Teaching History for the Common Good

Barton and Levstik make some controversial claims in Chapters 1 and 3, specifically regarding the construction of a national identity, pluralistic curriculum and the ways in which students in the United States make connections between the past and present. The authors attempt to ground their analysis in research and empirical evidence, and cite many surveys and student responses when making certain arguments. 

One of the interesting ideas presented in Chapter 1 was that students feel most connected to history that they are personally engaged in, including visits to museums, talking to grandparents, etc (13). To this day, I still vividly remember when WWII veterans came into my 8^th grade classroom and spoke about their experiences and allowed us to ask questions. Even though some of their stories did not always fall in line with the broad generalizations and rhetoric of my textbook, I felt as though they were even more authentic and accurate because I was hearing them firsthand. Museum trips and other interactive experiences may afford students with similar results. I also agree with Barton and Levstik’s claim that students who “know nothing” of History are actually those who do not conform to “an abstract standard of ‘correct’ historical thinking or understanding” (17) and that all students bring pre-existing knowledge, and even those that differ from the standard may be equally valid.

In Chapter 3, the authors claim that teachers should not make connections between current events and relate them to past events, (and apparently we should not want students to admire the Bill of Rights or believe that we are a nation of freedom.) I wholeheartedly disagree with this. The reason why I became interested in History and chose to pursue it in college was because I had a History teacher in high school who made connections between current events and what we were learning in class. It made the content seem relevant, “real”, meaningful and frankly less boring and out of touch with my life. By creating a link between the past and present, I found the concepts to be very pertinent and I could more relate to the “characters” of History. I also disagree with the author’s assertion that minorities will either have to deny their ethnicity or their nation unless teachers abandon a traditional view of American history (64). If we abandon the study of European conquerors and the role of white men in the development of US History, exactly what will student learn?

Whose History?

Social Studies teachers are in a unique position with their “gate keeping” responsibilities. Although all teachers must make determinations regarding what content will be taught, the limitless amount of sources and information surrounding Social Studies subjects such as U.S. History and World History make teachers of these subjects even more impactful in the classroom. Linda Symcox’s Whose History? raises many essential questions about what content students in the United States should be learning in Social Studies classes. Should national standards exist? How does one determine what historical events are stressed in History classes? Should the focus by on a traditional Euro-centric viewpoint that favors Western culture, or should emphasis be placed on a Progressive multi-cultural, pluralistic viewpoint? These are questions that I personally grapple with, especially now that I am in the midst of my student teaching in a 7^th grade Western Civ. classroom. Ideally, a History teacher should strike a balance between the two. I don’t believe in “hero worshipping” the Founding Fathers and never discussing anything negative, for instance, but I also think that these men need to be discussed in detail, along with other voices and people. Although Symcox raises questions regarding national unity being threatened by a Progressive “current event” curriculum, I think “traditional” history ought to be taught in tandem with more relevant trends. This allows students to view events in meaningful personal ways and find connections to historical figures that will inspire them.

Hopefully, groups who are in charge of creating standards will set aside political affiliations and work towards creating a curriculum that honors traditional perspectives while also including diverse viewpoints.