In the early 1970’s, two Galesburg High School teachers came up with a plan to team teach a course combining U.S. History and American Literature. Joe Patterson was the English half of the team, and Hal Devore was the history half of the team.
I had the good fortune to student-teach for Hal Devore in the Fall of 1973, so I had the opportunity to get an inside look at their plan and their approach. My role was more one of observation as opposed to being in front of the classroom.
One project for me was to give a presentation on Abe Lincoln. They gave me 3-4 articles on Lincoln to read. Each of the articles gave a completely different perspective on Mr. Lincoln. As they helped me prepare my presentation, it was clear that the intent was not to tell the students what they should think but they wanted the students to be challenged to see a variety of perspectives on Lincoln. They wanted students to get out of their comfort zone and to learn to think critically.
After graduating from Knox, I had the opportunity then to teach across the hall from Joe and Hal for nearly a decade. I learned so much watching them at work. Their passion for their subject and their empathy for their students made them extraordinary teachers.
Several months ago a couple of GHS grads reached out to ask me to do a blog on Mr.Devore and Mr.Patterson, and their American Studies class. It is absolutely amazing that adults would want to share their memories of two teachers more than 50 years later. Here are their memories of Mr.Devore and Mr.Patterson, and the impact that these teachers have had on their lives.
(Note- The year listed by each person was their GHS graduation year. They would have had American Studies class their junior year in school.)
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| Hal Devore |
Combining History & Literature
“The idea of combining two academic areas was exciting.”
The idea of combining two academic areas was exciting and I particularly remember focusing on the 1930s and the lead up to WW II. I do not remember specific texts unfortunately but I do remember learning about people like Father Coughlin and that being a new thought, that there were pro-Nazi Americans. Anne Davis (1974)
I took away from them an increased openness to listening to different points of view. The structure of the class also prepared me for “thinking” more in a way that helped prepare me for the difference between college and high school teaching. [I found myself] accepting and enjoying classes that were not taught in a strictly traditional way or structure. [I began] enjoying history courses where a novel or two might be part of the required reading. [I was challenged] looking at how literature could be influenced by its time and still influencing me in my time. [The class resulted in me] looking at how the politics and social systems of different times and places impact the arts, and how literature and art can be a reflection and commentary of history. Chuck Teval (1975)
I remember when Mr. Devore described the term “trickle down economics”. Later that idea was amplified by Ronald Reagan, but it had been around for years. An explanation of that concept, followed by a class discussion that included literature references, was pretty rich and honest about the place of that economic theory in US history. Not bad for an 11th grade class! Molly Smith (1975)
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| Curt Morgan |
In high school, like so many, I began to struggle my junior year with my future. Everything seemed like a hill to overcome. I tell you this to emphasize just how important American Studies and those 2 men were to me. Thru mid-year my junior year I was top 5 in our class. Then, I started to slip. American Studies was a safe place. A place where creativity was allowed to come through. A class where fun was prevalent. All within the framework of learning and discipline. Curt Morgan (1978)
One unit that had an important impact on me had to do with utopia-I even read the Thomas More book from the 1500s. That unit may have been in the context of the dustbowl and the movement for a better life. I (along with others) read Grapes of Wrath and Thomas More’s Utopia and explored how people thought at that time about the possibility of a more fair existence. This of course would have been after the Gilded Age unit so there would be a contrast. Molly Smith (1975)
Not sure if it was them or the subject matter but it worked effectively. I think both. They effortlessly sewed together a curriculum that flowed. It wasn’t like, “Ok we’re done with history, time for English.” I believe they played off the interrelatedness of history and elements of the subject of English, like literature. There is no history without literature. In fact literature captures history and the social mores of the time. The state of mankind that captures the history of the times. They knew how to weave that connectedness. We didn’t even know it was happening. We were learning history and English together. Writing reports about history and being graded on composition and grammar. I reflect on it and I can only say I loved it. Curt Morgan (1978)
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| George Miller, Roland Hegg, Hal Devore, George Lundeen, Joe Patterson |
Hal Devore
“He should be on the Mt. Rushmore of integrity.”
What I remember was Mr. Devore’s mastery of the content and his gentle way of offering a wide variety of viewpoints on events and issues that made us think critically. So much of primary and secondary education is learning established concepts, which are absolutely important, but Mr. Devore's approach truly instilled in me the importance of recognizing that few things in our world are black and white. He jump-started a curiosity in me, a desire to consider matters from outside my sphere, that has served me so well my whole life. Amy Shaw (1976)
This was the only class I had from Hal Devore. I remember him as a very animated, engaging teacher, sitting on his desk, encouraging discussion. Anne Davis (1974)
I remember Hal Devore as being firm but fair with a somewhat dry sense of humor. Chuck Teval (1975)
I knew Mr. Devore well before high school. We lived close to each other and Dave was a good friend. I didn’t know he was a coach until high school. Neither he nor Dave mentioned it. Tells you a lot about the humble nature of those folks.
He was real. You could relate to him. He should be on the Mt. Rushmore of integrity. Truly cared about the person- compassionate but honest. He could coach you without you even knowing it. When I would see him after graduation or hear his name a smile would come to my face. The respect was frankly unmatched and you felt his respect. I often reflect on how darn lucky we were to go to GHS. Curt Morgan (1978)
Mr. Devore opened up my eyes when he taught us about different forms of economic and political systems. When much of the U.S. population was, (and still is), extremely disdainful of socialism, his open mindedness caused me to look critically at our own economic system of capitalism. He effected a political awakening in me that endures today. I will always be grateful to him for that. Ann Tiehen (1975)
Mr. Devore was a very friendly person and so approachable! His delivery of history was engaging-it made us curious and want to know more. He went beyond delivery of historical facts and events to paint a broader and deeper picture of the history of the United States and our place in the wider world. Molly Smith (1975)
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| Joe Patterson |
Joe Patterson
“…kindness to his approach which never seemed to make one feel they were being judged when expressing their opinion.”
Mr. Patterson was better than anyone at using humor to engage us. It was a class of very bright students with probably some level of academic competitiveness, and Mr. Patterson had a real talent for making humorous comments about himself or the topic that brought everyone in and made us fully engaged and ready to learn. Amy Shaw (1976)
I had Joe Patterson for at least one other English class. He was quieter but engaging in his own way. He had a way of connecting with students -- he is one of two teachers that I had at GHS who really influenced me. He reached out to me and encouraged my love of English and literature and helped me find texts that would challenge me. Anne Davis (1974)
Joe Patterson always seemed to be willing to listen, and had a kindness to his approach which never seemed to make one feel that they were being judged when expressing an opinion. Chuck Teval (1975)
He had a unique sense of humor but he used it effectively. Mr. Patterson’s style of communication was compelling in that he showed real emotion. Curt Morgan (1978)
Mr. Patterson had all the qualities of an excellent literature teacher, but the one I remember most was his empathy for his students. During a class discussion of Hemingway’s “For Whom the Bell Tolls”, one of our classmates expressed her discomfort in reading about the brutal war scenes in the novel. Mr. Patterson, also a war hater, took the time to talk to her about her feelings. We learned that she had an older brother of draft age (this was during the Vietnam War) who had just signed his conscientious objector papers and she was fearful about what might happen to him. It was a very moving discussion. Ann Tiehen (1975)
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| Molly Smith |
Mr. Patterson who was also so thoughtful and approachable. He would begin each history unit with a book talk to suggest books we could read that were from that particular historical era. One theme woven into the course was to “question everything”. Mr. Patterson would describe several books that we could choose to read for each historical era and though a few like The Great Gatsby were probably required, I also read Catch-22, Slaughter House 5, and 1984. Those exposures were not only essential for understanding world views in general, it also spun a cautionary tale: beware of propaganda and question everything—sound advice for all times. Molly Smith (1975)
One of the cool things about the lecture room B was that it encouraged us to come to the library after school, where Mr. Patterson had his side gig. While there, not only did we get access to all of the resources such as the slide collection and audio-visual equipment, but Mr. Patterson would recommend other related books. We were always challenged to go further into the topic. Molly Smith (1975)
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| Hal Devore |
Team Teaching
“…their mutual respect and enjoyment of one another were unmistakeable.”
Mr. Devore was kind of the straight man to Mr. Patterson's humor. Mr. Patterson was the ice breaker on a topic and once the class was relaxed and engaged, Mr Devore would zoom in with serious questions. It was magic. Amy Shaw (1976)
Neither one of them seemed judgmental. They had a mutual respect and a good back and forth conversational style when presenting together. They seemed to weave literature and history together, providing context of the time they took place and their importance to the contemporary times (mid 1970s). Chuck Teval (1975)
They also alternated between lecturing to us and facilitating group discussions. We were encouraged to share our opinions and we were always treated with great respect by both of those amazing teachers. Ann Tiehen (1975)
Some of my strongest memories from my American Studies class center on the relationship between Mr. Devore and Mr. Patterson. It was immediately clear that they genuinely enjoyed working together and were both exceptional teachers. Speaking now from my own experience as a professor, I know that team teaching is not easy—but they made it look effortless. They came to class each day with a visible enthusiasm, quite literally a twinkle in their eyes. The material was presented seamlessly, and their mutual respect and enjoyment of one another were unmistakable. They were clearly having fun doing work they cared deeply about, and that energy carried over to the students. As a result, we enjoyed the class as much as they did. Scott Kelley (1976)
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| Joe Patterson |
Critical Thinking
“This class was really where I honed my critical thinking skills and the importance of working hard to consider different views.”
I do remember that there was often time given to discuss with other students, specifically on topics which were meant to challenge our preconceived notions and how we looked at the world and issues. I remember a conversation with a couple other students about abortion, and me trying to navigate in my mind and emotions what I felt was right. Chuck Teval (1975)
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| Chuck Teval |
I also remember that Hal and Joe approached me to do a quick “experiment.” I guess I had a reputation for being somewhat of a class clown and maybe independent of what was expected of me. I don’t recall that I was at my best as a student in that class! They asked me to come in late to class on a specific day and they would chastise me in front of the class. I was to be prickly and arrogant, argue aggressively and then storm out of the room. As I recall, the intent was to challenge the class as to what they observed and how they felt. [They were] to reflect how certain preconceptions of me and the teachers influenced them. Chuck Teval (1976)
For some reason I was pretty conservative and I could be strong willed. They allowed me to be who I was but respectfully challenged my thinking.
The Civil War unit is a great example. Growing up in the Land of Lincoln, I hadn't been exposed to much deep discussion about how it could have happened and the discord even among Lincoln's cabinet. This class was really where I honed my critical thinking skills and the importance of working hard to consider different views. Amy Shaw (1976)
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| Ann Tiehen |
Cooperative Learning
“…the feeling of being "all in" on that team project with my classmates -- a true and exciting collaboration that I had never experienced at that level before or really since.”
The presentations were very fun to put together and the one I remember most was with my friend, Beverly Holmes. I think it was on Father Coughlin and propaganda and it was set to "Crystal Blue Persuasion." I remember it went over well and we learned a lot. Anne Davis (1974)
I still can’t believe the latitude we were given in the Learning Center. It was nearly brand new in 1973 and we were given access to many audiovisual resources. The presentation I remember most was given during our unit on slavery.Mark Godsil and John Hall made a brilliant movie about a runaway slave. I remember a scene where Mark filmed John (the runaway) running like crazy across a field. Ann Tiehen (1975)
A group of us made an 8mm movie on some subject. It was dumb, not well done and they told us so. We knew it. Curt Morgan (1978)
The small group discussion format worked very effectively. They facilitated discussions—modeling how to tackle topics at a deeper level than just the “historical facts”. We also had plenty of in-class presentations that included role playing—they knew that verbally articulating ideas is a necessary component of deeper learning and understanding. Molly Smith (1975)
They, along with other teachers, developed a multimedia “festival” that included the screening of movies like King of Hearts, a statement on the absurdity of war. It also included student artwork. This must have taken a great effort of collaboration between the teachers in different departments. I don’t know who actually organized it or whose idea it was, but it is an example of efforts made by GHS teachers, including Mr. Patterson and Mr. Devore to work as one to widen our horizons. Molly Smith (1975)
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| Anne Davis |
I vaguely remember our presentation related to the civil war, but more than the content, what I recall is the feeling of being "all in" on that team project with my classmates -- a true and exciting collaboration that I had never experienced at that level before or really since. There were always group projects in college, but it seemed none of my classmates had experienced what I had in American Studies. They never wanted to spend the initial time brainstorming the topic, getting excited about it, and then truly collaborating on presenting something original. Instead, too many college team projects I experienced were just about dividing the tasks or sections and working separately. Amy Shaw (1976)
I do remember the presentations. My mother was born and raised in China in the years leading up to World War II, and my grandfather had a remarkable life story shaped by his service with the Office of Strategic Services (OSS) during the war. I chose to present on those experiences, as well as the wartime experiences of my mother, her sisters, and my grandmother. In hindsight, the presentation itself was not very strong. I was underprepared, and that was entirely on me. What stayed with me, though, was not the content but the response. Mr. Devore and Mr. Patterson gave me the freedom to present and, more importantly, the grace to learn from the experience. That grace left a lasting impression. It taught me a lesson about leadership and growth that has stayed with me far longer—and proven far more valuable—than the material I presented that day. Scott Kelley (1976)
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| Amy Shaw |
Lasting Impact
“In hindsight, it is that example of collaboration, respect, and shared joy in teaching that has stayed with me and continues to shape how I think about learning, teaching, and leadership.”
I was elected to the Comal Independent School District Board (between Austin and San Antono) in 2024. That fall, we opened the Hill Country College Preparatory High School, and on the tour before opening, one of the innovations we saw was classrooms built for two-subject team teaching. I thought to myself about Hal Devore and Joe Patterson 50 years ago, so ahead of their time, and giving us an educational experience that seems so innovative, even today, and that my GHS classmates and I still talk about -- as recently as just last month. Amy Shaw (1976)
Even now, reading for pleasure and my own enlightenment, how they weaved both literature and history together with contemporary topics has added to my enjoyment, and it has had a lasting impact on how I view the world and form opinions. Chuck Teval (1975)
American Studies, with Hal and Joe, is responsible for some of my best high school memories. I wish I could do it all over again! (Not all of high school, just American Studies.) It was the first time that I found history truly engaging.Pairing great books with historical events was a brilliant idea. Every time I hear the song, “What the World Needs Now”, I am transported back to American Studies class, where that song was a frequent accompaniment to slide show presentations. It was a fraught time, and indeed, the world did need some “love, sweet love” Ann Tiehen (1975)
I have referenced and credited them through the years with having an influence on my outlook and even my own teaching practices. I was a science teacher with a social studies minor. Molly Smith (1975)
I felt like Mr. Devore and Mr. Patterson listened to us. It kept me hanging on to school - barely. Thank goodness I was able to get back on track via a circuitous route. I realized that through my own hard work and God given talent that I could compete on any playing field in the world. I graduated with an accounting degree at WIU, passed the CPA exam, and received an MBA in finance at the University of Chicago. My career took off and I have been a CEO of multi-billion dollar companies for 20 years, including a Fortune 200 company. Why is this relevant? Because these 2 great men kept me engaged in school, they made me feel valued, and they seemed to genuinely care about us. Curt Morgan (1978)
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| Scott Kelley |
Fifty years later, the specific details of what I learned in this class have largely faded. What remains is something deeper and more enduring. The true value of the learning experience shaped by Mr. Devore and Mr. Patterson was not rooted in the individual topics or lessons, but in the atmosphere they created and the relationship they modeled throughout the course. In hindsight, it is that example of collaboration, respect, and shared joy in teaching that has stayed with me and continues to shape how I think about learning, teaching, and leadership. Scott Kelley (1976)
They were great men who made a difference. We hope that is what can be said of us. Curt Morgan (1978)
American Studies is still offered at Galesburg High School today. After Joe Patterson retired, Gail Stewart teamed with Hal Devore until his retirement. A memorial fund in honor of Hal Devore’s memory was created to provide special funding for the American Studies program. If you are interested in contributing to this, contact Galesburg High School.
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