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“Before using TCI, many students were scoring C’s and D’s, with numerous incomplete assignments. By the end of the year, those low grades had nearly disappeared, and most students were achieving A’s and B’s.”
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Kati Hash, a social studies teacher in Jefferson Parish Public School, Louisiana noticed a remarkable transformation in her classroom. Her students, once passive learners, were now actively engaged, with even those who had previously struggled eagerly reading and enjoying the process.
What sparked this change? Kati introduced TCI’s History Alive! programs into her curriculum as part of her master’s thesis research. The main objective of her research project was to answer the question: How does using the History Alive! curriculum in a high school world geography classroom promote constructivism?
Traditionally, history classes are lecture-based, and Kati’s research project sought to see “if changing the traditional way of teaching history classes from lecture-based to student-based and group work will help improve students’ understanding, engagement, and connection to history.”
Before using TCI, Kati taught in a traditional format, which she found limiting. Her students often struggled to stay engaged, and the format made it difficult for her to bring the subject to life.
“History classes have traditionally used lecture-based lessons, but I realized that wasn’t helping students make connections or retain the material,” Kati shared.
As she prepared for her master’s thesis, Kati’s professor recommended TCI for our interactive and student-centered approach. During the initial discovery phase of TCI, Kati was struck by how well the curriculum aligned with her teaching goals. She was particularly drawn to the way TCI structured its lessons to promote student interaction rather than relying on lectures.
“I loved it! TCI’s resources—the Spanish translations, online sources and readings, and interactive slides—were things I wish I had as a civics teacher. It gave me the tools to make history engaging and relevant.”
By adopting TCI’s hands-on approach, Kati transformed her world geography class from passive learning to active participation. She emphasized student choice, project-based learning, and collaborative work. “I saw huge changes in my students. Some who struggled to stay awake in class were suddenly engaged, focused, and excited about learning.”
The first unit Kati taught using TCI was on hurricanes in the Caribbean, and the impact was immediate. “Watching students create brochures based on what they learned was amazing. They were connecting the material to their own experiences with hurricanes like Katrina and Ida,” she said. The students’ projects demonstrated a depth of understanding and engagement that had been missing before.
One particular moment stood out to Kati early on. A student, who typically struggled to stay focused, was so immersed in reading a TCI text that he lost track of time. “He looked up after 30 minutes and asked to go to the bathroom, shocked that he had been focused for so long,” Kati recalls. This shift in engagement was mirrored across the classroom, with students participating in discussions, asking thoughtful questions, and eagerly contributing to projects.
Kati also conducted a comparative analysis by briefly returning to her old lecture-based methods. “The difference was night and day. When I switched back to lectures, the students were disengaged, but as soon as I returned to TCI’s interactive lessons, they were wide awake and ready to learn,” she explained.
One of the most significant outcomes of Kati’s research was the improvement in student performance. “Before using TCI, many students were scoring C’s and D’s, with numerous incomplete assignments. By the end of the year, those low grades had nearly disappeared, and most students were achieving A’s and B’s,” she noted.
*Data from Kati Hash’s master’s thesis project
Kati’s data showed a decline in incomplete assignments and failing grades, validating her theory in the effectiveness of TCI’s approach. “The data was reassuring because it showed me that the students weren’t just memorizing facts; they were truly understanding and engaging with the material.”
Kati’s success with TCI not only transformed her students’ learning but also reshaped her approach to teaching. “I’ve completely changed how I plan my lessons. Now, I ask myself how I can make every lesson more interactive and student-centered,” she explained. Her students, who once struggled to connect with the material, were now excited to come to class, often arriving early to get started.
Reflecting on her project, Kati shares, “I’m so glad I found this program. It’s made such a difference in my classroom. I’m considering pursuing my PhD and thinking about how I can expand the use of TCI, not just in my classroom but possibly throughout my entire school or district. I believe it’s a really strong curriculum. I’ve seen what we use in other social studies classes here in Louisiana, and they don’t compare. TCI works well with our large ESL population—it’s interactive, easy to follow, and offers great differentiation options to meet the needs of all students.“
With a focus on hands-on learning and high-quality instructional materials, TCI equips teachers like Kati to transform their classrooms and drive meaningful student engagement. Our goal is to empower educators with the tools and resources they need to succeed and foster lasting learning outcomes.
See how TCI engages students and builds their critical thinking skills with hands-on activities, primary sources, and games. If you’re ready to review social studies programs, contact sales to get a sample.