Visit a history classroom in West Middle School and you’ll hear the hum of engaged students who are not merely learning about the past, but stepping into it. Teachers Brandon Rotondo, Jim Fiorile, and Alanna Mora-Mickens bring engagement and creativity to the curriculum, transforming historical events and concepts into dynamic, participatory experiences that inspire students to think critically, connect emotionally, and develop a lifelong curiosity for history.
Connecting with Civic Engagement: Muckraking Magazines
In seventh grade, students explore the Progressive Era by creating muckraking magazines, emulating historical reformers like Ida B. Wells and Upton Sinclair. Through research, journalistic writing, and creative design, students craft articles, advertisements, and political cartoons inspired by the reformers’ efforts to expose societal injustices.
“It’s about more than memorizing facts,” Rotondo explains. “By physically creating something, students understand the effort individuals have taken to address societal issues and how that applies to civic engagement today.” The project bridges historical practices with modern parallels, helping students see how individuals can make an impact.
Exploring Personal Stories Through Trench Art
Another standout project in seventh grade immerses students in the realities of World War I through the creation of trench art. Students examine primary sources and recreate artifacts such as propaganda posters or handmade tools. This tactile approach helps students connect with the personal experiences of soldiers and understand their emotional and physical realities.
“This project humanizes history,” Rotondo says. “Students feel empathy and engage deeply with the material, recognizing that these were real people facing extraordinary challenges.” The project combines research and creative expression, ensuring students connect emotionally with historical narratives.
Building Connections: The Great Zimbabwe Wall Project
In eighth grade, students delve into the architectural and societal achievements of the ancient African civilization of Great Zimbabwe. They research the intricate, mortarless stone construction techniques used to build massive walls and then participate in a hands-on building challenge. Working in small groups, students use landscaping stones to create their own miniature freestanding walls, applying what they’ve learned about this remarkable engineering feat.
“The activity challenges preconceived notions about African civilizations,” Fiorile explains. “Students realize the incredible technological advancements that existed long before European contact.” The project also teaches collaboration, problem-solving, and critical thinking, as students reflect on the process and their takeaways after each session.
Understanding Global Perspectives: Comparative Religions and Current Events
In sixth-grade history classes, students explore ancient and medieval civilizations through the lens of comparative religions and cultural connections. In Mr. Fiorile’s class, weekly “fishbowl” discussions tackle thought-provoking questions like whose face they'd put on Mt. Rushmore if the decision were up to them. “These discussions allow students to craft and defend arguments while also building empathy,” Fiorile explains. “Listening to opposing viewpoints fosters a deeper understanding of the world.”
The comparative religions unit ties into Shipley’s mission to develop compassionate participants in the world. Students visit local religious sites, including synagogues, churches, and mosques, engaging with religious leaders to understand diverse faiths. “We want students to understand their neighbors, respect different beliefs, and appreciate the beauty of diverse cultures and religions,” says Rotondo.
Stepping Into History: Simulations and Storytelling
Fiorile and Mora-Mickens’ 8th-grade students participate in a simulation of the Kingdom of Congo’s deliberative process for selecting a king. By stepping into historical roles, students experience history firsthand. “It’s not about lecturing,” Fiorile says. “It’s about giving students agency to engage deeply with historical concepts and articulate their learnings in meaningful ways.”
Fiorile emphasizes the importance of challenging single narratives, particularly in African history. The course begins with Chimamanda Ngozi Adichie’s The Danger of a Single Story to encourage students to question oversimplifications and explore the richness of diverse perspectives. “By dismantling preconceived notions, students see the complexity of civilizations like the Kingdom of Congo,” he notes.
Inspiring Lifelong Curiosity
Shipley’s Middle School history curriculum not only builds critical skills in research, writing, and analysis but also nurtures a deeper understanding of humanity. “We want students to walk away with more than just knowledge,” Rotondo says. “We want them to see history as a living, breathing part of their world and to feel inspired to explore it further.” Through collaborative projects and immersive experiences, Shipley’s history teachers ensure students do more than learn history—they live it.