The Omission of Certain Historical Topics in Public School Textbooks and Curriculums
History education, particularly in public school systems, often faces criticism for omitting certain events and perspectives. The decision to include or exclude certain historical topics is not merely an oversight; it is a deliberate process ripe with implications for the societal impact and the educational experience of students. This article explores why certain parts of history are omitted from textbooks and curriculums, the reasons behind such decisions, and the importance of addressing these omissions.
Historical Bias and Political Context
The exclusion of certain historical topics can be attributed to bias, political considerations, and even financial constraints. Historically, the United States, for example, has omitted the metric system from its educational curriculums, not because it was irrelevant, but due to the belief that it would increase costs and be unnecessary. Such decisions highlight the complex interplay between educational content and broader societal issues.
Why History is Not Just a List of Events
Contrary to popular belief, history education is not merely about reciting a list of events. Instead, it is the study of societal influence and outcomes, often referred to as social studies. The purpose of studying history is to develop a deeper understanding of complex causality and to learn how historical factors shape the present. This involves analyzing geographical, economic, social, and individual factors to understand how they interconnect and influence future events.
The Selective Nature of Teaching History
The public school system often omits certain parts of history to ensure that the curriculum is not overly broad and that it effectively achieves its educational goals. This selective teaching is a necessary part of the curriculum design process. Teachers and curriculum designers must consider the finite amount of time available and the specific skills they aim to impart to students. For instance, if the goal is to teach students to think historically, certain events and topics may be deemed less valuable and thus left out to focus on more critical aspects of history.
The Selection and Design Process
Teaching history, or any subject, involves a selection and design process. This process is aimed at ensuring that the curriculum is efficient and effective. The curriculum design involves prioritizing certain information, including some but not prioritizing them, and eliminating others. This means that some topics are taught in detail, while others are touched upon briefly, and a few are completely eliminated. The ultimate goal is to ensure that students learn the most valuable historical skills and knowledge as effectively as possible.
The Role of Teachers and Curriculum Committees
The selection and design of a history curriculum are the responsibility of trained teachers and curriculum committees. Teachers are trained to make daily content selections, while larger-scale decisions are made by Curriculum Directors and committees that include teachers, administrators, and sometimes community members. These groups are professional and experienced in making these decisions to maximize the curriculum's effectiveness for the community.
The Public's Role in Curriculum Oversight
While teachers and curriculum committees have the primary responsibility for designing and delivering history curriculums, the public has a crucial role in overseeing the content and focus of these curriculums. Parents and the community can influence the decisions made by local school boards, which are elected bodies. Therefore, the public has the right and responsibility to advocate for changes if they believe the curriculum needs reconsideration. This advocacy can be exercised at the classroom community level or even at the state level.
Conclusion
The omission of certain historical topics from public school curriculums is a complex issue that arises from a blend of bias, political considerations, and pedagogical choices. By understanding the reasons behind the selection and design of a history curriculum, teachers, and the public can work together to ensure that the educational experience is comprehensive and beneficial for all students. It is through these collaborative efforts that we can foster a deeper appreciation and understanding of history and its impact on our world.