Tag Archives: accountability

Good Classroom Management is Not Easy; It is a Learned and Practiced Skill and Art

Posted on by
Reply

Teacher preparation in the United States is in crisis mode. There are not enough new teachers each year to replace teachers who leave the classroom. The cold fact is that four in every ten young teachers leave classroom teaching for other employment in their first five years of teaching. “Multiple reasons rise to the top of the list. Student behavior is a leading complaint Long hears from teachers who contemplate or leave teaching, and one he believes is among the hardest to address. ‘I don’t think anyone has the answer,’ said Long, referring to accounts of extreme student behavior targeting teachers that has resulted in physical or emotional harm.” Zachary Long quit teaching and with his wife co-founded Life After Teaching. He helps teachers who want to quit teaching to quit.

https://www.edweek.org/leadership/behind-the-stats-3-former-teachers-talk-about-why-they-left/2023/04

Student behavior runs teachers out of teaching. It is a fact, but it need not be a continuing fact. When we know teachers quit teaching because of unsuccessful classroom management, we need to aggressively improve how we prepare teachers.

When your boat is taking on water, you can abandon the ship, or you can fix the hole in the hull. We tolerate and accommodate the abandonment of classrooms even though we know a huge “hole” in teacher preparation is classroom management.

A review of teacher preparation curriculum in local colleges of education tells the story. Our local university, for example, provides teacher candidates with 72 credits of college course work toward a major in K-9 education. But there is only one three-credit course that teaches classroom management, and it combines learning theories with student behavior. When we know that an inability to manage children in a classroom setting is one of the leading causes of teacher attrition, is this adequate?

EDUC 340. Supporting Learning and Behavior in the Classroom. 3 Credits.

Course provides pre-service teachers with an understanding of how students learn in educational contexts. Learning theories reviewed, & learning strategies to enhance learning and prevent/manage behaviors are introduced and applied in direct interaction with a learner. Course may be repeated 2 times for a total of 6 credits.
Fall and Spring.

No Longer Is It a Hit Them Hard and Often Response

How to organize and manage groups of students is an age-old problem. The first Normal Schools (state teacher prep schools) endorsed corporal punishment for misbehaving students. Students went to the proverbial woodshed where their teacher administered discipline with a paddle. Teachers taught children to behave by fearing physical punishment. Although some schools began banning corporal punishment as early as 1914 it continued as a disciplinary practice in many states in the late 1990s.

https://www.nea.org/nea-today/all-news-articles/corporal-punishment-schools-still-legal-many-states#:~:text=The%20U.S.%20Department%20of%20Education,dropped%20over%20the%20past%20decade.

When a wooden paddle was considered too harsh, teachers used a gym shoe. I saw the well-known design of a Converse gym shoe on the backsides of my male classmates in the 60s.

On the first day of my first teaching assignment my principal gave me a well-worn wooden paddle and told me to use it. When I asked what a teacher should do if a child’s behavior did not improve, he implied I should hit them harder and more often. I put my paddle in a closet.

Student Discipline as Pedagogy

As often as we talked about paddling back in the day, we clearly understood most of our teachers would never raise a hand to a student. They created patterns of good student behavior through good teaching. It was not a matter of experience, however. We knew veteran teachers whose classrooms were unruly and undisciplined and novice teachers whose students focused on learning not misbehaving. Even before I began my teacher preparation, it was clear that good teaching and good student discipline are linked.

Our task in teacher preparation today is to create highly qualified teachers of both curriculum and student discipline. A teacher who will stay in the profession needs to learn both.

Toolbox Preparation for every Teacher

Classroom management is as important as teaching methods. If a teacher cannot focus children’s attention on the curriculum, how can a teacher teach the curriculum? It is a what to do first dilemma – teach teachers how to teach or teach teachers how to manage children as learners. Both are equally important, and each needs equally strong emphasis.

Field experience tells us that fitting a student management philosophy to a teacher is like fitting shoes. One will feel better, wear better, and be more satisfying than all others. Therefore, teacher prep programs must teach teachers a variety of philosophies and strategies so that a teacher can find a personal plan that refines student behavior and enhances student learning.

The CESA 7 (WI) Teacher Development Center treats Instructional Methods and Classroom Management as toolbox courses that every teacher candidate, regardless of the license sought, must master. In Classroom Management, candidates study several behavioral management philosophies and strategies that allow the candidate to develop a personal and philosophical “fit” to their classroom management plans.

Candidates study and are assessed for their knowledge and understanding of five philosophies and strategies. They know the basis and background of each, their authors, and field studies of their applications. Candidates must know the following:

  • Choice/Logical Consequences
  • Discipline with Dignity
  • Assertive Discipline
  • Social Justice
  • PBIS

As an “apprentice” teacher development program, teacher candidates are employed by a school district and enrolled in the TDC. From day one they are classroom teachers under the supervision of school principals, mentors, and CESA 7 supervisors. CESA 7 enrolls candidates from districts throughout Wisconsin; districts that know CESA 7’s reputation for quality instruction and personal support given to of its apprentice teachers. The TDC licensing program requires four semesters of teacher prep coursework, daily teaching, and synthesis of TDC instruction into classroom applications.

Classroom Management and Instructional Methods are the first courses candidates must complete in their licensing program. The CESA 7 candidate supervisor emphasizes and guides apprentices to engage their students in the teacher’s learned classroom management design. This “guided” implementation sets up the relationship between learning and behavior and expectations for both the teacher’s and all students’ commitment to both.

Support of Novice Teachers is Critical

A second most common reason for teachers to leave teaching is their perceived lack of professional support. It starts with a principal and administrative structure that is hard pressed to meet daily crisis demands and leaves new teacher support as a low priority.

The Learning Policy Institute says, “New teachers who do not receive mentoring and other supports leave at more than two times the rate of those who do.”

https://learningpolicyinstitute.org/sites/default/files/Teacher_Exodus_Infographic.pdf

The CESA 7 TDC answers this dilemma with constant support from its classroom-visiting supervisors, a 24-7 online project specialist, and a curriculum and instruction consultant. TDC experience shows that its staff often understands and responds to candidate classroom problems before the school principal is aware of a problem.

Unlike IHEs that supervise student teachers during a clinical semester only, the TDC conducts supervisory observations and counseling throughout the candidate’s enrollment. Through this process, principals and TDC supervisors see, critique, and guide the development of each candidate’s classroom management practices. TDC teachers do not guess at student behavioral management. Candidates apply the methods they studied, use informed supervision, and refine strategies that work. And, they have ongoing professional feedback on the effectiveness of their classroom management.

The Big Duh!

We know that good teaching and good classroom management go together. We know that positive professional and administrative support is essential for novice teachers. We know that too many teachers leave their chosen profession too early because of problems with student discipline and a perceived lack of professional support. We know that novice teachers who learn and implement good teaching and good student discipline programs are more likely to continue their careers as classroom teachers.

When we know these things as true, teacher preparation programs must fix the hole in our teacher development programs that lead to teacher resignations. We can fix these problems and children can have the prepared teachers they deserve.

Career Prep Pathways Need Prioritizing

Posted on by
Reply

There is a long-standing adage in school campus planning that says, “don’t pave the sidewalks until you see where students are walking – pave where they walk and have killed the grass.” That seems like a practical plan. On the other hand, academic curriculum planners do not inquire as to what children want to learn. They assume the tradition of college preparation. If we planned K-12 curriculum like we plan K-12 sidewalks, the curriculum children learn in school would be different than it is today.

What do we know?

The Wisconsin Department of Public Instruction boldly claims the mission of preparing children in Wisconsin to be college and career ready. The DPI says, “Public schools are working to graduate every child ready for college and career.” But what does college and career ready mean?

“In addition to having knowledge in academic content areas, the Wisconsin way of college and career readiness values skills and habits. Our graduates must be critical thinkers, able to communicate effectively, collaborate with others, and solve real world problems. Ultimately, we want our kids to be good adults.”

https://dpi.wi.gov/families-students/student-success/ccr

Reads like a good plan. There are two end points in public education: preparation for college and preparation for entering a career. However, reading like a good plan and being a good plan are vastly different.

Again, from the DPI. “The state graduation requirements under Wis. Stats. 118.33 and 118.33(1m)(a)1, Section 3266R total 15 credits and the successful passing of a civics exam. The 15 credits include the following:

  • English/Language Arts – 4 credits
  • Math – 3 credits
  • Science – 3 credits
  • Social Studies – 3 credits
  • Physical Education – 1.5 credits
  • Health – .5 credit in grades 7-12 (needed but not part of the 15 credits due to grades 7-8)
  • Personal Finance – .5 credit

https://dpi.wi.gov/graduation/requirements

Further, the DPI describes elective credits, in the range of 8.5 credits, that a school board may add to the state’s 15 credits. In examining a variety of school districts, most boards strengthen the college preparatory pathway by adding credits in social studies, science, PE, foreign language, the arts, and computer technology.

Further yet, the small print in district publications describes articulated or dual credits and apprenticeship programs. Articulated or dual credits are awarded for courses at the high school or technical college or college/university that a high school student may take and receive both high school and post-high school credit.

The reality is “A minority of students said their school offer opportunities to learn job-related skills, practice applying or interviewing for jobs, or work on projects related to a career they want to pursue.” “Less than a quarter of high schoolers reported having ‘a lot’ of conversations about non-college pathways such as apprenticeships or internships (23 percent), careers that don’t require a degree (19 percent), or starting a business of their own (13 percent).”

https://www.edweek.org/leadership/do-students-think-what-theyre-learning-matters/2024/08F

Where is the career pathway?

The curriculum we provide, and the curriculum children want.

Let us backward design high school curriculum.

“In October 2023, 61.4 percent of 2023 high school graduates ages 16 to 24 were enrolled in colleges of universities, little changed from the previous year. Among recent graduates, ages 16 to 24, 57.6% of men and 65.3 percent of women were enrolled in college. Among 16- to 24-year-olds, 43.7% of recent high school dropouts were working or looking for work. There were 18.0 million people ages 16 to 24 who were not enrolled in school, 45.6% of this age group.”

https://www.bls.gov/news.release/hsgec.nr0.htm

Using the sidewalk paving model, 60% of high school students need a college prep curriculum and 40% need a career prep curriculum. Therefore, 40% of a high school curriculum should be CTE.

From the DPI –

“Career and Technical Education (CTE) programs provide students with a foundation for a wide range of careers that reflect the contemporary workplace.

Academic & Technical Skills – CTE programs promote life-long learning in a global society.

Work-based Learning – CTE programs strengthen business and education partnerships to provide students with opportunities to reinforce skills and behaviors for the workforce.”

These are the sixteen Career Clusters, and the Pathways described by the DPI.

  • Agriculture Food and Natural Resources
  • Architecture and Construction
  • Arts, Audio/Video Technology and Communication
  • Business Management and Administration
  • Education and Training
  • Finance
  • Government and Public Administration
  • Hospitality and Tourism
  • Human Services
  • Information Technology
  • Law, Public Safety, Corrections and Security
  • Manufacturing
  • Marketing
  • Science, Technology, Engineering and Mathematics
  • Transportation Distribution and Logistics

https://dpi.wi.gov/sites/default/files/imce/cte/pdf/career_cluster_handout_v1.pdf

The DPI site describes an Academic and Career Planning process that “…leads naturally to a career pathway. In K-12 education, a career pathway is a series of connected career and technical education and training opportunities that move seamlessly into a a post secondary options for a specific career area. A high school career pathway includes:

  • A sequence of career and technical education courses
  • Opportunities to earn industry-recognized credentials
  • Work-based learning experiences
  • Dual-enrollment opportunities
  • Career and technical student organization related activities

The Big Duh!

I know grads of our local school who own, manage, and run businesses, resorts, construction companies, studios, serve in hospitals and clinics, law enforcement, and are paraprofessionals in schools. They are highly successful in work that does require a baccalaureate degree. As I reflect on their secondary school experience, they completed a college prep curriculum because we said, “it will be good for them” and “they will be prepared for college should they decide to go.”  The reality is our school did not assist them in their career pathway, we got in the way.

School boards do not need to invent career and technical education or its pathways. They exist. School boards need to re-evaluate their priorities, acknowledge the 40% of graduates who do not enroll in a college or university, and start paving a CTE curriculum where students’ footprints already exist.

Now that you have elected new board members, make them be trustworthy

Posted on by
Reply

Public trust is given to school board members and that trust must be repaid through the members’ informed and active governance of our schools.  Boardsmanship is an active not a passive trust.

It is spring election time, and two school board seats are on the local ballot.  There are no other school district issues to be decided.  If the past informs the future, less than 30% of the eligible voters will decide the two people who will be part of our seven-member school board.  As a generalization, this is the usual pattern of school board elections – 30% or fewer of eligible voters decide who governs our school district.  The generalization does not hold when there is a school referendum or money on the ballot.  Two years ago, almost 70% of eligible voters cast ballots on big money referendum questions and for the persons running for board election that spring.  Dollars and cents issues raise more voter interest than electing who governs our schools. 

Continuing in a predictive mode, fewer than 50 of the voters in the school board election will attend a school board meeting in the next year.  Some of the 50 may physically attend numerous meetings, but fewer than 50 names will appear in person.

That said, how does the public go about the work of trusting elected school board members?

Explicit and implicit trust.

Wisconsin statute 120.12 defines school board duties.  The first two duties set the expectations.  These are –

  • Management of the school district, and
  • General supervision.

Board members are responsible for the “… possession, care, control and management of the property and affairs of the school district…” and are authorized to “… visit and examine the schools of the district, advise the school teachers and administrative staff regarding the instruction, government and progress of the pupils and exercise general supervision over such schools…”.   Subsequent sub-sections of the statute define the scope of sub-duties.

https://docs.legis.wisconsin.gov/statutes/statutes/120

In the care, control and management of the school district, there are three top order priorities.  These are –

  • Safe and secure schools.
  • Defined curricular instruction leading to quality student outcomes.
  • Inclusive extra-curricular programs, including athletics and fine arts.

These are non-negotiably explicit.  All issues of safety and security race to the school board agenda demanding immediate attention.  Everything from violence on the campus to drop off time on school bus routes to locks on bathroom stall doors is explicitly a board member’s concern.  Failure to resolve any of these issues invites public furor and assurance that someone else will be elected when member terms expire, if not petitions for recall elections.  The public at large explicitly trusts board members to ensure safe and secure schools.

Issues of curricular instruction and extra-curricular programming, though explicit, ignite very selective groups of the public and seldom the public at-large.  Offending the football boosters will not ignite boosters of phonic-based reading or the Art Club.  Yet almost every school activity, curricular and extra-curricular, has a support group that explicitly trusts the board to be positive in its actions affecting their interest.  The connections between moms and dads, alums, and community members wearing school colors are vital to ongoing school culture and future ballot initiatives.  No board member wants to be singled out for offending a support group to the point that the group becomes active in campaigning against school programs and initiatives.  Special interest groups throughout the school community explicitly trust board members to support their interests.

What about children?  Is there an explicit trust between board members and the children of the school district?  Yes but no.  The words “child” and “children” appear hundreds of times in state statures regarding school governance.  The education of children is at the center of the school board’s work.  Yet children are seldom vocal or present when the board does its’ work.  At best, children are explicitly referenced yet the bonds of trust are all implicit.  And children do not vote.

While no board member wants to actively and publicly deny a child or group of children their wants, board members do it all the time.  And they don’t know it when they do it.  A change in school lunch vendors and the foodstuffs they supply will be applauded by some children and despised by others.  Pizza, for example, a staple of school cafeterias changes when vendor contracts change.  Few children will speak about decisions to change brands of toilet paper, yet every child is affected. 

On a larger arena, decisions about grading scales, graduation requirements, prerequisites for course selections are discussed by the board in committee and board meetings, yet few children asked how they would vote, if they could.  Children implicitly trust board members to make positive policy decisions on their behalf.

Trust is as trust is perceived.

Trust is visible.  Board members need to be seen in the schoolhouse and at school events.  Their presence in school may seem mundane, yet their lack of presence infers no personal experience, observation, or first-hand information.  I always questioned a board member who took a strong position at a board meeting about the math curriculum yet had not observed teaching and learning.  Relying on data is okay but combining data about unacceptable student performance data combined with observations of real teaching and learning in the classroom makes a winning argument.  A board member greatly increases her perception of trustworthiness when she says, “I saw how frustrated our teachers and students are with how the publisher presents pre-Algebra.  Our current text materials are not clear and direct in scaffolding required pre-Algebra skills.”  Even though an administrator may say similar things, when a board member makes these statements, they enact their trustworthiness by not being reliant only on what they are told.

Some may say board members’ presence in the school is intrusive.  In fact, the Wisconsin Association of School Board handbook for board members downplays board member visits during the school day.  “Trust the school administration”, the WASB advises.  Board presence during the school day is not a distrust but partnership between the superintendent and the board.  A secure superintendent invites board members to visit school; an insecure administrator does not. 

Trust is vocalized.  When a person meets a board member in an aisle at the grocery store or at the gas pump, and asks a school-based question, board members are given a prime-time opportunity to display and build trust.  “I am open to listening to you.  And I am open to telling you what I think.”  The rules of confidentiality always apply, but outside of forbidden topics, talking with others when they want to talk with with a board member builds mutual trust.

Perception is reality.

Lastly, newly elected board members are expected to go through an acclimation phase.  However, from day one of their term to their last day, the public is always watching.  Board members are constantly measured by how others perceive their work.  While we expect new members to learn, the perception of how new members go about their learning, and how they become fully engaged builds the reality of how much they are trusted.

Be trustworthy to be trusted.

We are what we appear to value.  Reading Proficiency and Censorship.

Posted on by
Reply

Simultaneously the Wisconsin legislature is considering a bill to improve reading instruction for all children and a bill to limit what schools can provide for children to read.  Two bills each with its own perspective on how the state should fulfill its commitment to educating children.  One bill attempts to apply the best practices of the science of reading to ensure all children can be proficient readers.  One bill tells schools to limit what they provide for children to read and see.  Each bill uses the power of the state to transform how schools impact children.  Each bill is an expression of what we value.

What do we know?

Our WI constitution says the state is responsible for establishing and supervising public education.  State statute 118.01(2) outlines the state’s educational goals.  These include instruction in 118.01(2)(a) the basic skills of reading, arithmetic, listening, writing, and speaking, analytical skills to think rationally and solve problems, a body of knowledge in literature, fine arts, and the natural sciences, skills and attitudes for lifelong intellectual activity, and knowledge in computer science including the social impact of computers.

https://docs.legis.wisconsin.gov/statutes/statutes/118

What is being proposed?

Representative Joel Kitchens is spearheading Assembly Bill 321 to improve child literacy by creating an Office of Literacy, focusing teacher prep programs on science-based reading instruction, establishing and funding literacy coaching, and standardizing early literacy screening through grade 3 assessments.  Equally important to the use of phonics-based reading is the ban on schools from using three cueing strategies in teaching children to read.  Every child in 4K-grade 3 will be taught how to decode words and encode sounds – to read and write independently.  Each child will be taught the mechanics of literacy and strategies for building vocabulary.  A child’s ability will no longer be determined by her school’s reading program preferences but by best practice. 

The bill institutes change in teacher education and professional development to ensure that teachers know how to teach phonics-based reading.  Today most teachers do not teach phonics as it was not part of their baccalaureate preparation or their school district’s PD.  Most teachers learned to teach whole language or blended reading strategies dominated reading instruction.  Teachers will learn to teach and be accountable for teaching all children to read using the science of reading concepts and skills.

https://docs.legis.wisconsin.gov/2023/related/proposals/ab321

State Senators Andre Jacque, Romaine Quinn, and Cory Tomczyk presented a bill that would cause schools to remove books and material that are “deemed harmful or offensive to minors from public schools and libraries” and “enact policies that ensure minors do not view harmful materials on public computers”.

Under the guise of parent rights to supervise what their children learn, the bill requires schools to publish their curricular materials so that parents may object to what they deem harmful and/or remove their child from that class instruction. 

https://docs.legis.wisconsin.gov/2023/proposals/sb10

One bill supports our educational goals and the other subverts those goals.

I fully agree with Joel Kitchens when he says “Students will succeed by returning to the way most of us learned to read.  I truly consider this to be the most important thing that I ever worked on in the legislature”.  AB 321 advances the educational goals of our state by improving how we teach all children to read. 

Senate Bill 10 contradicts our educational goals to provide all children with opportunities to consider, think, and become intellectual problem solvers.  It ignores or does not trust the authority of school districts to supervise the materials they provide for children to read and see and experience in school.  Instead, this bill creates a new right for a parent to make that decision not just for that parent’s child but for all children.

SB10 is Wisconsin’s effort to keep up with other conservative-dominated state legislatures with book banning.  If successful, the bill ensures that schoolbooks and materials can be censored by a single parent or small group of parents.  It also places school boards in the bullseye of the issue to ban or not ban books.

https://www.wortfm.org/following-national-trend-wisconsin-lawmakers-introduce-book-ban/

Where is our educational high ground?

As a former school superintendent and school board president, I applaud Assembly Bill 321 and shun Senate Bill 10.  The high ground of public education is to teach children how to think and to resolve issues.  It is low ground to tell children what to think and to insulate them from issues they should, with appropriate instructional support, be able to consider. 

Our state constitution explains the educational goals of a public education in Chapter 118, section 118.01.  118.01(d) says “Each school board shall provide an instructional program designed to give pupils: (8) Knowledge of effective means by which pupils may recognize, avoid, prevent and halt physically or psychologically intrusive or abusive situations which may be harmful to pupils including child abuse and child enticement.  Instruction shall be designed to help pupils develop positive psychological, emotional, and problem-solving responses to such situations and avoid relying on negative, fearful, and solely reactive methods of dealing with such situations.  Instruction shall include information on available school and community prevention and intervention assistance or services and shall be provided to pupils in elementary schools.”

The high ground for our state is to implement the goals of its statutes.  Schools must constantly improve how we teach children while we constantly are vigilant regarding the educational materials we use for that education.  The state constitution gives schools the authority and responsibility to do these, and the role of legislation is to enhance not impede schools.  The constitution commends parents to work with local school boards to understand and advocate for the education of all children.

The high ground for local school boards is to constantly supervise the materials and experiences used to educate its students.   When a challenge arises the board can engage in an appropriate conversation with the conviction that the district has and is meeting its responsibilities for the entirety of our state’s educational goals.  We teach all children to become proficient in basic skills and to consider, think, problem solve and make decisions regarding their school experiences.  We do not teach them what to think or how to value their experiences.

No Blinders on US History Curriculum

Posted on by
Reply

US history or US histories, that is the question.  Is my story your story?  Is there a single story?  Can there be multiple stories woven into a broader telling of a national history?  What role do blinders play in our history?  What should we teach our children?  Who says?

What do we know about US history?

The course title reads United States History.   I taught this course and supervised its instruction.  Our classic US History textbooks told our national story beginning with European exploration and colonization, revolution and establishment of a constitutional republic, westward expansion, civil war, industrialization, world wars, civil rights, and, depending on publication date, some contemporary stories.  All supplemental materials used to teach our history to children supported this chronicle of our American pride and spirit.  US history was Eurocentric and comfortably fit the concepts of our 20th century nationalism. 

We taught and students learned what Winston Churchill meant when he said, “History is written by the victors”.  Our history curriculum in school has been the story of how English-speaking people spread across the middle of North America and established a government, economic system, and society to sustain the victor’s heritage.  The victors place the blinders.

https://slate.com/culture/2019/11/history-is-written-by-the-victors-quote-origin.html

My family lineage parallels traditional US history.  We immigrated from Holland, intermarried with English colonists and fought in the Revolutionary War.  As the settled frontier moved west, so did we.  In 1849 a great-grandfather joined the California Gold Rush and returned to Wisconsin with enough riches to buy land and establish a growing family on multiple farms.  By 1900 we were college-educated and mobile.  We worked in FDR’s federal agriculture department and fought in WW2.  We thrived as the Silent and Greatest Generations and Baby-Boomers.  We are middle-class America personified and we find our story told and explained in a US History text.

But our story does not mirror that of almost 50% of Americans today.  Many of the children I taught and learned from cannot find their family story in a US History text.  “I do not see myself or my family represented in US History” is a complaint that educators knew existed for decades and only recently have begun to address.  After all, we say to children, “This is the history of our country”, the first thing children do is to look for faces, names, and stories that are like their own.  As soon as we ask children to find themselves in our national history we recognize multiple stories within our history.

As examples, our history text tells that enslaved African labor created the southern plantation culture and economy.  The Civil War was fought to free the slaves and resulted in amendments to the Constitution.  Reconstruction brought Jim Crow laws and segregation in the south.  Martin Luther King led the civil rights movement and was assassinated.  Jackie Robinson was the first Black player in Major League Baseball and Michael Jordan and Tiger Woods each transformed their respective sports.  And Barack Obama was our first Black President.

For a century the only mention of American Indians in our texts was Pocahontas, Squanto, Sacajawea, and Sitting Bull.  Pocahontas saved John Smith and married and introduced tobacco to London.  Squanto taught the Pilgrims to use fish as fertilizer and sat at the first Thanksgiving.  Sacajawea guided Lewis and Clarke’s expedition over the Rocky Mountains.  Sitting Bull led the Sioux in the Battle of Little Big Horn and the death of Custer. 

The story of Hispanic people in the text is one of losses.  The Alamo and Mexican War of 1846-48 led to the annexation of Texas and all the territory between the Louisiana Purchase and the Pacific.  (A student needed to visualize the states formed by the Purchase to understand this.)  Simon Bolivar was the George Washington of South America.

Asians get equal short shrift.  Chinese workers built the Central Pacific railroad from California to Promontory Point, Utah, to join with the Union Pacific and form our first transcontinental railroad.  And Japanese Americans were interred during WW2. 

A traditional US History text fit the political-cultural realities of our pre-civil rights eras.  That text conformed to the victors theory.  Times changed.  This is a woke story but a reality story.  The Declaration of Independence acknowledged certain unalienable rights held by all (men according to the Founding Fathers).  Stories of how Americans came to share their rights to life, liberty and the pursuit of happiness cannot be blindered in their telling.

Historical versions

If you don’t like what is showing on your media screen, change providers.  If it is television, change channels.  If it is a history text, change texts.  Even among the victors there are different tellings of the same stories.  Depending on your state, the adopted US History text is selected according to the telling that appeals to state legislators who make the ultimate decisions regarding school text adoptions.  In the textbook market, California and Texas spend the most money on state adoptions.  US History in these two states reflects how they want US History to be taught to their school children.  These are state-approved blinders, and they contradict the rights of all Americans to understand their stories.

https://www.nytimes.com/interactive/2020/01/12/us/texas-vs-california-history-textbooks.html

How does the story of our history fit our nation today?

We are no longer white/European.  Our population mass is shifting from white/non-Hispanic to a reflection of the melting pot our nation was destined to become.  So says the plaque at the foot of the Statue of Liberty written by Emma Lazarus, daughter of Russian Jewish immigrants.

“As of 2019, the current distribution of the U.S. population by race and ethnicity is:

  • White/non-Hispanic: 60.1%
  • Hispanic: 18.5%
  • Black: 12.2%
  • Asian: 5.6%
  • Multiple Races: 2.8%
  • American Indian/Alaska Native: .7%
  • Native Hawaiian/Other Pacific Islander: .2%”
https://www.visualcapitalist.com/visualizing-u-s-population-by-race/

Within the next decade White/non-Hispanic people will no longer be the majority race/ethnicity.  The aggregated majority will be people of color.

More importantly, all in our census are citizens of the United States.  In the collective, we are Americans.  This is true of the census of our people but not of the US History of our people.  Our history curriculum does not tell the stories of our American people.

Cognitive Dissonance

What do we do when we know disparate things to be true?  Psychologists call this cognitive dissonance.  We experience discomfort and angst when confronted with dissonance.  In this case, our textual history does not accurately reflect our real histories or our histories does not tell the story we want to be told.

https://www.verywellmind.com/what-is-cognitive-dissonance-2795012

Dissonance can cause us to

  • learn more about conflicting ideas in order to resolve a best understanding.
  • affirm our version of a story and attack anyone who holds a conflicting version.
  • create new versions that further strengthen our ideas and attack any other version.

And this is where we are today.  These three actions are taking place in and around our classrooms as adherents deal with their own and our societal dissonance. 

Some use the attack strategy claiming that any story other than the mainstreamed story written by the victors is unAmerican.  They make the issue partisan and divisive.  Texts and materials that do not support the victor story are suppressed and removed from school.  Blinders abound.

Some use the revision and new version strategies.  They cite the Founding Fathers wanting decisions today to be based on the ideas and constraints of the 1700s.  The Fathers truly were a narrow slice of the census of their time – wealthy, landed, Christian, white, and male.  Or they rewrite history to give the victors a moralistic superiority over the vanquished.  Our history is a natural selection and progression process.  More blinders.

And some understood one of the concepts they were taught in their school’s US History class.  The United States is a melting pot of peoples.  There is no dominant story to support one group of citizens over the interests of others.  To be understood and celebrated, the good, bad, and the ugly, history cannot have blinders.

The Big Duh!

The motto of the United States has been and is today e pluribus unum.  It is Latin meaning “out of many, one”.  US History taught to children today needs to be the truthful telling of the many stories that represent all the people who make up our one nation.  The melting pot is only getting larger and more complex.  Any child who does not hear and learn from the many stories is condemned to a severe dissonance problem.  A nation that does not learn from its history is condemned to repeat it.  We are smarter than that.