For the research assignment, I chose to analyze the Boston Public Schools’ Citywide History Standard and Curriculum Guide: High School 20th Century Modern American History.
1. Are there opportunities for you to modify the curriculum to prepare liberated, skilled, critical thinkers? If so, where? How?
Below are some highlights I wanted to showcase:
I. “Building a History Curriculum establishes a rationale for studying history in schools, and makes nine recommendations regarding state and local policies. Principally, however, it sets forth a consensus of perspectives and ways of "historical thinking" that far transcend specific and useful facts. As the Commission words it: "'What of it?' is a worthy question and it requires an answer."
- Excerpt of the Bradley Commission on History in Schools in which Massachusetts History and Social Science Curriculum Framework structures its own curriculum around
It is essential for students in today’s society to conceptually grasp the historical significance of key American events that have shaped his/her present environment—locally, nationally and globally. Though I agree with the utilization of the “What of it?” question to stimulate critical analysis, as an educator, I would implement two questions for students to refer to (in regards to effectively examining and perceiving the curriculum): “How, if any, does the ramifications remain relevant today and for your future” and “How have they (the key group players) and/or we (the United States society) grew from such key event(s)?”
Within today’s urban school environments, where students are taught history through the lens of the past and present, engaging in discussions that connects and theorizes contemporary value while exploring recurring incidents that are embedded and altered in their lives today allows students to recognize their roles as living key players in the evolving frameworks of America’s narration (i.e. blacks’ struggle for equality in the ‘60s, gay couples’ struggle for equality and citizens voting for state amendments for/against gay marriages).
II. Foreign Policy, the Exercise of National Power and the Growth of Presidential Power: The United States was established as a product of many conflicts among nations and indigenous people, culminating in the American Revolution. Throughout its history, the United States has followed different foreign policies to promote its interests and beliefs. These policies have included neutrality, imperialism, containment, and internationalism. This theme examines the relationship between domestic affairs and foreign policy and determines why and how the United States has chosen between international conflict and cooperation, and/or isolation and interdependence.
Criticism for the United States’ utilization of power (often labeled as “abuse”) among foreign affairs are perspectives often not critically divulged within American history curriculum. Though I wouldn’t implement a condemning session each class period on every U.S. decision that resulted in some form of intrusion and/or exploitation, I would encourage students to formulate opinions on how/why/if such key events were ultimately significant for the overall benefit of the United States (during that specific period and for today) or detrimental.
Such student’s analysis stays within the guidelines of the curriculum, but also expands on the U.S. role within international conflict and cooperation, and/or isolation and interdependence, challenging if such decisions were necessary and if alternative solutions to obtain the same desired result (with minimum negative ramifications, if that was a concerning factor to consider initially).
2. Provide any critiques you have of the curriculum and components you think are missing.
I. U.S. History II: Reconstruction to the Present (1877-2001): Students will analyze the causes and consequences of the Industrial Revolution and America’s growing role in diplomatic relations. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America’s entry into World War II as well as the consequences of World War II on American life…and recent events and trends that have shaped modern-day America.
My critique of the above curriculum seems to disregard the positive gains obtained by the United States post-World War II, due to their involvement in the war. Though the curriculum should examine the negative ramifications that the war had on the home front, America’s inclusion (thus resulting in success nationally and internationally) should be examined as well. Two significant perspectives that should be included in American curriculum in regards to World War II are the international relationship between Japan-United States then-now (after the atomic bomb droppings) and Jewish-Americans and the United States for the delayed rescue assistance with the Holocaust.
II. “The evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity. standards in U.S. history I and II require more in-depth learning about the growth of American liberal constitutional democracy from the founding of our nation to the expansion of male and female suffrage, the abolition of slavery, and the fight for civil rights in the 19th and 20th centuries…”
The evolution of human dignity throughout American history spans over several occurrences that have hindered and affected various groups (women, African-Americans, immigrants, etc). In terms of American history curriculum in Massachusetts, the ramifications of such evolution should also be examined through the impact it has had on today’s social civil issues regarding race, gender and class (in relations into everyday life: education, workforce, laws, communities and politics).
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