The new College, Career and Civic Life Framework for Social Studies State Standards, released on Constitution Day, is “avowedly, even proudly, devoid of all content,” writes Checker Finn on Education Gadfly. What it’s got instead is “inquiry.”
Nowhere in its 108 pages will you find Abraham Lincoln, the Declaration of Independence, Martin Luther King (or Martin Luther), a map of the United States, or the concept of supply and demand. You won’t find anything that you might think children should actually learn about history, geography, civics or economics.
Instead, you will find an “Inquiry Arc,” defined as “as set of interlocking and mutually supportive ideas that frame the ways students learn social studies content.”
Turn to table 23 on page 49. This has to do with “causation and argumentation” and purports to be part of the inquiry arc as applied to history, in particular to “dimension 2,” dubbed “causation and argumentation.”
By the end of grade 2, “individually and with others,” students will “generate possible reasons for an event or developments in the past.” (That event might be World War I, or it might be the day grandma dropped the turkey on the floor.)
By the end of grade 5, they will “explain probable causes and effects of events and developments.” (Let me tell you what happened after Susie smacked Jamie.)
By the end of grade 8, they will “explain multiple causes and effects of events and developments in the past.” (Actually, she said she hit him for two reasons.)
And by the end of high school, they will “analyze multiple and complex causes and effects of events in the past.” Now we’ve moved from “explain” to “analyze,” and we’ve added “complex.” But, as throughout the entire document, there is no content whatsoever. No actual history.
“Many state standards in social studies are overwhelmed with lists of dates, places and names to memorize – information students quickly forget,” said Susan Griffin, executive director of the National Council of Social Studies. The new framework will stress . . . wait for it . . . critical thinking.
More than half of students scored “below basic” on the National Assessment of Educational Progress exam in civics, notes AEI’s Rick Hess. “Most college graduates can’t identify famous phrases from the Gettysburg Address or cite the protections of the Bill of Rights.”
If our “national experts” can’t bring themselves to come out and just say “Kids should know when the Civil War was” it’s not clear that “an inquiry arc of interlocking and mutually reinforcing elements” will help kids find out.
He wonders: “Just what it is that students are going to think critically about.”