How Students Respond to a Coherent Curriculum

In Thermopolis, Wyoming, second-grade students love learning about the War of 1812, from the swashbuckling sea battles off the coast of Louisiana to the bombardment at Maryland’s Fort McHenry that inspired the “Star-Spangled Banner”—engaging lessons that build knowledge alongside literary and historical thinking skills.

This type of learning is powered by a strong, coherent curriculum that ensures learning connects from unit to unit and year to year, says teacher Laura Stam, a 2024–25 Goyen Literacy Fellow who writes about the sciences of reading and learning on her Substack, The Knowledge Exchange. “As soon as we start teaching it, teachers talk about how excited their students are,” she says.

In this final episode of the first season of the History Matters Podcast, Stam also explains that such curriculum helps bridge gaps in elementary teachers’ historical content knowledge. In elementary classrooms, building content expertise is a challenge because “we’re teaching all of the subjects,” she says. Strong curriculum is a sound starting point for teachers to build the knowledge they need to confidently teach history. And rather than curating content, teachers can focus on delivering instruction and connecting history lessons to art and culture.

“A really good curriculum brings in not just that history, but brings in all of the cultural pieces attached to it, the art and the poetry and the music that really enrich that knowledge,” she says. “If a really good curriculum has all those pieces built in for you, you just get to be the expert and deliver that, be the artist that delivers that for your students without having to curate it all yourself.”

Stam also describes how her students’ curiosity about historical topics extends beyond classroom instruction. Parents have shared stories of students connecting family vacations to history lessons about the Underground Railroad, for example, and Stam has overheard young students debating the relative merits of living in modern times versus the ancient Indus Valley Civilization while watching a local basketball game.

“They’ll go home and they want to explore their own interests,” she says. “They are getting books and looking on the Internet and finding out more information on their own topics that may not necessarily be what we learned in school. It’s interesting. It’s inspiring to know that they can learn about these things on their own. That’s the end goal, right? We want to teach them to be their own learners.”

This podcast is produced by the Knowledge Matters Campaign and StandardsWork, on behalf of the History Matters Campaign. Follow the History Matters Campaign on Instagram, Facebook and Twitter/X. Search #historymatters to join the conversation.

Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.