How should history be taught in high school?
- Thread starter BradStevens
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Oddly I never said I was or that it should be part of the teaching.
Problem solved.
Then those kids won’t pass. Somehow we were able to emphasize those things as the basis for history education until yesterday and people learned their history.
Maybe the whole class needs a Ritalin script?
Classroom instruction isn’t dependent on what the kids would prefer to learn.
Well, I'm always skeptical of someone who writes 'LOL' into their own posts, but your substantive response confirmed that a hearty bit of skepticism with you is warranted. I think you've missed the point. You inserted the phrase "demonize christianity" where no such characterization was ever made. Gibbons and many others to this day (Ramsey MacMullen being the most notable) note that Christianity was a cause/factor to the fall of the Roman Empire. Nobody said it was the root cause. My point, and I was pretty clear about it, would be that if you were going to teach it, well, you'd want a ton of perspectives as to all the nuts and bolts into why it the Roman Empire failed. The point being, which again I made clear, if a teach is going to interject perspective, he or she ought to unbiasedly share other perspectives as well. Nothing the matter with that. But there's no chance that happens. The syllabus is set up with a preordained determination with topics such as: (1) how do we know what we know about the world and can we trust it? (2) What are the origins of inequality? (3) Is progress good?
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the federal government doesn't identify or mandate curriculum ---the states/localities do.
What happened to teaching kids events of our past, the people in those events, the cause of said events and the aftermath of those events?
This shouldn't be hard to figure out.
This shouldn't be hard to figure out.
There are deeper complexities at play. Don’t know ask me what, it’s just what I’ve been told.
That ain’t WOKE BITCH!!!!! listen this is a luxury to complain about. I went to school at a time where we didn’t care about history we were just ducking dirty priests with no zippers
I've not had huge issues with general trends to question and interpret historical eras and events. As long as the teachers/leaders are truly open to individual thought and interpretations from their students. And as long as they're not contending or forcing upon their students these modern interpretations as Gospel.
If the teacher that presented that particular syllabus actually encourages different interpretations, and pushes for well thought out arguments, and gives good grades for well framed, well researched, and well supported arguments...rather than specific stances or outcomes...I don't have a huge problem with it. If they ding a kid because they're not bought in to the modern interpretations...or if they belittle them...or if they pressure them to arrive at the modern outcomes...THEN I have a problem with it.
I must be asleep then, because history shouldn't be subjective when we have facts and documentation of events to go on.
Thanks SC.
It is invitations like yours which makes me yearn for my go anywhere and do anything years.
When living near Elkhart, Indiana left home for a loaf of bread. Ran into some Recreational Vehicle clients. Found myself flying in one of their airplanes to South Carolina.
Called the wife to tell her where I was. She wasn't concerned about my well being. Instead reminded me about being out of bread.
The LOL is just to how prejudicial you seem to be and how ironic that is. You think HS teachers are just plucking books out of their own library to teach from? They would not teach from such books. Books as such might be optional reading toward work of a project or research paper.
Good and prepared teachers would teach that.
They likely do, but I'm sure a cherry picked example could be found.
You have zero knowledge of that other than your own cynicism.
It's barely an outline of what is being taught, but your assumption that asking the question suggests one sidedness likely says more about you than the curriculum.
For the record, it's been shown that progress is not inherently good. If it was, we'd have successful utopian societies scattered across the world because I have no doubt that progress is mostly derived from well intended thoughts. We have constant examples how progress goes from thought to execution. It is not inherently good, and in some cases we know the thoughts were purely evil.
I love it. @Joe_Hoopsier has a plane. He can swing by and get you. I was home one summer from IU and went to Canada on a whim. I got back several days later and my mom was a little upset. She asked me kindly to at least tell her if I’m leaving the country while I’m home for the summer.
I mean, who hasn't driven to Windsor on a whim?
I think any history class should make space for interpretations but not a singular interpretation which tints the lens through which the class is taught.
51% for Biden in the last election. Go figure. If that's not Trump's death knell I don't know what is. Haley would have cleaned up.
This is long, but I figured I'd post if for anyone interested. It appears Tim Walz made such an impression on some of his former students that a group of alumni are actively volunteering to campaign for him on their own.
“Is progress good?” is a silly, stupid, vague question. Instead of pondering such nonsense students would be better served studying The Magna Carta.
I’m all for pondering philosophical questions. But to do so, within a history context, you need some intellectual capital, something I know the kids don’t have enough of and I doubt the teachers do.
Like Goat said, it looks like a graduate seminar. But it’s for 14 year olds who don’t even know anything about the French Revolution, the Russian one, the history of communism, etc.
All I know is I’m glad my kids are both DONE with school before indoctrination set in in my village. We had a phenomenal US history teacher who coincidentally happened to be a woman with a significant amount of melanin in her skin. I’m relatively certain she was fairly liberal in her beliefs but in class she taught the facts of the Civil War and why the south decided to secede and why Lincoln felt it was worth fighting for the preservation of the union without injection woke ideology into the discussion. Did I mention I’m glad my kids are done ??
I mean I did have two kids go through high school and met with teachers and reviewed all the syllabuses for 8 years between two kids. I know what kids are told in class. I have friends that are high school teachers.
You've taken a simple concept-- literally one that everyone seemed pretty good with, twisted it into some kind of bastardized weirdo deal and say "bbbbbuuttt buuttttt look at this".
As for progress, well you can make a pretty good argument that AAU basketball coaches are the antithesis of progress.
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I would hope they had bigger cannons-- the Roman Empire was pretty much dead by 500 AD- at least from centralized Europe, and the Ottoman empire came about 900 years later
Judge!That little gal never ceases to amaze, especially from that environment.
The Roman Empire didn't fall until the fall of Constantinople in 1453. The Byzantines weren't a different empire, they were a continuation of the same empire and the people and emperors considered themselves Roman. You may have a west-centric PoV.
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I mentioned centralized Europe as the traditional seat of Roman power. The Byzantium empire (the continuation of the roman empire following the sack of rome), which consisted of Constantinople, was just a regional power for a period of time, getting overrun by the muslims, persians. Justinian was the only emporer who did much--he briefly recaptured Italy, but other than that--a very regional powerhouse.
I get that and I went on a tangent. We pay federal taxes to the govt. to fund the Department of Education. What is it's use? Seems it keeps money from taxpayers that could use it to fund schools locally to make them better.
I'd probably prefer to keep the philosophical viewpoint BS out of a history class if it was required. Doesn't mean the class cant be offered as an elective. I can't imagine many 14 tear olds from when my kids were that age approximately 10 or so years ago that would be interested in all that BS. They would of preferred memorize the dates and events and to check off the requirement. Music, sports and computers, technology sparked their interests.
Correct, generally the Balkans and Anatolia... and later only small holdings and the city itself. Still the Roman Empire, ruled by a Roman Emperor and peopled by Romans.
The term Byzantine was created much later by a historian only to separate classical Roman from later Roman. There was no such thing as the Byzantine Empire at least according to the people who ruled it, fought it, and lived in it.
Mehmed even claimed the Ottomans were the new Romans. Which is why they took the crescent and star as their symbol. Which was the symbol of the city of Constantinople and became the crescent and star now used by Muslims.
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What does that have to do with how we should feel guilty for being born with white skin?? 😂😴
@El Drado and @Marvin the Martian have responded similarly to what I would have.
I'd only add to beware of "contempt prior to investigation." That syllabus was written by educators for educators. As Goat noted, there's enough in there for a 300 level college seminar (at least). High school freshmen will be getting the names, dates, and places thrown at them, with some "viewpoints" or "interpretations" thrown in for good measure. I doubt they'll be turning the little darlings into Junior Squadders.
The journey of a thousand miles begins with the first steps. . . (or something like that) LOL
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