A quarter of students say learning history is exciting, while female students are most likely to say it is not. A quarter of students also found learning American history to be “bad” or “boring.”
Yes, US Supreme Court Chief Justice John Roberts is absolutely correct. Civics education, in general, is falling by the wayside, and it is happening at a time when civics ed is more important than ever.
But before we rush to fill the gaps, we need to be mindful about today’s students, how they learn, and what interests them. The answer isn’t just more textbooks, read longer and louder. No, the true answer is experience-based learning, active education, and other such activities they engage and encourage students to pursue more.
In too many schools, educators are shying away (or being asked to do so by administrators) from using the recent House impeachment of President Donald Trump in their classrooms.
At a time when students are begging for history and civics education to be more “relevant” to their lives, is there a better topic than one that has grabbed headlines for weeks?
On the latest episode of TrumpEd on the BAM! Radio Network, we explore how educators should embrace the recent news and have an obligation to teach the most recent presidential impeachment efforts. Give it a listen.
To keep the republic, we need an engaged, woke, and knowledgeable citizenry. We need generations of voters to know, understand, and appreciate our history and its impact on our future. Those who possess such knowledge will indeed lead us for generations to come.
With the 2020 presidential campaign gearing up, dear ol’ Eduflack is feeling a little lost. The intensity of identity politics has me hearing we must be for free college for all, we must reject the notion of charter schools and school choice, and we must condemn communities like those in West Virginia where I graduated from high school. Not doing so simply shows we are part of the problem that is preventing progressive ideals from taking control of our representative democracy.
Over at Medium, my latest explores the complexity of my political and social views, and my hope that there are millions like me that are starting to grow tired of the increasing number of litmus tests that are being applied to demonstrate we belong in our political tribes. As I write:
As an education advocate fighting for equity and school improvement, those on the left attacked me for being a “neo-liberal” who was seeking to privatize and profit from the public schools. When I insisted that school improvement was about far more than just charter schools and school choice, those on the right and those in the reform movement accused me of not being a true believer, of being too sympathetic to both the teachers unions and the neighborhood public schools that educated me and my children.
Give it a read. Let me know what you think. Let me know if I am indeed a solo man without an island.
As part of dear ol’ Eduflack’s continues efforts to improve how American history is taught and learned, I was privileged to spend a half hour discussing the issue with Missouri’s National Public Radio affiliate.
It was a good discussion, moving beyond the data on how little we know about history and beginning to discuss what we can and should do about it. You can find the full segment here.
Much thanks to KCUR in Kansas City for hosting the segment, and gratitude to KUT Public Radio in Austin, TX for allowing me to broadcast live out of their studios this week.
If Americans don’t know their history, who is the culprit? Is it the fault of k-12 or higher education? Is it lack of interest or lack of focus? And can phenomena like Hamilton just solve it all?
Dear ol’ Eduflack discusses these topics and many others on the most recent episode of Head Locke, the podcast of the John Locke Foundation. Give it a listen here.