Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-27T07:18:42.761Z Has data issue: false hasContentIssue false
  • English
  • Français

THE KIDS ARE (GOING TO BE) ALRIGHT

Published online by Cambridge University Press:  22 July 2015

Lendol Calder
Lendol Calder*
Affiliation:
Augustana College
*
email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Teaching Forum: Pedagogy and Controversy in The New Advanced Placement U.S. History Framework
Information
The Journal of the Gilded Age and Progressive Era , Volume 14 , Issue 3 , July 2015 , pp. 433 - 440
Copyright
Copyright © Society for Historians of the Gilded Age and Progressive Era 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

NOTES

1 Valerie Strauss, “Ben Carson: New AP U.S. History Course Will Make Kids Want to ‘Sign Up for ISIS’,” Washington Post, September 29, 2014, http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/09/29/ben-carson-new-ap-u-s-history-course-will-make-kids-want-to-sign-up-for-isis/.

2 For more on the coverage model and its inadequacies, see Calder, Lendol, “Uncoverage: Toward a Signature Pedagogy for the History Survey,” Journal of American History 92 (March 2006): 1358–69CrossRefGoogle Scholar; Sipress, Joel and Voelker, David, “The End of the History Survey Course: The Rise and Fall of the Coverage Model,” Journal of American History 97 (March 2011): 1050–66CrossRefGoogle Scholar; and chapter 2, “On the Limits of Collective Memorialization and Persistent Instruction” in Bruce A. VanSledright, The Challenge of Rethinking History Education: On Practices, Theories, and Policies (New York: Routledge, 2010).

3 Bruce Lesh, “Why Won't You Just Tell Us the Answer?”: Teaching Historical Thinking in Grades 7–12 (Portland, ME: Stenhouse Publishers, 2011); Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (New York: New York Teachers College Press, 2011); Stephane Levesque, Thinking Historically: Educating Students for the 21st Century (Toronto: University of Toronto Press, 2009); Chauncey Monte-Sano, Susan De La Paz, and Mark Felton, Reading, Thinking, and Writing About History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 (New York: Teachers College Press, 2014); S. G. Grant and Jill Gradwell, eds., Teaching History with Big Ideas: Cases of Ambitious Teachers (Lanham, ME: Rowman and Littlefield, 2010); Bruce VanSledright, The Challenge of Rethinking History Education: On Practices, Theories, and Policy (New York: Routledge, 2011); Nikki Mandell and Bobbie Malone, Thinking Like a Historian: Rethinking History Instruction (Madison: Wisconsin Historical Society Press, 2008); Stanford History Education Group: Charting the Future of Teaching the Past website, https://sheg.stanford.edu/.”

4 Cuban, Larry, “Persistent Instruction: The High School Classroom, 1900–1980,” Phi Delta Kappan 64 (Oct. 1982): 113–18Google Scholar.

5 Diane Ravitch and Jon Wiener, “American History 101,” Slate, May 17, 2005, http://www.slate.com/articles/arts_and_life/history_book_blitz/features/2005/american_history_101/how_to_revive_history_by_teaching_the_conflicts.html. The authors of the 1994 National History Standards recount the controversy in Gary Nash, Charlotte Crabtree, and Ross Dunn, History on Trial: Culture Wars and the Teaching of the Past (Vintage, 2000); an excellent essay from one of the major players is Diane Ravitch, “The Controversy over National History Standards” in Elizabeth Fox-Genovese and Elisabeth Lasch-Quinn, eds., Reconstructing History: The Emergence of a New Historical Society (New York: Routledge, 1999), 242–52.

6 In an Op-Ed defending the Common Core, Bennett writes: “We can all agree that there are common and shared truths in English, literature and math.” Tellingly, Bennett, the author of a three-volume history of the United States did not include history on that list. See “The Conservative Case for Common Core,” Wall Street Journal, September 10, 2014, http://www.wsj.com/articles/william-j-bennett-the-conservative-case-for-common-core-1410390435.

7 Gerald Graff, Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education (New York: Norton, 1993).

8 I say more about the need for metanarratives in history survey courses in Calder, Lendol, “The Stories We Tell,” OAH Magazine of History 27:3 (2013)CrossRefGoogle Scholar, http://maghis.oxfordjournals.org/content/27/3/5.extract.

9 For a description of what such a course might look like, see Lendol Calder, “But What is Our Story?” at Teachinghistory.org, http://teachinghistory.org/issues-and-research/roundtable-response/24660.