Two years in March, our blog was titled – A Needed Teaching Revolution: The Importance of a Skills-Based Curriculum. One year ago, we posted it again.Well, it seems that March is the month to reevaluate our foundation and remind ourselves of the work that needs to be done, so today’s blog highlights just why we need a teaching revolution in history. Lets cultivate historical thinkers.
Teaching history in schools needs a revolution. For years, the primary way to teach history, and measure student learning of history, has been content, content, content.
“Do you remember this event from the past? No?! Then you don’t know history!” This attitude toward history needs to change and is one of the primary reasons we began Thinking Nation.
As you’ll recall from previous posts, history is not merely the past, it is the study of the past. History is a discipline. It is a process, not an outcome. It changes over time, it necessitates multiple perspectives, and it takes time.
Often times, ensuring that students know a particular topic is the primary aim of the history teacher. While there are noble reasons for this, it should not be our primary aim. If our students know about many important people, dates, and events, but do not know how to think about those things, they may be walking encyclopedias, but they are not historians. To be historical thinkers, students must be able to contextualize those people, dates, and events. They must be able to identify patterns, make comparisons, and understand causation. Of course, this does not mean that the content of history should be neglected. After all, if historians have nothing to think about, they cannot be historical thinkers. Still, the content of history should be our means to the end, not the end in and of itself.
At the heart of our curriculum is the idea that when students think historically, they are better citizens. They can think critically about their own time and place in the same way they think critically about the past. They have the skills and dispositions to navigate the present moment in an analytical way. This is why our skills-based curriculum goes deeply into specific areas of history rather than providing a cursory view of a broader range of topics. By doing this, students are empowered to analyze the past and draw their own evidence-based conclusions, not merely absorb the narrative that their teacher or textbook tells them. History becomes a dialogue, not a lecture. History becomes active. It helps us cultivate historical thinkers.
To do all of this, though, we have to re-think our teaching of history. We need to be willing to a spend large amount of class time on a small amount of topics. We need to prioritize depth over breadth. We may not be able to cover all of the things we used to, but our students will be equipped to better remember what we do cover and be equipped to think – the ultimate tool we can give our students.