Why did you choose to participate in Teaching Cleveland?
Because my old friend and fellow Fairview High School alum Pam Ogilvy invited me! I didn’t realize at the time that Pam was a [Teaching Cleveland Institute] Program Coordinator. When she began describing what TCI was all about, I knew right away I wanted to participate in its programming. Professional growth, Cleveland history, and pride of place are all very important to me.
Has your involvement with Teaching Cleveland influenced or changed your approach to teaching?
I’ve always worked to integrate Cleveland history into my lessons, and my Teaching Cleveland summer institute experience helped me to “up my game” with helpful strategies and engaging resources.
Was there something specific about the Teaching Cleveland Institute that had the most impact on you? Why?
I love the theme of my TCI summer institute experience: the history of race and ethnicity in Cleveland. The social history of Cleveland, specifically the migration experience of urban, industrial, ethnic communities and factory neighborhoods at the turn of the century is so fascinating. This period is my absolute favorite to study and teach. I can remember my group completely nerding out in the Stokes wing archives downtown at the Cleveland Public Library while analyzing and discussing city maps and artifacts.
What did you like best about your experiences with Teaching Cleveland?
Learning in community with like-minded educators at TCI is inspiring! The TCI leadership is incredibly kind, passionate about Cleveland, and well organized with meaningful and engaging professional development. They work hard to foster a very welcoming, and supportive environment that doesn’t shy away from hard history, reflection, and a clear eyed understanding of current challenges. It is fun collaborating with other northeast Ohio educators. Looking back at the camaraderie we enjoyed, everyone at the summer institute I attended became kindred spirits that shared the TCI mission. The enormous civic responsibilities we have as educators were evident in our discussions: connect the past to the present, encourage a sense of belonging, appreciate the contributions, experiences, and service of others, recognize we are responsible for our communities, pay it forward.
How did your students react to your inclusion of Cleveland into their curriculum? Were there any “a-ha” moments?
There are many. We discuss the importance of navigable waterways, analyze old photographs of Cleveland’s industrial valley, secondary source accounts of work and community in Slavic Village, ethnic neighborhood maps and more. We thematically compare Rockefeller’s business tactics, character, and impact to the influence of Mark Zuckerberg and Facebook today. Students complete a project that encourages them to make connections with their family’s own migration stories. We have a “show and tell” class where the students share their learning, and many Cleveland history connections are made.
Would you recommend Teaching Cleveland to your colleagues?
I have, and I will!
Matt Aber is a social studies teacher at North Olmsted High School
