History's Special Challenges to Teachers: Selection,Breadth,and Depth

Abstract

History by its very nature confronts teachers with problems of topic selection and of balancing breadth and depth that are unlike, and more demanding than, those of other academic subjects taught in middle and high school. But these special problems can be much reduced, the author argues, if teachers are authorized to pursue four curricular strategies. First, to segment United States and world history into era-limited courses across the grades, instead of repeating origins-to-the-present surveys. Second, to direct students' attention to the most vital episodes, ideas, and personalities in each of the several spheres of human activity and history. Third, to collaborate with colleagues across the grades on common key questions to be revisited at rising levels of sophistication. Finally, by stressing always those matters that are most important in preparing students for public, civic life and for personal cultivation and integrity. Each recommended strategy is spelled out in some detail.