“ historical approach” in our boys, strengthened by our partnership with NYH, is critical to the development of an ethical leadership mindset.
But, more broadly, what is the connection between studying history and leadership? Well, simply put, history has a lot to teach us about how individuals and groups behave.
As adults, we know that nothing“ just happens.” Major historical events, like the start of World War I or the signing of the Declaration of Independence, are the result of myriad underlying factors, many of which are human-driven.
The belief that human factors shape history began with the Greek historian Thucydides, whom Saint David ' s boys study as part of their seventh grade curriculum. They learn that Thucydides, unlike his predecessors, did not believe the gods were causal factors in war and politics; instead, he posited that history is driven by humans, the result of choices made by people or groups. Thus, his writing provides valuable insight into the human condition. Moreover, he believed that studying the past is worthwhile for the present because historical circumstances repeat similarly.
Thucydides, of course, is correct, which is why historians seek not only patterns, explanations, and causes and effects when studying the past but also insight into human nature. By studying the lives of others, we build our capacity for empathy and understanding, key tenets of an ethical leadership mindset.
But how can we distill these larger concepts into an elementary boy’ s mindset? Cue, again, the importance of our partnership with NYH. When boys engage critically and consistently with primary source material under the guidance of an expert educator, it gives them a“ you were there” feeling, allowing them to relate in a personal way to the people of the past.
Consider the script for the second grade end-of-the-year showcase, held at the NYH, which chronicles their studies of the Lenni Lenape, the beginnings of New Amsterdam, and the creation of the United States. The boys take the audience on a“ journey from 10 long agos or 10,000 years ago up to the American Revolution,” adopting the perspective of the Lenape, the Dutch, and the colonists along the way. They wonder how it must have felt for a young Lenni Lenape boy to first see“ the gigantic canoe-thingy” bringing the Dutch people to his lands or the pride and excitement the colonists exuded in giving“ a proper hello to our first President, George Washington.” This shared narrative gives them an opportunity for not only curiosity but also the crucial skills of empathy and understanding.
For historians and ethical leaders alike, knowing the right questions to ask is far more valuable than finding the“ right” answers. By engaging in visual inquiry and hands-on learning with primary source material from first through third grade, the boys develop fundamental critical thinking skills that allow them to ask better questions, dive deeply in pursuit of the truth, and foster an appreciation for different perspectives, all of which will serve them well throughout their educational careers. •
Wineburg, S.( 2010). Thinking Like a Historian. Teaching with Primary Sources Quarterly, 3( 1), 2-4 Library of Congress.“ Getting Started with Primary Sources | Teachers | Programs at the Library of Congress | Library of Congress.” Library of Congress, 2023, www. loc. gov / programs / teachers / getting-started-with-primary-sources /. Spielvogel, Jackson J. Western Civilization: A Brief History. 10th ed., Cengage Learning, 2019.
Delft tiles made by the boys during their learning about the lifestyle of Dutch settlers in New Amsterdam.
“ By studying the lives of others, we build our capacity for empathy and understanding, key tenets of an ethical leadership mindset.”
Drew Burton is History Curriculum Chair at Saint David’ s School.
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