On Monday, I came across this article on The Atlantic website: “A Better Way to Teach History.” It should be required reading for all history teachers. The author describes an undergraduate class at Harvard taught by Professor David Moss, who does most of his teaching at the Harvard Business School.
In a spacious classroom in Aldrich Hall on the Harvard Business School campus, 100 students are passionately discussing a case called “Battle Over a Bank.” But these aren’t MBA students deliberating over how much the government should regulate the financial sector. This group of mostly undergraduates, guided by the award-winning Harvard Business School professor David Moss, is diving into the fierce 1791 debate over whether the Constitution could be interpreted to allow the fledgling U.S. government the power to form a bank at all.
This class, “History of American Democracy,” is no pedestrian historical survey course. It uses the case method—the business school’s signature teaching technique—to immerse undergraduates (as well as a limited number of HBS students) in critical episodes in the development of American democracy.
The article was a revelation. As someone who is committed to a more constructivist classroom, I am always looking for tools and techniques to add to my toolbox. The Harkness method forms the cornerstone of my pedagogical approach, but students (and I!) sometimes need a change of pace. The case study approach looks like a wonderful way to bring the concept of contingency alive for students–to illustrate the present is profoundly shaped by each decision made in the past. By extension, the decisions we make in the present will shape the future.
Along those lines, the case study method offers a way to engage students in the learning process and also, as the article states, “help students develop an instinct for how to respond even to problems—whether they be furor over same sex marriage or a massive financial crisis—that feel unprecedented. Through sheer repetitive exposure to problems and problem-solving, students learn the art of decision-making.” This is very much in keeping with my vision of history education as a key to civic preparation.
Last fall, I discovered the National History Center‘s Mock Policy Briefing Program, which has the potential to do much the same thing: illustrate for students for students how the study of the past can, in fact, have relevance in the present and influence the future in important ways.