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03:37:04

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Girl in History
Marie Devers

1I usually don’t like to admit this, but at one time I disliked history. My teacher, Mr. Wittmeyer, was wonderful, and the material seemed interesting. When I listened to his lectures, however, I inevitably drifted off, got called on to answer, and had absolutely no clue what to say.

2Last month, we studied the Juch family of Poland. Jennalee Juch was a traveling musician who played her music all over the Austrian countryside. Her biography amazed me because I was a musician who played the piano, and I always wanted to travel across Europe. Suddenly, in my mind, I was a fifteenth-century troubadour packing her belongings and heading to the mountains. Next thing I knew, Mr. Wittmeyer asked me a question about whichever topic the class had moved on to, and as usual, I couldn’t answer.

3That’s how I did feel (notice the past tense) about history and social studies—that is—until Mr. Wittmeyer gave us a project that changed everything.

4The project required our whole class to visit the library and use the school computer program to research our family histories. Every year, this project is assigned to eighth graders. Everyone always gets excited that his or her family may have come from aristocracy, when in reality most of us came from farmers and commoners and people who were not much different from ourselves. I had a feeling I came from a long line of ancestors who were just like me: average.

5Mr. Wittmeyer directed my classmates and me to the computer laboratory and taught us how to use the program installed on the computers. The program allowed students to search their names to discover information about their ancestors.

6While using the software, I learned that my last name revealed that my ancestors had come from Italy. The computer quickly found links to biographies of my family members who had lived long ago. I learned that one of my relatives had been married to the brother of an Italian prime minister! Because my ancestor was a very high-profile person, information was easy to locate. My ancestor had been a musician. She played something called the harpsichord, a forerunner of the piano.

7I found it difficult to believe that one of my ancestors and I had such an authentic connection. The software showed me a picture of my ancestor, and I immediately noticed a resemblance. I daydreamed about an assembly with my fascinating relatives where we discussed the revolutionary changes between their time and mine.

8At the conclusion of our class period, after my classmates gathered around my computer to witness my gigantic discovery, I made sure to personally thank Mr. Wittmeyer because his project helped me learn to love history.

Answer 1

Analysis of the Text: "Girl in History" by Marie Devers

Overview: The narrative revolves around a student's evolving relationship with history, prompted by an engaging classroom assignment led by the teacher, Mr. Wittmeyer. Initially indifferent towards the subject, the protagonist discovers a deep personal connection to history through the exploration of her family ancestry.

Key Themes:

1. Personal Connections to History:

   • The protagonist’s journey emphasizes the significance of personal connections in making historical study engaging. The discovery of her Italian ancestry and the historical figure of her ancestor as a musician provides a tangible link to the past.

2. Transformation of Perspective:

   • The narrative highlights how educational methods, such as creative projects and technology (like the genealogy software), can transform a student's dislike into appreciation. This change is something many students can relate to, showcasing the impact of effective teaching.

3. Identity and Heritage:

   • The exploration of family history allows the protagonist to forge a connection between her present identity and her ancestors, signifying how heritage shapes individual identity. This theme underlines the importance of understanding one's roots and how history is relevant to personal identity.

4. The Role of Educators:

   • Mr. Wittmeyer serves as a pivotal character, demonstrating how passionate teaching can inspire students. His innovative project turns the monotonous study of history into an engaging exploration, showing the potential of educators to ignite interest in their subjects.

Narrative Structure:

• The story employs a first-person perspective, giving readers insight into the protagonist's thoughts and feelings, forming an intimate connection with her experiences.
• The text is structured in a chronological sequence that captures the protagonist's progression from disinterest to a newfound passion for history through the pivotal project.

Character Development:

• The protagonist transforms from a disengaged student into an enthusiastic learner who appreciates the richness of historical study. Her journey can be seen as a metaphor for discovery, linking personal experiences with broader historical narratives.

Imagery and Tone:

• Descriptive language is used to evoke the imagery of both the past and the protagonist’s newfound appreciation for history. The tone shifts from disenchantment to excitement, reflecting her transformation.

Conclusion: "Girl in History" illustrates the power of personal connection in education, particularly in history, where understanding ancestry can create significant interest. Through her project, the protagonist not only discovers her own heritage but also learns to appreciate the broader context of history. This narrative serves as a reminder of the potential for personal growth and transformation through education.