The National Council for History Education, carrying the message from the Bradley Commission and the National Commission on the Social Studies, is pressing for all teachers to be given the chance to offer the sort of history that only a minority have been lucky enough to offer up to now, in courses that:
- Combine an analytical,
chronological narrative with frequent pauses for studies
in depth, neither of which can do without the insights of
the other.
- Deal constantly with the
relation between fact and concept, neither of which
educates without the other.
- Carry significant,
compelling themes and questions from the start of United
States and world history down to the present day,
frequently responding to the students' challenge:
"So
what?"
- Demonstrate the
interdependence of history and the social sciences, by
teaching the concepts of the latter in dramatic
historical context.
- Demonstrate the
interdependence of history and the humanities, by
concurrent studies of literature, philosophy, and the
arts.
- Are pluralist,
multicultural, inclusive of people of all kinds and
conditions in whatever society is under study.
- Provide a sophisticated
understanding of the origins, the advances and defeats,
the worldwide adventures of the democratic ideas that
bind us together as one people.
- Offer many chances for
active learning, inquiry and the development of critical,
historical habits of the mind.
- Are taught by a wide diversity of pedagogical methods, of the teacher's own choice and design.
On this broad ground, all but a few of those who debate the history/social studies curriculum can come together. Who can still pretend that single-year United States or world history courses, madly rushing from the Ice Age to the spring prom, allow teachers to do these things? Only more time will let us sweep aside the false conflicts between multicultural and a common civic education, between "memorized" and "issue-oriented" history, between "elite" political history and "egalitarian" social history. And on current issues, only more time can let teachers make clear, for example, that most of the nation's ills are rooted in historical choices and priorities, not to be waved away by a little more math and "work-related" schooling.
The National Council for History Education, then, bases its campaign for history on the recommendations of the Bradley and National Commissions. The Council is eager to collaborate with anyone promoting the cause of history. But it is the only comprehensive national organization forthrightly arguing for history as the continuing core of the social studies throughout the grades, integrated with geography and civic instruction, as is the case in other modern democratic nations. We intend to campaign for this in every state and school district in the country.
We believe that the social sciences and current issues, both domestic and global, are best studied in historical context and perspective. We believe that historical study is the precondition for intelligent political and personal judgment and that, in turn, such judgment is the absolute precondition for the political power of the citizen, and the private self-fulfillment of the person. Familiar notions, no doubt, but their implications call for a fundamental reordering of the American curriculum from grade school to graduate school.
It is the mission of the National Council for History Education to see that this happens--not as a top-down imposition, but out of the collaboration of scholars and teachers across all levels of schooling, working together as equals who educate each other at every step of the way.
In Support of History
NCHE supports history as the core of the social studies in the schools and links it to many pro-history forces and organizations in the profession and the community. American children cannot afford to live in the 21st century ignorant of everything that preceded their own time and ignorant of the history and culture of other nations. An education in history prepares youngsters to understand not only their own society but other societies and civilizations around the world.
- NCHE speaks vigorously
to policy-makers about the importance of providing enough
time in the curriculum for both world and U.S. history
and adequate support for good teaching and materials.
NCHE encourages regular communication between those who
teach history in the schools and those who promote
history in the community.
- NCHE links history in
the schools with many activities sponsored by state and
local organizations. It provides a communications network
for all
advocates of history education, whether in schools, colleges, museums, historical societies, humanities councils, or community organizations.
- NCHE membership consists of individuals, not organizations. Members include historians and history teachers, school administrators, authors, publishers, historical association and historical museum personnel, history buffs, in short, anyone who loves history.