There are a number of themes that run over and over on this blog. I push for equal rights, gun control, and in various ways a better informed electorate. One of the first steps to be taken with the last item is to demand higher educational standards in our schools when it comes to history and civics.
Like many of my readers I was not pleased to read the news report this week about the lack of knowledge too many of our students have when it comes to some basic subjects. For decades I have been speaking out for higher standards and better ways to educate our nation about history and civics.
The latest study released on this matter is nothing to be proud of when it comes to our schools. While the numbers in the study reflect a nationwide result there is no reason for Wisconsin residents to think we fare any better when it comes to not knowing things we should.
Only about a quarter of eighth graders showed solid performance or better in U.S. history, civics and geography on tests known as the Nation’s Report Card.
Among the findings: Less than half — 45 percent — of eighth-grade respondents were able to correctly interpret time differences using an atlas with time zones. Only about a third knew that “the government of the United States should be a democracy” is a political belief shared by most people in the U.S.
Only 18 percent of students demonstrated solid performance or better in U.S. history. The results for geography and civics were slightly better, 27 percent and 23 percent, respectively.
A large share of the eighth graders who took the test scored at the “basic” level, meaning just partial mastery of the subjects. Only 1 percent of test takers in U.S. history, 3 percent in geography and 2 percent in civics scored in the advanced level.
White and Asian students performed better than their Hispanic and black peers. Although the scores overall were similar to 2010, Hispanic students made gains in U.S. history and geography and white students made gains in U.S. history and civics. The scores of black and Asian students didn’t budge in the three categories.
About two-thirds of the eighth graders were able to use a map to locate a country on the Horn of Africa, but only a quarter successfully completed a two-part question that involved explaining how the participation of African-Americans in the Civil War affected the war’s outcome.
So what needs to happen to make our students more proficient in history and civics?
Having thought at one time about becoming a history teacher means that I also have given some thought on how students could be better informed and excited about the past. The first requirement is a good series of texts from which to work. While I much agree that a good solid textbook with the dates, places, and themes is essential, the class will soon tire if not given other exciting and relevant reading sources. Using modern-day historians and recent research found in such captivating reads as Ron Chernow’s Alexander Hamilton or Joseph Ellis’s His Excellency or The Bully Pulpit by Doris Kearns Goodwin are just a few examples that would allow gripping narratives to add flavor and dimension to the topics at hand. A chapter here and there from books of this type would serve many purposes. (I understand there are requirements about how much of a book can be copied and used in a classroom setting but all these issues can be dealt with.)
Second, I would use people in my community to tell the story of their lives. For instance, we still have very energetic and verbal men who fought in World War II who could enliven a discussion on how people felt about the war, being sent over-seas, and about the role they served for their generation. My partner, James, and I discuss the people from our neighborhoods while growing up who could have served a role like this in our classrooms. He has often mentioned a woman who decades ago attended “huskings’ in Maine. Connecting with the past in these ways provides for a lively discussion and also makes clear that history is not just about old deceased men and women. History in many ways is very much alive.
Third, I would use texts from the past to show how our country has grown and evolved. For instance, in 1930 Professor Thomas Marshall wrote in American History that slaves were usually happy. It is simply a most stunning statement to make, and yet he even amplified on the idea. He wrote that slaves were fond of the company they kept, liked to sing, dance, and admired bright colors. He wrote they were loyal to a kind master, never in a hurry, and always ready to put things off until “morrow”. We would find this type of thinking unacceptable, but what happened in the nation to move us away from such ideas that once were more common to hear and read? Confronting why the usage of the ‘N’ word in Tom Sawyer was once common practice may raise ire among some but this type of honest approach to talking about history is not only more engaging but also will produce better results among students who need to understand that past.
Fourth, the computer has made history colorful and accessible. Goggle Earth is but one great site where history and its ever-present companion, geography, are connected and overlapped for students of all ages. Teachers in most classrooms now have computers for students to learn from and should take advantage of every such opportunity. The way kids learn is changing and teaching must adapt to how the process plays out for our youth.
There is no reason to have a country that can not locate places on a map, name the three branches of government, or talk at least in broad terms about how a bill becomes a law. We must do better at every level when teaching history and civics.