It seems the one truly bipartisan agenda in Washington today is duping the American public.
The bailout, the modest job increases, the upswing in the NASDAQ and the Dow Jones, even the rebound in the mortgage bond market are all spun to make it seem that things are actually getting better for average Americans.
The same is true for American education, and no more so than social studies—the sacrificial lamb to the altar of “interdisciplinary” or “integrative” studies.
Back in 2011, the federal budget for the fiscal year 2012 saw hatchet-like slashes across federal agencies, cracking off limbs where pruning would suffice. In education, the ax fell on programs that were needed for its stated mission of a literate citizenry by 2014. Suffice to say the boughs that needed most attention were left untouched (boughs with branches in Afghanistan and Iraq, for example).
The Teaching American History (TAH) Grant program, of which I am a big fan, lost its funding for FY 2012, signaling to one and all Washington’s contempt for a quality education for our citizens. In the 2013 budget released on February 13, the program’s woes would continue—the lost funds would not return.
Furthermore, most of the 2012 cuts have remained in place for 2013. Although the National Endowment for the Humanities (NEH) would receive a modest $8.2 million boost, most agencies saw a leveling off or a reduction in funding.
The real insult, however, is how the Obama administration’s Department of Education views the role of social studies in future national plans.
Once again, the DOE proposes to scrap traditional K-12 history education and fold it into this new educational Leviathan named “Effective Teaching and Learning for a Well-Rounded Education.” According to the National Coalition for History, the program aims to:
“support competitive grants to States, high-need LEAs, and nonprofit partners to develop and expand innovative practices to improve teaching and learning of the arts, foreign languages, history, government, economics and financial literacy, environmental education, physical education, health education, and other subjects. There would be no dedicated funding for any of the disciplines.”
To add insult to injury, this boondoggle has also felt the sharp edge of Obama’s ax: from $246 million in FY’12 to an astounding $90 million in this current budget. Even the Administration has lost faith in their own proposal, to the tune of an over 63% reduction in funding.
If the federal government doesn’t even believe in this idea, why should educators buy into it?
In this endeavor, social studies educators should be joined with science faculty, teachers in foreign languages, physical education teachers, athletic coaches and others in common cause. As much as integration is a valuable tool in the classroom, it is not a silver bullet for the ills of education—any teacher will tell you that.
There are certain skills, concepts and facts that require the concentration, focus and expertise of a dedicated subject. Thus, funding should also reflect the continued necessity of subjects/content areas by allocating monies to science, foreign languages, the arts and especially the social studies.
This program is dependent on reauthorization of the Elementary and Secondary Education Act (ESEA), which governs K-12 education. Since it’s an election year, and the ESEA is mired in Congressional deadlock, then nothing much can be done on this in the coming session. Yet that gives that much more time to express our opinions on the matter.
Now, I’ve never been a huge fan of collective action—too much of the Beltway cynic in me. However, this can be driven in the right direction given the right buttons are pushed.
Here is the link to the members of the House Committee on Education and the Workforce. Also included is the members of the Senate Committee on Health, Education, Labor and Pensions (phew, that’s a mouthful). Take a little time to let them know that “Effective Teaching and Learning for a Well-Rounded Education” is nothing but a front to destroy our educational system. It will make a mockery of our system, dragging us even farther behind other countries in every category.
Furthermore, even the Administration has shown its reluctance by slashing its funding—so Congress should devote those funds to more worthy educational endeavors.
Please contact your local Congressman, at any rate…and as usual, make sure to let him/know the Neighborhood sent you.
House Committee on Education and the Workforce
John Kline, Minnesota
Thomas E. Petri, Wisconsin
Howard P. “Buck” McKeon, California
Judy Biggert, Illinois
Todd Russell Platts, Pennsylvania
Joe Wilson, South Carolina
Virginia Foxx, North Carolina
Bob Goodlatte, Virginia
Duncan Hunter, California
David P. Roe, Tennessee
Glenn Thompson, Pennsylvania
Tim Walberg, Michigan
Scott DesJarlais, Tennessee
Richard L. Hanna, New York
Todd Rokita, Indiana
Larry Bucshon, Indiana
Trey Gowdy, South Carolina
Lou Barletta, Pennsylvania
Kristi L. Noem, South Dakota
Martha Roby, Alabama
Joseph J. Heck, Nevada
Dennis A. Ross, Florida
Mike Kelly, Pennsylvania
George Miller, California
(Senior Democratic Member)
Dale E. Kildee, Michigan
Donald M. Payne, New Jersey
Robert E. Andrews, New Jersey
Robert C. “Bobby” Scott, Virginia
Lynn C. Woolsey, California
Rubén Hinojosa, Texas
Carolyn McCarthy, New York
John F. Tierney, Massachusetts
Dennis J. Kucinich, Ohio
Rush D. Holt, New Jersey
Susan A. Davis, California
Raúl M. Grijalva, Arizona
Timothy H. Bishop, New York
David Loebsack, Iowa
Mazie K. Hirono, Hawaii
Jason Altmire, Pennsylvania
Senate Committee on Health, Education, Labor and Pensions
Tom Harkin (IA) – Chair
Barbara A. Mikulski (MD)
Jeff Bingaman (NM)
Patty Murray (WA)
Bernard Sanders (I) (VT)
Robert P. Casey, Jr. (PA)
Kay R. Hagan (NC)
Jeff Merkley (OR)
Al Franken (MN)
Michael F. Bennet (CO)
Sheldon Whitehouse (RI)
Richard Blumenthal (CT)
Michael B. Enzi (WY) -Ranking Republican Senator
Lamar Alexander (TN)
Richard Burr (NC)
Johnny Isakson (GA)
Rand Paul (KY)
Orrin G. Hatch (UT)
John McCain (AZ)
Pat Roberts (KS)
Lisa Murkowski (AK)
Mark Kirk (IL)
Bring Back Social Studies – From the Pages of The Atlantic
The beginning of the end: President Bush signing NCLB at Hamilton H.S. in Hamilton, Ohio. (Photo credit: Wikipedia)
Even if you’ve said it a thousand times, it doesn’t hurt to say it again.
Mr. D’s much more industrious little sister, Dr. D (yep, she finished that doctorate!) drew my attention to this recent article from The Atlantic. The article advocates stopping the current trend towards neutering social studies as a distinct discipline in American education.
While the article itself breaks no new ground, it encapsulates the history and status of the issue well so that newbies to the struggle get an eye opener–whilst the veterans get a refresher course in the shitstorm that is No Child Left Behind.
Jen Kalaidis opens with the decline of student time spent studying social studies, to a whopping 7.6 percent. More importantly, she details the history of this decline–and contrary to popular belief, it didn’t happen in the Cold War.
Kalaidis does mention the 1957 Sputnik launch as a “Pearl Harbor” moment in American education. From that point on, millions of dollars poured into math and science programs to keep up the space race against the Commies. Yet to assume education was a zero-sum game at the time would be false: social studies did maintain its status through the Cold War, in fact peaking in 1993-1994 at 3 hours per week on average in US classrooms.
The reasoning is simple: the Cold War was more than just a technological race. It was a battle of ethics and morals, of hearts and minds. Social studies was at the center of that struggle, for better or worse. At its worst, social studies channeled jingoistic American patriotism into half-truths and propaganda. At its best, social studies provided the historical foundations, civic structure and critical analysis that helped shape a better America–one that could hopefully achieve that moral high ground against the Soviets.
The real decline came with No Child Left Behind–and here is where the article gets mundane.
To old-timers of the education wars, Kalaidis’ retread of the decline of social studies–the sacrifical lamb at the altar of Common Core, ELA, and STEM–is an old argument shouted out in hundreds of teacher lounges, conferences and workshops across the country. The emphasis on reading, math and science pushed social studies to a secondary discipline–one that was often not subject to standardized testing. If you couldn’t use a number 2 pencil, it wasn’t worth knowing.
We also all know how important it is to develop critical thinking and analysis skills, something social studies was designed for. If taught well, social studies makes students take ownership of history, of civics and economics, leading them to their own ideas, conclusions and opportunities.
One aspect of this decline that Kalaidis did mention–and should be mentioned more–is the “civic achievement gap.” The lack of civic education has created an underclass not only ignorant of their own government, but wholly unable or unwilling to vote, to participate in local politics or pursue careers in public service. As much as we rag on the government, we need one–a competent one–and that involves competent people working in all levels. To ignore the civic gap in low-income Americans is tantamount to disenfranchising them.
Lastly, Kalaidis does mention steps to move social studies back to the forefront. Obama has decried the lack of civic education in NCLB. So has Arne Duncan in a half-hearted article in the NCSS journal in 2011 (I ripped him a new one about it). Yet most of this is lip service, or that dreaded word integration (as in subject integration, not race).
The reality is that there is no concrete move to make social studies important again in American schools. And I hate to admit it–but the conspiracist in me thinks the decline of social studies is deliberate.
When the lunatics run the asylum, they make sure no one figures out they’re really lunatics. Without proper social studies education, there’s no way to tell the difference.
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Tagged as American History, Arne Duncan, Barack Obama, Cold War, Commentary, Common Core, Communications, Cultural Literacy, Curriculum, Education, education reform, No Child Left Behind Act, Opinion, Pearl Harbor, Social studies, Teaching, U.S. History, United States, World History