How History Enters the Mind of a 13 Year Old Boy

This morning’s news celebrated the release of ten U.S. sailors held captive by Iran. So when my seventh grade son asked me if I remembered the Iran Hostage Crisis of 1979, when approximately 60 US citizens were held captive for 444 days, I was impressed.

He seems to teach himself things in a stream of consciousness approach to learning, his path twisting and turning randomly as bits of information catch his fancy. It’s a cool way to learn, even if it distracts from his homework.

“I do remember.”

“Well, do you remember that they broadcast the Super Bowl so the hostages got to watch it? I wonder how they did that.”

Of course! Football!

He actually had not yet read the news about the U.S. sailors. The question on this day was completely coincidental. As a football trivia junkie, his reading about the NFL connects him to a broader history. A few days ago, he wanted to know if Richard Nixon was a good President. I talked through his foreign policy skills, China and Watergate. The important fact, it turns out, was that he “was not a good play caller.”

In school, we often use the art or literature of an era as a way to help us understand the past. He uses sports. Reading about past Super Bowls, looking at old photos of athletes and teams and stadiums, and a close following of the NFL timeline all lead to non-football discoveries. He digs into what that event was, or if people liked that President, or why there were hostages, how long they were there, and what people like me remember.

And the next time the Super Bowl comes up with an unsuspecting friend, he will ask, “Did you know that during the Iran Hostage Crisis, they broadcast the Super Bowl so the hostages could watch? How cool is that?!”

 

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