Chris White grew up in Grafton not caring much about school until he found a high school AP U.S. History class offered through Oberlin College. Ever since that course, he knew that he wanted to teach social studies. He attended The Ohio State University and came back to the county where he grew up to work with high school students in the city of Lorain. He now lives with his partner in Lakewood, spends free time outside hiking, climbing, kayaking, traveling, and teaches the next great generation of students at Lorain High School how to be, as he puts it, “functioning, socially-conscious humans.”
1. Why did you choose to participate in Teaching Cleveland?
I chose to be part of Teaching Cleveland after hearing Greg Deegan pitch the program to the local Lorain “Millennials” volunteer group at the Lorain Historical Society. I was there because I was interested in connecting people who care about the community together to make good things happen and ended up coming away with a much better opportunity than I expected!
2. Has your involvement with Teaching Cleveland influenced or changed your approach to teaching?
Absolutely. My U.S. History classes have a definite focus on the immediate and surrounding areas which has led to my students being able to better connect with not only history in general, but their history. I have found that lessons become more meaningful to everyone involved when tailored to the audience and make more sense because they become less abstract.
3. Was there something specific about the Teaching Cleveland Institute (TCI)? Why?
I’ve come away from every Teaching Cleveland experience with a renewed sense of camaraderie. Teaching can be isolating, and it’s very nice to know that there is a community of educators with the interests of the local area, students and teachers at heart.
4. What did you like best about your experiences with Teaching Cleveland?
That the sessions are thought provoking. When Teaching Cleveland has a question, a professional or two are sought out to provide insight and hold critical conversation on the topic which is a very open and honest form of teaching and learning.
5. How did your students react to your inclusion of Cleveland into their curriculum? Were there any “a-ha” moments?
Whenever I begin a new school year, I begin by telling my students how important their local area has been to U.S. history which is immediately met with disregard. It isn’t until the Industrial Revolution unit that the perception of Lorain begins to change for my students because they start drawing connections between the steel and oil industry with places they pass every single day. Some begin to imagine their town not as the rustbelt story it is today but as it once was which adds context to their own stories.
6. Would you recommend Teaching Cleveland to your colleagues?
I actively do!
