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Should History Class Be Left in the Past?

Should History Class Be Left in the Past?

by Gary Gordon

The anniversary of the Sept. 11 terrorist attacks was cause for Americans to examine the impact of history on their lives. Perhaps at no time in recent decades has it been more important to be able to identify with the common beliefs, values, and perspectives that we derive from our shared historical experiences as Americans.

There's no question that many Americans remain interested in history -- witness, for example, the runaway success of David McCullough's John Adams biography or the popularity of cable's History Channel. When American adults were asked in a recent Gallup Poll* which school subject has been most valuable to them in their lives, only two courses, math (34%) and English/literature/reading (24%), scored in double digits. History came in a distant third place, with 7%.

The finding is especially relevant following the passage early this year of No Child Left Behind (NCLB) -- the federal legislation designed to increase student achievement in America's public schools. NCLB reinforces the perceived importance of English and math over other subjects such as history. NCLB mandates that all states establish achievement standards for reading, math and science, but not for history or social studies. Gallup polling shows that the majority of Americans approve of this NCLB legislation, and of the more standardized national curriculum that could result from it (see Related Items).

Gallup Polls of U.S. teens also reflect a lack of emphasis on history in schools. In 2000**, only 36% of teens associated Napoleon with France, and a dismal 25% were able to connect Winston Churchill with England. Why do Americans seem to downplay the importance of learning history? Gallup Poll data do not provide easy answers, but thinking back to our own experiences in history class might suggest avenues to explanation.

Too often, history is presented as a lifeless subject with no relevance. When asked to memorize names and dates that possess no intrinsic meaning, students frequently respond with a resounding chorus of "Boring!" History is too often a chronicle of political and military events with little discussion of the cultural context in which the events took place. Without meaning, it is easy to see why the American public sees little value in this brand of history.

The Value of History

A number of education theorists (E.D. Hirsch Jr. is one example) have recently noted the value of teaching history in providing a broader perspective that helps us understand present behaviors and events.

History provides us models from which we can learn. We need heroes, from both the present and the past, to show us what we can become. In all its horror, Sept. 11 gave us real heroes. And strikingly, the most appropriate and stirring tribute in the Sept. 11 anniversary commemoration at the World Trade Center came from American history. Written nearly 140 years ago, Lincoln's Gettysburg Address recognized common people who demonstrated uncommon courage and character.

Americans continue to struggle with the issues surrounding the war against terrorism. But it is a struggle we're well-equipped to face because of the ideals we have shaped and bolstered over the course of our history. It's hard to imagine more important questions for teachers to be asking their students than, "What makes our country different?" "Why should the world see America differently than al Qaeda and the Taliban see us?" History does matter, and through the study of history we gain the knowledge to understand those differences.

*Results are based on telephone interviews with 1,007 national adults, aged 18 and older, conducted Aug. 5-8, 2002. For results based on the total sample of national adults, one can say with 95% confidence that the maximum margin of sampling error is ±3%.

**Sample includes 501 American teen-agers, aged 13 to 17, conducted January through April 2000. For results based on the total sample, one can say with 95% confidence that the maximum margin of sampling error is ±5%.


Gallup https://news.gallup.com/poll/6862/Should-History-Class-Left-Past.aspx
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