“You have to know history to actually teach it,” historian Eric Foner says in an Atlantic interview. Too many history teachers are athletic coaches, he says.
Students need to know historical facts — and to understand “every selection of what is a fact, or what is important as a fact, is itself based on an interpretation,” says Foner. He wishes his college students could write essays.
Many elementary schools spend little time on history, writes Lisa Hansel on Core Knowledge Blog. Students don’t develop the historical knowledge or vocabulary to understand history when it’s introduced in later grades.
On of Ed Week’s most-viewed commentaries of 2013 was on students’ lack of history knowledge, notes Hansel.
Author Vicky Schippers, claims that we’re teaching history wrong—as “a litany of disconnected names, dates, and events to be memorized before an exam” instead of as “a study of struggles, setbacks, and victories.”
Schippers tutored “Tony,” a would-be high school graduate who “had no sense of U.S. presidents, the sequence of wars in which the United States has been involved, the U.S. Constitution and the structure of government, and the central issues over which our democracy has struggled.” He’d heard of Abraham Lincoln, but couldn’t link him to the Civil War.
Hansel wonders if Tony got a string of bad history teachers — or if it was something else.
It could be that all of Tony’s history classes consisted of terribly boring facts that Tony decided not to memorize. But I’d guess that at least some of Tony’s teachers delivered the facts along with the struggles and stories—and I’d guess that Tony’s listening and reading comprehension were too limited to follow along.
K-6 teachers average 16 to 21 minutes a day on social studies, according to a 2012 survey. And history is only a fraction of that.