#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!