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3 Commonly Taught Hero's
Founding Fathers:
-Solution: A creative solution is to humanize these figures by having the students learn about them. Have the students to a dive into their lives to see all kinds of perspectives.
-Pitfall: A potential pitfall to this is that it can come off as demeaning or demonizing these historical figures.
Suffragists:
-Solution: A creative solution is to teach more perspectives of diverse stories/groups of women. This can be done by teaching about the Women's Rights Movements and those connected to it.
-Pitfall: A potential pitfall to this is that the 19th amendment did not give all women the right to vote and students are often not taught this.
Civil Rights Movement Leaders:
-Solution: A creative solution is to highlight all kinds of different/diverse perspectives. Make sure you have good knowledge on the content as well so you are giving the best information.
-Pitfall: A potential pitfall to this is the fact that there are very few historical figures that get talked about in these movements. Often, MLK and Rosa Parks are talked about so its important to remember there's more than them to talk about.
Heroification:
-This is a process in which individuals are turned into pious, perfect creatures without conflicts, pain, credibility, or human interest.
-We need to remember as educators that it is important to minimize and avoid heroification. We can do this by humanizing history and taking diverse approaches.

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Discussion:
This article talks about the fact that lessons fail to address the complex and difficult contexts surrounding individuals and events. Its states that there are generalized challenges that teachers may have to overcome: the marginalization of social studies in many elementary schools, insufficient background knowledge, and racial differences between teachers and students in the classroom. It then proceeds to give a groundwork for a lesson that was given to a fifth grade class. The lesson allows the teacher to show the students all kinds of perspectives and give students a better understanding on the content. For instance, the article talks about Rosa Parks and how she sat in her designated area but history states that she sat in the front. The article does a good job show at showing the importance of different perspectives and how they can help in teaching students complex topics.
Connection:
A connection that can be made from Chapter 5 and the article is the information about Rosa Parks. We were able to learn that Rosa Parks knew she was going to be arrested but wanted sympathy to show the unfairness of segregation. Both pieces talks about Rosa Parks story and how history has been inaccurately taught.

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Why is the same kind of history/information being taught regardless of the acknowledgement that there is so much information missing?
What's the best kind of approach when dealing with parents who do not want their children to know about these perspectives?
Why is Rosa Parks real story not being taught?

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1. To apply in future teachings, I can consider the importance of perspectives and show all kinds to my future students. I will make sure to include all kinds of perspectives regardless of its difficulty so that the students can get the best knowledge of the world.
2. I will also take the article into consideration and make sure to do my best in addressing the complex and difficult contexts surrounding individuals and events. I can do this by tackling the challenges teachers face; the marginalization of social studies in many elementary schools, insufficient background knowledge, and racial differences between teachers and students in the classroom.
3. Lastly, I will make sure that I have a good knowledge and sources on the content I am teaching. I want to make sure that my students are receiving the best education so I want to provide the best and most for them.