Abstract
This article examines the role of experiential learning in teaching the whole child within the history classroom. Drawing on the educational philosophy of Johann Heinrich Pestalozzi, the article argues that meaningful historical understanding develops when students engage intellectually, emotionally, and actively with the past. Using a Washington Crossing the Delaware living history lab as a classroom example, the article illustrates how experiential learning encourages historical thinking, empathy, and student engagement across diverse learners, including English Language Learners. The article concludes by offering practical implications for educators looking to incorporate living history experiences that move students beyond memorization toward a deeper understanding of historical decision-making and human complexity.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Capps, Robert E. Jr.
(2026)
"Teaching the Whole Child Through Living History: Experiential Learning in the History Classroom,"
Teaching Social Studies in the Peach State: Vol. 4:
Iss.
1, Article 6.
