History

On History: History curriculum is constantly changing.  World History is especially changes and is challenging as not only is it vast, we educators can not agree on what is really important to teach. AP World History becomes a jumbled hurry of facts and high-pressured memorization but not really made for self-critical- thinking skills.  Students will write what they think will bring scores, not what they ‘think’.  

Kids tend to gravitate toward American history.  It is more familiar and can be taught as ‘flattering’ and easily absorbed as Berttrand Russell suggests. So here is a problem.  Say I get students- juniors or seniors- who had American History and English the previous year.  By the time they get to World, some are set in “American Exceptionalism” or depending on the teacher and parents “America is the worst”.  Perspectives.

I believed my job was to teach history, not influence beliefs (at least as much as possible, being human).  

Example: Every year, on November 11th, I teach “Remembrance Day”, not Veterans Day.  I teach WWI references and Flander’s Field as it relates to war.  No it was not in the curriculum. I am/was teaching war in 2001-retirement.  Mindful that this is the same time the US invaded Afghanistan and Iraq. I did not, and do not think it is my job to influence kids into NOT to go to war.  It is not my place to discourage any person into making a decision of that magnitude.  

Conversely, it has troubled me to see teachers; History teachers; American History teachers- promote patriotism in the classroom.  It is not my place to discourage, I also don’t think it is mine, nor anyone else’s place, to encourage enlistment.  What is absent from curriculum are reasons as to why the US invaded.  We could teach a three day unit explaining the Cold War, Russia, Bin Laden, the Mujahideen, and how these events are connected and led to US intervention. You could, and could try, knowing you would be violating direct orders.  And when I, personally, did tread on those dangerous grounds, students resisted- “no,not my country”; or worse, “yea, down with this country” (please stay off ‘my side’), and the rest just blinked. 

In history, we tend to formulate opinions and Then provide convenient facts to support our opinions.  In history class, it needs be the other way around- here are facts, Then you can begin to formulate your own thoughts.  In our “like,” “thumbs up, thumbs down” rapid and vapid social media we actually think our opinions have merit. 

The truly troubling thing for me- the thing that still keeps me up at night is- knowing that we/ I did not tech more facts during that time.  

The promoters of patriotism rally good feelings and a sense of justice, and righteousness.  Who doesn’t want that? Meanwhile, any opposition to that ‘good feeling’ is seen as treasonous- Because people don’t like to feel… bad?

The reality is- kids that I saw with the most patriotic apparel and devoted nationalist rhetoric did not go to war.  They went to college.  And the kids who did go to war did not necessarily go out of a sense of duty and patriotism.  Many went out of necessity.  The kids who went to get opportunities they could not otherwise get in the US. (Another issue).

So we have posters and banners and “mission statements” in schools advertising “critical thinkers”, “a safe environment,” “diversity”. And when questioned what was being taught- well, you will get criticism, a more hostile environment and a ‘uniformity or else’ message; quite the opposite message prominently displayed on school web pages. 

History is a touchy subject. History is a dangerous subject.  

History coupled with English- oh boy, you control those two subjects, you rule a nation. Language coupled with routine and nationalism= World History Empires. 

One last thing- I question what is taught and also what is not taught in school, it is what is NOT taught in history. 

I saw this documentary in 2007 and thought it might be important to share with students. Body of War- Just the trailer and maybe a link- I would not show it in class, because it was too sad for me to watch more that once. I was discouraged from even mentioning it in class- and overtly told- because it won’t be on any test it is pointless to pursue. Besides, it took away time from filling in ACT bubbles.  Parents might also be upset because its not your place to influence kids on war. No biases.  You must be neutral (AI). (Unless it is pro… got it). Thumbs up to high school military recruiters, anthems and pledges. Thumbs down to teaching why we have pledges, anthems and the importance of military influence over time.

In tomorrows blog- Making sense of it all. (or not)