a few students to discuss and argue the meaning of the past. These higher-level thinking and rhetorical skills needed for the study of history prepare a student to make sense of all the digital sources of information available and allow him to independently ascertain connections and meanings in history.
Humans are designed to think on their own, to communicate with others, and to ponder the meaning of history. While learning history with a classical approach is natural, it has become unique. Instead of learning history content and the thinking and rhetorical skills of the historian, students in most schools are indoctrinated to memorize a certain version of the past and are dissuaded from learning how to think for themselves.
Mr. De Gree: We need citizens who understand the past, who understand our place in history as a culture and as a country, and we need people who have and use the tools of the historian because these help a person be more human. If students understand the development of individual liberty throughout the history of Western civilization, they will be more likely to defend the truths of the past and reject falsehoods. If students understand ideas such as presentism, (which is the fallacy of judging the past by present-day morals) they will not be so quick to dismiss America’s Founding Fathers because of their imperfections.
What is currently happening in our school system in many states is a rewriting of America’s past and an effort to indoctrinate students into a particular way of thinking and acting that runs counter to individual freedom.
Revisionist historians are trying to rewrite the meaning of our past so that our youth hate their own country. If this happens, nobody will want to defend the rights and liberties that all Americans have, and we will become similar to those places in the world where there is despotism and misery.
But beyond the ramifications for our own country, the study of history enables the student to think, speak, and listen to others regarding the meaning of what it means to be a person. Appreciating and loving life comes from understanding its meaning. The study of history helps a person grapple with these issues.
The Epoch Times: Kids today seem to have a significant blind spot when it comes to history. What can parents and teachers do to reignite a genuine interest or curiosity about history in them?
Mr. De Gree: The most important thing parents can do to ignite a genuine interest or curiosity in history is to teach their children a strong sense of morality and to inspire their children to live a life of virtue. For some, this may mean following a religion that is based on love, mercy, and truth.
When children strive to be honest in the home and with their parents and siblings, it will carry over into their studies. When they study history, it will be natural for them to want to search for the truth. It will be easier for them to recognize lies and falsehoods or narratives that don’t make sense because their youth has been spent on moral training for what is good and just.
The second most important thing parents can do to inspire their children to have an interest in history is to talk with their children as much as possible and to build a loving and caring relationship.
One thing in common many successful students have is eating dinner with their families. During mealtimes, especially, children learn how their parents think and discuss and they learn how to listen. During the meals, parents should realize they are the leaders of the household and take responsibility to lead discussions, ask questions, and make sure that everyone has an opportunity to speak and share. If something of interest happened in the news that day, it should be brought up as part of the conversation, and each person should be given the chance to say what he knows and what he thinks about it.
Beyond this crucial visiting time, parents should try to take their children to visit museums, art galleries, and out in nature. These out-of-the house adventures stimulate a child’s mind and show him there is a larger world outside of his city and away from digital devices. In our family, our children don’t receive a phone until the ninth grade. We try to shower them with attention and invest time with them.
As with parents, it’s important for teachers to strive to be honest and consistent and to be respectful of students. For teachers to ignite a genuine interest or curiosity in history, I recommend they teach young children up to the age of 11 by reading out loud, playing games, and having children give summaries of the history they are studying. Younger children are excited to please adults, to show what they know, and they are content to learn answers to the questions “who, what, when, and where.” Students through grade five love learning about how people of the past dressed, what they ate, the jobs they held, and what their daily lives looked like.
For teachers of students ages 12 and over, they should teach the tools of the historian, challenge students with open-ended questions, and engage students in Socratic discussions. These students are more interested in answers to the question, “Why” and want to share with others and learn what other students think.
These older students want to argue and very often they think they know better than others, especially their parents. Teenagers may want to argue, but they need to learn how to do this in history. Teachers have to show students that evidence from secondary and primary sources is needed to support arguments. Instead of having students simply memorize the past, it is better they grapple with open-ended questions, such as “Was Charlemagne more Christian or pagan?” or “Did the New Deal strengthen or weaken America?” Teachers then should guide students in the Socratic discussion in history, gently challenging students to argue with each other, encouraging civil debate.
The Epoch Times: Homeschooling has seen a significant rise this past year. What advice would you give new homeschoolers who want to teach their children history?
Mr. De Gree: The best thing you can do for your children is to play history games, read history books and talk about them, and commit to learning history yourself with a history book club. For children ages 12 and over, parents should learn and then teach their children the tools of the historian. Students should answer open-ended history questions by researching in primary and secondary source texts, and parents should engage them in Socratic discussions. While it can be helpful to have a small group of students for discussion, we taught our oldest son one-on-one, and he is still one of my best students.
Classical Historian publishes fun and educational history games for all ages in our History Go Fish card game series. I would set up a schedule where you have at least a once-per-week game time with your kids. Our game for ages 5 to 10 is the American History Memory Game, and for ages 8 to 18, we have Go Fish cards in Ancient History, Medieval History, American History, U.S. Presidents, and the Constitution. We are coming out with three new games by June 1: Classical Greece and Rome, Modern U.S. History, and Modern World History. In this game is one version called “Collect the Cards,” where kids have to learn history then guess the card before someone else in the group does. Children love this social and exciting game.
New Go Fish history card games from The Classical Historian. (Courtesy of John De Gree)For a book that teaches Western Civilization and American history for junior high students and above, I recommend “The Story of Liberty: America’s Ancient Heritage Through the Civil War.” This book teaches kids how the ancient and medieval world influenced the founding of America, it shows the political philosophy that created the freest country in the world, and it traces the history of America through its most destructive war that ended slavery, the Civil War. It shows how Americans have the rights they enjoy and it explains how the United States of America is unique in the world, specifically teaching American exceptionalism and civics. There is a great need in our society for this book.
Our company’s website, ClassicalHistorian.com, has a wealth of information and tips to teach homeschool history. We offer hundreds of free biographies and history lessons, products, and services. For grades 3 through 12, we teach online courses. Classes for younger children focus on introducing youth to history and encouraging young children to observe and share what they see or notice. Classes for grades 6 through 12 center on learning history content and the tools of the historian with the Socratic discussion as the most exciting part of the process. Students can also take our writing course in history, which teaches how to take and argue a historical perspective.
For homeschool parents or for teachers of history wanting training in how to teach the tools of the historian and how to lead the Socratic discussion in history, they should become a member of The Dolphin Society, our educator’s membership service. They will find a treasure trove of help and support, a forum for discussion, and monthly live training seminars. In addition, we offer monthly History and Constitution Bees for member children.
The Epoch Times: History itself seems up for debate, with different versions appearing in different resources. How do you recommend parents and teachers vet the history resources being offered their students?
Mr. De Gree: There are two recommendations I have in this area. This first one is a long-term answer and requires time, energy, and discernment, whereas the second gives you immediate resources. For the longer answer, the parent or teacher should first acquire the skills of the historian, and then apply them in a setting that is encouraging and allows the parent and teacher to practice history discussions with other adults.
Being part of a history book club that is led by a caring teacher will give the parent and teacher practical experience in analyzing the past and sharing ideas with others who are searching for the truth in history. With this experience in using the skills of the historian, the parent and teacher will be able to discern for himself the reliability of various sources. Classical Historian offers a history book club through its Dolphin Society, and in this society are also all the tools of the historian.
The short-term answer for which resources to trust and use with students is to use everything Classical Historian uses, including our games, curriculum, and various sources for our online learning. All of the titles of our sources are available on our website.
The Epoch Times: What practical tips could you offer to parents and teachers who want to make history engaging and fun?
Mr. De Gree: I love history games. Our Memory games are ideal for kids ages 5 to 10 and our Go Fish games are perfect for kids ages 8 to 18. Each Go Fish game includes a history booklet with ideas for about 10 games. Important for the family is to set aside one day a week, or one hour a week, and make this game day. With the game day planned, just simply follow through and play a game with your child. They will love the extra attention they receive from the parent, and in the process, they will learn history.
The favorite game of the children we teach is the “Collect the Cards” version of our Go Fish games. In this game, students learn history and try to guess what is on the card based on a number of hints. It is like a ready-made History Bee that kids can play with each other.
For kids ages 12 and over, to make history fun and engaging, parents need to teach open-ended history questions and teach with the Socratic discussion in history. Every teenager believes, at one time or another, that he knows more than his parents, and that his generation will set things right.
Answering open-ended history questions gives the student the freedom to search for and analyze and then create what he thinks is the best answer to questions that have many possible answers. In discussing and arguing with their peers and with their parents, students become excited to prove their point, to learn more, and to interact with others. Learning with the Socratic discussion in history is fun because the student is thinking and engaging with others the entire time.
Follow Barbara on Twitter: @barbaradanza
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