Incorporating local history into the curriculum adds significant value. It helps students develop a sense of connection and belonging to the place where they live, makes the study of history more tangible and relatable, and creates opportunities for hands-on learning and the application of historical thinking skills. For International Schools, there is an additional reason to integrate local history: the responsibility to help students understand their host country and make connections to its local issues, history, and culture. This goes beyond academics, fostering an appreciation for diversity, broadening perspectives, and encouraging students to reflect on their role as global citizens.
I would like to highlight two ways we integrate local history into our curriculum as an International School in China.
National History Day China
The first way is through National History Day (NHD) projects. As the host institution for the National History Day China affiliate, all of our 9th and 10th graders participate in NHD projects as part of their social studies curriculum. Since we are the NHD China affiliate, many students naturally choose topics related to Chinese history. When possible, I encourage students to select topics specifically connected to Shanghai, allowing them to take advantage of local museums, resources, and experts.
Each year, NHD China offers special awards for excellence in Chinese History and in Shanghai History. Many of the recipients of these awards are able to leverage local historical connections in their host city or country to demonstrate their proficiency in historical thinking and argumentation.
Just the other day, I was working with a group of freshmen on a project about the Xinhai Revolution of 1911. I recommended they visit a small local museum in Shanghai’s French Concession, which was the former residence of Sun Yat-sen, to gain insight into his role in those events. In the past, I’ve had students working on projects about the Cultural Revolution visit the Shanghai Propaganda Art Museum, where they had access to an incredible collection of Chinese poster art that is rarely available online or in reference books. It’s a stunning collection, and I highly recommend it to anyone visiting Shanghai. These connections not only lead to better projects but also spark student interest and inquiry, which can have a lasting impact.
Shanghai Walking Tours
The second, and perhaps more exciting, way local history is integrated into our curriculum was developed by a colleague. In the 10th-grade World History course, which covers the period from roughly 1750 to the present, each unit makes connections to events happening in Shanghai during that time. This approach allows for continual local connections and emphasizes the importance of understanding global events from a local perspective.
One of the major projects in the course requires students to create their own walking tour of Shanghai. They plan the route, create a brochure for the tour, and defend its significance. Many students are encouraged to walk their own tours during the planning phase, and some tours are shared with faculty members interested in exploring the city’s historic areas. This project serves as an excellent capstone, combining content knowledge with historical thinking skills, while giving students both agency and a clear, practical application for their learning. These experiences add tremendous value to the curriculum and are not difficult to integrate.
Integrating local history into the curriculum can spark excitement, support the inquiry process, and help students make valuable connections to the places they live. As an international educator, I think this is doubly important. We are brainstorming more ways that we can take advantage of our local historical context.
If you ever visit Shanghai, check out some of the great local history. If you do, you should also enjoy one of the city’s fantastic local coffee shop!