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.