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

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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. In pare those the United States has faced in artists, and U.S. money featuring mostly many high schools, students are enrolled the past with those that both the United politicians. And our conversation turns in 7 or 8 classes that meet 2 times per States and Norway face today. to the appearance, in terms of emotion week for 90 minutes each. In addition, In recent years, immigration to Norway and presence, of the historic figures. every fifth week, the students attend a has increased dramatically. This is due At this point, I provide the groups single core subject for a full day. They in large part to Norway’s high standard with 3–5 quotes selected from primary take periodic breaks during the school of living, as noted by the United Nations source documents written by each figure day and it is rare to hear bells ringing to last year when it ranked Norway num- (with the exception of Sacagawea, from announce a class change. Most schools ber 1 on the Human Development Index whom no such sources exist). I ask the do not have a full service cafeteria, so (see http://hdr.undp.org/en/). According students to read the quotes and deter- students have the freedom to leave cam- to Statistics Norway (www.ssb.no/en/), mine what character traits are reflected pus at lunchtime. I have been in schools immigrants currently comprise just over in their words. This is where the conver- where the teachers and students leave 10 percent of Norway’s population, and 8 sations get really interesting and I learn their outdoor shoes by the front door and out of every 10 immigrants have lived in how strong the English vocabulary of spend the day wearing just their socks or the country for less than 20 years. There Norwegian students is! We discuss to slippers. I have been to other schools, in is certainly culinary evidence of immi- what extent self-reliance, loyalty, tenac- more remote areas, where sections of the grant influence—Chinese restaurants, ity, defiance, optimism, and others are school serve as youth hostels for students kebab stands, and tandorri kitchens exist “typical” American characteristics, and to (whose families live far from campus) in communities where the menus of other what extent they are traits that Americans to live in Monday through Friday, in restaurants still feature salmon, lutefisk, admire. a boarding school fashion. The strong and reindeer meat. We discuss stereotypes as well as the sense of community in these schools is difficulties associated with making gen- apparent. Show Me the Money eralizations about 308 million people, The upper secondary schools offer a Another workshop, “Show Me the and then we brainstorm what traits they variety of vocational options in addi- Money,” has generated interesting con- think are “typical” of the 4.8 million tion to college track and International versations about national identity and Norwegians. One suggestion that has Baccalaureate (IB) curriculums. I have character. I ask students if they know come up numerous times is “honest” and visited schools that offer tracks in hotel whose faces appear on Norwegian money. students insist that you can literally see and restaurant management, media and In most cases, the students do not know this—Norwegians demonstrate it through communications, auto mechanics, child- for certain, but after they check their wal- eye contact. I think this may well be true, care services, sales and marketing, car- lets, they find writers, opera singers, and as I have found that Norwegian students pentry, and more. The programs seem artists. Next I ask them if they know who are great at maintaining eye contact! quite similar to certification programs is on U.S. currency. Surprisingly, many of I have also found that Norwegian stu- offered in many junior colleges in the them have traveled to the United States dents, often wearing scarves and hats in United States. and know that George Washington and class, are generally comfortable working While there is a national curriculum Abraham Lincoln are on U.S. bills. in groups, responding to questions, and in Norway, there are no nationally Next, I divide them into small groups participating in discussions. They usu- mandated methods. So, instructional and distribute to each group an envelope ally call their teachers by their first names approaches vary. In some schools, there containing an assortment of currently and admit that their motivation for learn- is widespread use of technology. I have circulating U.S. currency, including both ing English is that it is the language of the met teachers with their own websites, bills and coins. I give the students time Internet. I have encountered no behavior whose students post journal entries to to simply study the money with small problems and when I have asked how their class blogs. And I have also met magnifying glasses; I listen to their com- typical this is, I have been told that the teachers who dismiss the Internet by ments and respond to questions. novelty of having a guest speaker from saying simply that “The boys use it for Then, I hand each group a set of por- America encourages it. But, I have also games, and the girls use it for Facebook.” traits featuring Washington, Lincoln, been told that Norwegian students like But, more and more, students here

Social Education 86 are required to submit their work via open, allowing for fresh air to circulate. conceived it as a resource for teachers. e-mail. Transportation to and from school But with the access that students have to Every staff lounge I have visited has reflects another significant difference the Internet, I have re-thought its purpose a prominently featured, serious coffee between U.S. and Norwegian schools. and function and I continue to be amazed machine—some even offer exotic vari- There are no yellow school buses here. that it has been available everywhere I eties and choices, similar to those of a But, rather, public buses are used to have traveled. I have also used the site specialty coffee shop. (I have certainly transport students to and from school. to post a blog, which I had never done consumed more coffee this winter than And students pay for their use. before this year, and I have appreciated ever in my life.) In most of the schools, Some days, I have to remind myself the way doing so has encouraged me to there has been a single lunch period that I am in Norway. But there are other pause and think about the experiences I and all of the teachers tend to eat lunch days when reminders are not necessary. am having, process them, and describe together. The lounges do not separate One such day was in Longyearbyen, when them in a first person narrative fashion. teachers according to department, as they I was served reindeer stew for lunch that The feedback I have received from family do in many U.S. schools. And I have got- featured meat from an animal shot on members, colleagues, and friends all over ten the impression that as a result, there the annual faculty/student-hunting trip the world has confirmed for me the value is a great deal of cross-curricular com- earlier in the year. Another such day of having friends who are educators. munication. was in Tromsø in January. The high Secondly, my perspective on the role I have been surprised, however, that the temperature that day was about -14° C that the United States plays in the world collegiality that I have witnessed within (6.8° F), and when I commented to the has been altered. It is certainly not just particular schools does not translate into cab driver (who was taking me to the ferry government policy that influences global a larger sphere. There are very few pro- terminal where I would catch the 16:00 opinion—it is everything we export: tech- fessional organizations for teachers, and (4pm) boat to Finnsnes) that I was still nology, entertainment, food, consumer I have found myself describing the value learning to accept darkness, prolonged products, ideas, and more. Although that organizations such as the National cold, and snow-packed roads, he told me I have many negative opinions about Council for the Social Studies (NCSS) to just wait until summer, that the next the police action dramas produced in provide, especially in terms of network- day’s high might reach -8° C (17.6° F), America that dominate nighttime televi- building and professional growth. and that a single storm dumped 2 1/2 sion in Norway, I cannot help but think Overall, school facilities have meters (8.2 feet) of snow on the city just that my children may be learning more impressed me. New buildings feature a few years ago. (Incidentally, utilizing Norwegian than I am, because they watch fabulous windows, atriums, and artwork. the metric system and 24-hour clocks has their favorite Disney Channel programs And older schools are clearly benefitting taken some getting used to.) In addition to in the language. from Norway’s successful oil-infused being honest, his response reflected a few I am also pleased with many other ideas economy, as many are undergoing exten- of the other Norwegian character traits and actions that we have exported. There sive renovations. One school where I that students have suggested in my pre- are two statues of American presidents taught, the Oslo Cathedral School, was viously mentioned workshop: patience, in Oslo—one is of Abraham Lincoln, an extraordinary combination of both acceptance, and sarcasm. the other is of Franklin Roosevelt. I old and new. Founded in 1153, the have not encountered a single teacher 857-year-old school now resides in a Changing Perspectives or student who does not know who these building erected in the first years of the I applied for this opportunity to live and men were, or how they made a differ- twentieth century, and is well equipped teach abroad for a myriad of reasons— ence. Everyone seems to know about John with computers and projectors. some personal and some professional. Marshall, too. I have also met Norwegian One significant difference between Personally, it has been a wonderful expe- high school students able to describe the Norwegian and American schools is rience for my whole family. Professionally, U.S. Constitution in the context of the that the teachers very rarely have their it has exceeded my expectations. Enlightenment—and their discussion of own classrooms. Rather, they move from For starters, my assumptions about the document reflected an admiration for room to room much more than the stu- Norway and remote places have been the founding fathers—their ideas, and dents do. As a result, the classrooms do challenged. I had created a website actions—that I used to think was uniquely not tend to feature student work on the (www.leeannpotter.com) to accompany American. walls, nor do they reflect the personality my workshops. It clarifies objectives, fea- Finally, I have enjoyed meeting new of the teacher or the subject matter. While tures images of all of the documents I colleagues, whose paths I would never some rooms have been quite bare, all use in my workshops, and provides links have crossed, who feel as I do about edu- have had windows—and most of them can to additional resources. I had originally cation and the vital role that enthusiastic

March / April 2010 87 JOHN ADAMS ABRAHAM LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES BUCHANAN ANDREW JOHNSON GEORGE RUTHERFOR WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD educators play in making the world bet- RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD REAGAN JAMES BUCHANAN ANDREW JOHNSON G WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD ter by teaching and nurturing the next RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LINCOLN FRANKLINRUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LINCOLN RONALD MA MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM FRA generation. D. ROOSEVELT THEODORE ROOSEVELT LYNDON B. JOHNSON RONRONALD LYN REAGAN JOHN ADAMS ABRAHAM LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES BUCHANAN ANDREW JOHNSON GEORGE RUTHERFOR WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD REAGAN JAMES BUCHANAN ANDREW JOHNSON G WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM The Fulbright Bill LINCOLN FRANKLINRUTHERFOD B. HAYES JOHN ADAMS ABRAHAM RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LINCOLN LYNDON B. J MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM KIN As I was preparing this article, I e-mailed D. ROOSEVELTN THEODOREE ROOSEVELTW LYNDON B. JOHNSON! RONRONALD LYN REAGAN JOHN ADAMS ABRAHAM LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES BUCHANAN ANDREW JOHNSON a colleague at the National Archives GEORGE RUTHERFOR WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD REAGAN JAMES BUCHANAN ANDREW JOHNSON G WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM and asked her to take a look at the bill LINCOLN FRANKLINRUTHERFOD B. HAYES JOHN ADAMS ABRAHAM RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM RONALD REAGAN GEO MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM LIN file for the legislation that led to the D. ROOSEVELT THEODORE ROOSEVELT LYNDON B. JOHNSON RONRONALD LYN REAGAN JOHN ADAMS ABRAHAM LINCOLN FANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD LYN REAGAN JAMES BUCHANAN ANDREW JOHNSO creation of the Fulbright Program in GEORGEPresidents RUTHERFOR WASHINGTON WOODROW & the WILSON JIMMY Constitution, CARTER JOHN QUINCY AD RUTHERFOD Volume B. HAYES JOHN ADAMS ABRAHAMII LINCOLN FRANKLIN D. ROOSEVELT JAMES MADISON THEODORE ROOSEVELT LYNDON B. JOHNSON RONALD REAGAN JAMES BUCHANAN 1946 (S. 1636, which became Public ANDREW JOHNSON G WASHINGTON WOODROW WILSON JIMMY CARTER JOHN QUINCY AD RUTHERFOD B. HAYES JOHN ADAMS ABRAHAM Law 584; 79th Congress). She did, and she also scanned a few of the pages from the file and e-mailed them to me. Your students will explore how various presidents understood and exercised their constitutional powers through From them, I learned that after Senator • 15 ready‐to‐use, interactive lesson plans J. William Fulbright proposed the leg- • Strong focus on primary source activities islation, he was asked to appear before • Solid content including historical narratives in each lesson the House Committee on Expenditures • Contemporary application highlighted with an “Issues Endure” in Executive Departments. He did so portal in each unit at 10:00am on July 3, 1946, and his testimony (which is in the holdings of • Explore an interactive version of Article II as well as shPresidential Set ort thematic documentaries at www.ArticleII.org the Center for Legislative Archives at • The of Volumes I & II helps your students explore the National Archives in Washington, history through the lives of 24 presidents For more information visit D.C.), runs for 34 pages. As I read his www.BillofRightsInstitute.org/NCSS6 words, I was struck by something he said on page three of his testimony. He explained very simply that the program Eisenhower Academy he proposed “carries in it the possibili- ties of great good to this country and An Institute for Teachers • July 11–16, 2010 to international understanding.” I do The week long academy is held at Gettysburg College and Eisenhower National feel that my experience this year in Historic Site in Gettysburg, PA. Professional Education credits and three graduate Norway—more than 60 years later—is credits are available for attending. exactly what he had in mind! The Eisenhower Academy for teaches focuses on 1950s I encourage you, my NCSS colleagues, America and the Presidency of Dwight D. Eisenhower. It includes: to consider applying for a Fulbright opportunity! Check out www.iie.org/. • Field trips, lecture, and discussion on the 1950s including the Cold War, civil rights, economics, and And to learn more about education popular culture. in Norway, see www.udir.no/Tema/ In-English/. • Effective strategies for teaching the Cold War era in the classroom. • New scholarship on the Eisenhower Presidency. Lee Ann Potter is serving as a Fulbright Rov- ing Scholar of American Studies in Norway until • A visit to the Eisenhower National Historic Site for June 2010. She is on a one-year leave of absence an intimate glimpse into Eisenhower’s life and times. from her position as the director of education and • Opportunities to learn about and use primary source volunteer programs at the National Archives and documents, film, video, and the Internet as research Records Administration in Washington, D.C. tools. Potter serves as the editor of “Teaching with Docu- ments,” a regular feature in Social Education, and • Interviews with Eisenhower associates and family can be reached at [email protected]. She members. Sponsored by would like to thank Christine Blackerby at the The National Park Service, National Archives for her help researching the For more information contact: Gettysburg College, and Fulbright bill file. For more information about (717) 338-9114 ext.10 [email protected] Mount St. Mary’s University the National Archives education program, visit www.archives.gov/nae. Eisenhower Academy, 250 Eisenhower Farm Lane, Gettysburg, PA 17325 • www.nps.gov/eise

Social Education 88