Bringing History to Life

On any given day, you might see students in Jonathan Ferrell’s social studies classes divided into groups and building a tower based on different types of government (a dictatorship, democracy or oligarchy, for example), building a manor house out of materials they have in their pencil pouches or planning a revolt over lack of bread. One thing is for sure: the students will be engaged in bringing history to life.

Perseverance could be Ferrell’s middle name. The Plains Junior School teacher is in his 16th year at Lakota, following a brief stint in business. “School was not a positive experience for me,” he said, noting that he was enrolled in both public and private schools, and even experienced home schooling, while growing up.

After earning his GED, Ferrell enrolled at Miami University and earned an associate degree in business. He worked for a friend’s business but realized there was no room for advancement. “I knew there was something more (for me).”

Over the course of a few weeks, Ferrell had three experiences that all pointed him towards teaching. He re-enrolled at Miami and embarked on a three-year journey to get his degree in education. “When you have a goal in your life, school becomes more important,” he said.

After graduating from Miami, this time with a license to teach social studies and reading in grades 4-9, Ferrell couldn’t find a job. He printed out 100 resumes and mailed them to school districts across the region. One week before the new school year, he received an offer for a one-year contract at the former Hopewell Elementary School to teach fifth grade language arts. He would continue to receive one-year contracts for the next two years in Lakota before finally being hired as a reading specialist at Ridge Junior School, where he spent five years. After a brief period teaching at VanGorden Elementary, Ferrell moved to Plains Junior School where he has been for the last three years, now teaching his ideal subject: eighth grade history.

Ferrell’s approach to teaching is to engage his students so they want to learn. “When you spend as much time as I have to get where I want to be, I don’t want to forget that. I want my kids to want to learn.”

“It’s very active learning,” explained eighth-grader Anaelise Vaughn. “We work together

a lot (and Mr. Ferrell) makes sure we understand the subject itself and does it in a fun way.”

So how does Ferrell engage his students? He often comes up with ideas in the moment or while prepping for his classes. “If I’m not having fun teaching, I change up what I do.” Ferrell tries to tie historical events to past curriculum they should know or current events. “From day to day, I try to help them connect the dots.”

To better understand the Industrial Revolution, Ferrell had his students select an everyday task but complete it as they would during the 1800s. For example, cooking over an open fire instead of using the oven or microwave, or sewing their own clothes instead of buying them. The students had to record a video of themselves completing the task and earned extra credit if they dressed for the time period or got their families to participate.

Recently, to help his students understand trench warfare used during World War I, he divided his advanced world history class in half, one side representing France and the other Germany. To grasp the battle technique, the students rearranged their desks to create barricades, or trenches. They proceeded to use paper airplanes and snowballs as their ammunition as they learned the strategies and challenges associated with this type of battle.

“The homework is actually fun,” said eighth grader Hamza Gueddari. One of his favorite assignments was mapping the locations George Washington’s troops invaded during the Revolutionary War. “(Mr. Ferrell) will stop whatever he’s doing to help us,” Gueddari continued, noting that he appreciates the fact that Ferrell uses different teaching techniques in order to meet the learning needs of all his students.

When asked what he wants his students to walk away with, Ferrell paused. “If I want my students to learn anything, I want them to feel like this classroom is a place where they feel safe and they can get away from the pressures of life for a little bit. If they can see my desire, my passion for American history, maybe it will rub off on them.”

When asked what the students think Ferrell wants them to walk away with, Gueddari quickly responded, “He likes his students.”

Jonathan Ferrell knows that students may not remember a particular lesson he taught, but they will remember “that one time” in class. “My expectation is that you are safe, taken care of and cared for when you’re at school. Everything in between is a bonus.”