#MSSRA- "Make Social Studies Relevant Again"

Over the past few weeks, I've been given cause to really think about the state of social studies education, and it's overall place in nationwide curriculum.  I've taught now for 13 years, and I remember starting out and struggling to find a teaching job.  My resume was strong, but I just couldn't find a job.  I also remember being told that this struggle might be the best thing to happen to me in the long run, that it might convince me to move on from this field and find something where my work might be valued.  But I stuck it out, and secured a job in the same school I find myself now.  And I am glad I did.  I wouldn't trade the experiences I've had teaching my students for anything.  But as the years have gone on, I've come to see that there might be a little truth in the advice I received all those years ago.  Although I know that teaching history is vitally important, and I have been blessed by amazing kids who have always made me feel appreciated, the overall view of the importance of history education has diminished to an alarming level.  At a time when history education has never been needed more, it has never mattered less.  And this reality should scare everyone.

I recently had the chance to hear Eric Foner, the noted historian, speak about teaching.  He explained that he had taught for over 50 years, and in that time had seen many changes in the field, most notably in the foci of history, from emphasis on political history to social history to a new age of history in which more focus is given to minorities.  But, Foner argued, what had always stayed true, through 50 years, was the centrality of history in education.  All of that has changed.  In a recent #sunchat discussion on Twitter, teachers shared our current frustrations and blessings.  I expressed my frustration over the lack of value shown to social studies, and heard back from several teachers who had the same frustration.  One teacher explained how her corporation listed social studies as a "special"; others shared how the requirements for students varied, some as few as two years of classes.  How has this happened?  How has social studies become the convenient thing to cut?  How has history education become so devalued?  As it turns out, it is a complex question with a fairly simple answer.

The harsh reality of education is that, not only has social studies education become devalued, our students have as well.  There- I said it.  Education has become a numbers game.  Our schools are testing centers and our students are simply statistics, bubbles on a scantron.  The moment we allowed standardized tests to become the epicenter of education is the moment we devalued our students.  And before I'm written off as just another teacher complaining about tests, think about it, step into a school and find out just how much instructional time is taken away by testing.  These are days teachers don't get back, and sacrifices have to be made.  One of those sacrifices- social studies education.  Social Studies is not a widely tested subject, therefore, in the current paradigm of education, it is of less value, and therefore open to cuts.  The focus is on language arts, math, and science.  Now don't get me wrong- we need people skilled in all three areas, and ready to fill those jobs.  But what are we losing by devaluing history education?

Social studies classrooms are the places where students not only learn about the events of the past, but analyze them, examine them with a critical eye, and discuss them.  These classrooms are where we study the successes and failures of the past, and learn from both.  This is where students have the chance to grow in their ability to engage in a civil discourse, and learn to reason with an informed mind.  I can't guarantee that every student in a social studies classroom is going to leave our walls and pursue a career in history.  But I can guarantee that they will leave a well-taught and organized social studies classroom with skills crucial to being a citizen and a person.  And as the great educator, Lester Laminack said, "We're not here to raise a score.  We're here to raise a human."

So, what do we do?  First, encourage professional organizations within our states to increase their advocacy.  Legislators may not fully understand the effects of testing on subjects like social studies, but they need to know.  Second, let your own voice be heard.  Tune into the work of groups like NCSS and Gilder-Lehrman, and seize upon their passion and resources to "Make Social Studies Relevant Again." But more than anything, continue to be a passionate advocate for social studies.  Continue to put the kids first, and allow your passion for them and the content shine!  Be a positive voice, and continue to fight the good fight.  Our students and our country need you!

Encouraging Growth by Encouraging Conversations

Recently we culminated that yearly tradition that is parent/teacher conferences.  I've always loved these conferences, as our conversations with parents are a great time to share the praise that can be found in every student, and the opportunities we each have to grow.  This year, however, I heard, more than ever before, from multiple parents about the conversations that they were having at home, conversations that originated in our croom and were now making their way to dinner tables, car rides, and evening chill time.  To me this is one of the truest signs of learning and is part of the solution to a national problem- our increasing inability to engage in productive conversations about our history and the issues facing the nation right now.  And it has me thinking about how to increase the frequency of these conversations.

The conversational divide in our country is one that even the blindest among us can see.  Of the many problems plaguing our country, this one stands out as both a root cause and a solution.  It's ironic to a degree, with so many talking about "what this country was founded on", that one of the truest, most base founding principles is the one perhaps most lacking right now.  This country was, in so many ways, founded on the conversation.  Few of our Founders and Framers agreed on everything, if anything, and yet this country came to be.  Imperfect for sure, but one capable of growth, an "experiment" that most would argue has gone demonstrably well.  Why- because our Founders talked, certainly with those who agreed with them, but more importantly, with those who didn't.  That is how compromise is made.  That is how understanding is reached.  That is how growth happens.  Today we have evolved into a country in which the popular maxim is "Don't talk about politics at Thanksgiving" or something of the like.  That maxim has to go; we need, so desperately, to talk more, listen more, grow more.  So it warms my heart to hear parents talk about how the discussions we have in class are coming home and continuing.

This brings up, of course, the need for us to model effective discourse.  While I do have a few "absolute truths" which are not debatable in our croom (I will not tolerate comments when it comes to things like racism, sexism, etc.), most topics are worthy of a good back and forth.  But if all we allow is free-for-all debate, we miss the chance to stress the importance of listening.  Debate is not a taboo word, and can be effective when listening is stressed.  I often tell my students that at least half of a great conversation is listening.  I also stress to my students the need to engage in informed discourse.  Imagine a country in which the citizens were willing and able to sit down with anyone, and speak on the issues of a day, a discussion rooted in actual knowledge, and one in which all involved left the conversation with a little more understanding.  Imagine if our crooms were a place where these kinds of discussion were not only allowed, but encouraged, and these conversations carried their way home.  Imagine if we were a nation of citizens content in the conversation, and not focused on being right.  If that is an ideal, call me an idealist.

Even though I know that not every student will leave their time with me and be this kind of citizen, it doesn't stop me from trying.  To that end, a few of our efforts...

• Don't shy away from the tough topics, but change the way they are discussed.  I teach government, and when we discuss the Constitution, the conversation inevitably steers towards the Courts, and how civil liberties and rights have been interpreted over time.  This leads us to discussions of discrimination, same-sex marriage, abortion, etc., all issues which would easily lead to blow-ups.  But if we want our students to emerge as functional citizens, we can't skip over the topic just because we are afraid of the conversation.  Our crooms have to be the laboratories where the American experiment grows, where informed dialogue is encouraged.
• Set rules- establish the "lines" for class discussion across which students are not allowed to cross.  A few of our rules- your voice has value, be prepared to support your point with serious evidence (and no, Grandpa doesn't count), speak with respect and listen with more, do not speak until called on (don't try to speak over others).
• As teachers and discussion facilitators, we have to be prepared to speak from the other side, even if you disagree with it personally.  I know many teachers who share their personal views constantly; there can be some value to that.  But, in general, I keep my thoughts on most issues to myself so that I can argue another side without the students believing me to be biased.  Plus it's fun to see the students try to guess where I stand.
• Challenge students to speak from a point of view contrary to their own.  I also teach US History, and often put students in groups which will likely push them to see another side, eg. Federalist v. Anti-Federalist, or in government I might have the student present on a Constitutional point different than their own.  Having to argue from the other side of the argument can be a great way to encourage students to look at multiple perspectives.

In the end we have to remember that we are not just teaching a body in a desk; we are teaching the next generation of leaders and citizens.  If we don't encourage them to be better than us, to be willing and able to listen, to work with someone who thinks differently, to realize that our world is far from homogenous, then we fail them.  If we don't foster opportunities for these young people to grow, we fail them.  It's time that we become part of the solution.