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Teaching American Studies in Norway

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Teaching American Studies in Norway Social Education 74(2), pp 82–88 ©2010 National Council for the Social Studies Polar Bears, Hot Coffee, Wireless Schools, and Much More: Teaching American Studies in Norway Lee Ann Potter n a recent school visit, I taught a class of 22 high school students a lesson have accurately located on a map until about the U.S. Constitution’s Preamble and the purposes of government. At this year. Getting to the schools, I have Othe beginning of class, I was curious about what the students knew in terms traveled by bus, car, ferry, plane, train, of content and vocabulary, as well as how willing they would be to participate in subway, and creative combinations of an activity led by someone they did not know. So, to break the ice, I asked them to the various modes. And I have traveled do a short brainstorming activity with a partner about why they think governments in all sorts of cold weather conditions, exist. Then, I invited volunteers to share their ideas with the rest of the class. Their primarily in the dark (but this will change responses included: as the midnight sun approaches). Every school, regardless of location • Provide hospitals and schools My visit to Svalbard during the third or size, has had wireless access to the • Pave roads week of the polar night (when nights last Internet and students have had laptop • Keep order more than 24 hours)—complete with my computers loaned or leased to them by • Make things fair first glimpse of the Northern Lights—was their school or county. My class sizes • Help the economy work one of many highlights for me this year. have ranged from a cozy group of three I am in the midst of a one-year leave of to an auditorium-filled with four classes • Serve the greater good absence from my position at the National that totaled 120 students, ranging in age • Protect us Archives, serving as a Roving Scholar of from 16 to 19 (Years 11, 12, and 13). American Studies in Norway, an oppor- I am visiting English classes, and have I prodded them to elaborate on the tunity made possible through a Fulbright found the students’ language proficiency last response, asking, “Protect us from grant. Although I am based in Oslo, I to be excellent. In part, this is because what?” The students suggested “diseases, am visiting upper secondary schools all English is not considered a foreign lan- criminals, disasters, polar bears.” over Norway, teaching lessons to both guage in Norwegian schools. Since the Yes, polar bears. students and teachers on topics related late 1990s, students have been required Had I been teaching anywhere else, to U.S. history, government, culture, and to take it as part of their core curricu- I might have thought the students were geography. And I am certain that I am lum beginning in Year 1 (kindergarten). teasing me. But this particular day, I was learning as much as I am teaching. The Proficiency is also due in part to the wide teaching at the northernmost school in roving aspect of my job is quite unique— exposure students have to American tele- the world—Longyearbyen Skole on the only the Norway Fulbright Foundation vision programs, movies, and music. I island of Spitzbergen in Svalbard, at 78 makes available such an experience. met a teacher in Stockmarknes who con- degrees north of the equator. Some of the schools have been in firmed the influence of this exposure In Longyearbyen, there really are laws geographically remote areas such as when he told me that Will Smith taught that exist to protect people from polar Longyearbyen, Stockmarknes, and him English. He admitted that he’d been bears. If a person leaves the city limits, Finnsnes—towns I had never heard a big fan of the early 1990s TV program they are required to carry a weapon, and of until this year. Others have been in Fresh Prince of Bel-Air. when such an animal is sighted near town, more urban or suburban areas including Although I expected some, the abun- police are immediately called to encour- Olso, Trondheim, and Tromsø—cities dance of American influence on media age its return to the wilderness. I’d heard of, but I’m not sure I could here has surprised me. In one of my first Social Education 82 Lee Ann Potter teaches students at the Oslo Cathedral School in Oslo, Norway (Kevin McGuiness of the Fulbright Office, 2009) school presentations, I told the students Sam.” My objective is similar to that of that such an outpouring was rare in that back in the United States, I work at the exhibit unit of the same name in the Norway. the National Archives. A student asked, Public Vaults at the National Archives “Just like in National Treasure?” I said Building in D.C.: to illustrate how seri- Nation of Immigrants yes, and found myself shocked to learn ously Americans take their freedom to I have received the most requests from that nearly every student in the class petition their government. teachers for my workshop entitled at this school located above the Arctic Although Norway’s government is “Nation of Immigrants.” In this session, Circle had seen the 2004 movie, starring a constitutional monarchy with strong students analyze a variety of immigra- Nicolas Cage, featuring the Declaration democratic traditions—and numerous tion-related documents (photos, post- of Independence. political parties (seven of which are rep- ers, census schedules, passenger arrival resented in the Norwegian Parliament) lists, and more) from various periods Dear Uncle Sam that reflect a range of perspectives on in U.S. history. I have deliberately pep- I have been integrating primary source issues—there is no tradition of writing to pered the selection with documents that documents from the National Archives officials as there is in the United States. include names of, and information about, into my presentations, and I am more A colleague at the National Archives of Norwegian immigrants. Among them are convinced than ever that they are Norway brought to my attention one some of my ancestors. exceptionally effective teaching tools. exception. On a visit to her facility in Studying the documents, students see The ones that seem to generate the most Oslo, she showed me condolence cards evidence that Americans have come, and interest are the letters from children to and letters that thousands of Norwegians, continue to come, from all over the world. government officials. I share quite a few young and old, sent to the government The documents invite students to imagine of them in a workshop focused on the following the death of Norway’s King what an immigrant’s experience might First Amendment called “Dear Uncle Olav V in January 1991. She explained continued on page 86 March / April 2010 83 SOME HAVE MORE pOWER. NONE HAVE MORE iNFLUENCE. There will always be those with more money or fame, but for high school students Principal Jeff Springer is a unique and guiding presence. He’s there on their first day of classes — and he’s there to see them cross the stage at commencement. To Jeff, commencement is more than simply an annual event. It’s a timeless moment shared between faculty, families and students. A time when the entire school community comes together for a rite of passage that fills Jeff with both pride of achievement and a sense of nostalgia. At Herff Jones, our caring, knowledgeable representatives feel exactly the same way. Jeff Springer Which is why we are genuinely committed to managing even the smallest details HigH ScHool PrinciPal for busy professionals like Jeff. After all, helping to bring the school’s unique culture and traditions to life is what we do best. download our free whitepaper on innovative ideas and trends for today’s graduation ceremonies at herffjones.com/educate © 2010 Herff Jones, Inc. herffjones.com/educate 23954_SocialEducation_Springer.indd 1-2 2/11/10 10:21 AM SOME HAVE MORE pOWER. NONE HAVE MORE iNFLUENCE. There will always be those with more money or fame, but for high school students Principal Jeff Springer is a unique and guiding presence. He’s there on their first day of classes — and he’s there to see them cross the stage at commencement. To Jeff, commencement is more than simply an annual event. It’s a timeless moment shared between faculty, families and students. A time when the entire school community comes together for a rite of passage that fills Jeff with both pride of achievement and a sense of nostalgia. At Herff Jones, our caring, knowledgeable representatives feel exactly the same way. Jeff Springer Which is why we are genuinely committed to managing even the smallest details HigH ScHool PrinciPal for busy professionals like Jeff. After all, helping to bring the school’s unique culture and traditions to life is what we do best. download our free whitepaper on innovative ideas and trends for today’s graduation ceremonies at herffjones.com/educate © 2010 Herff Jones, Inc. herffjones.com/educate 23954_SocialEducation_Springer.indd 1-2 2/11/10 10:21 AM POlaR BEARS from page 83 Jefferson, Roosevelt, and the others, and school, and it is this affinity that insures ask students to do a brief matching activ- their good behavior. have been like in the past or might be like ity. This is followed by a discussion about today. Finally, the documents encourage the role of each individual in history; Similarities and Differences students to identify complicated issues the students note the contrast between I agree with the students that there is much associated with immigration and com- Norway’s money featuring authors and to like: For starters, schedules vary.
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