ERIC Number: ED360251
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
History as the Core of the Precollege Social Studies Curriculum. A Statement of Policy.
Organization of History Teachers, Chicago, IL.
This policy statement by a national professional association of history teachers from kindergarten through grade 12 begins by pointing out that history currently functions as the core of the social studies curriculum prior to college. This position should be expanded and enhanced as a matter of sound curriculum policy. History alone of the social studies provides an orderly plan, integrating the different elements from the other social studies and the humanities. History is the most comprehensive, integrated way of knowing about human societies. History's core concepts of change and continuity best represent the full context and complexity of human experience. History prepares young people for citizenship in the United States through a broader vision of the world. It expands the self-knoweldge needed by young people for healthy moral development. The study of history refines the habits of mind needed for academic achievement and success in the modern world. It involves: (1) determination of the facts with an open mind; (2) scrupulous attention to context; (3) sensitivity to the interplay between the immediate and the long term; (4) awareness of the perversity of sources; (5) resistance to conspiracy theories and notions about reality being predetermined; and (6) appreciation of broad reading and experience as a basis for conclusions. History's narrative approach uniquely conveys the human drama, infusing the past, present, and future by providing emphasis on chronology and sequential order, attention to rhetoric and verbal expression, focus on men and women as the nexus for historical forces, and concern with description first and analytical judgments second. History enjoys a wider support than other social studies. For these reasons, history should remain the mainstay of the social studies. (DK)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Organization of History Teachers, Chicago, IL.