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Highlights
of
I
Love History…but I hated it in school!
Purpose:
To address the problem discussed in recent newspaper,
television and radio reports.
To respond to the actions carried out by the President
and Congress.
To
describe the problem in a detail that is easy to read and
understand.
To make Americans aware of the danger this problem poses
to not only our children, but our democracy.
To let teachers (both new and veteran) know the reasons
behind their problems.
To provide solutions for parents, educators and concerned
citizens.
Author
Credentials:
Alan N. Kay, M.Ed., a cum laude graduate of Brandeis University
Teacher in the Public schools for 13 years.
2003
Pinellas County, Florida Teacher of the Year
2002
D.A.R. National Outstanding American History
Teacher of the Year
2001
Florida History Fair Teacher of the Year
2001
Finalist National History Day Teacher of the Year.
Coordinator
of the Pinellas County History Day
Author
of the Young Heroes of History Series
(www.youngheroesofhistory.com)
Outline:
Chapter One:
We Love It!
This chapter uses data and examples such as
the popularity of Hollywood movies like Gettysburg to
demonstrate how much adults love history.
It describes in detail our actions and our commitment to
our sense of history. The purpose of this chapter is to provide the backdrop to
understand the strange paradox of how adults love history and
kids hate it.
Chapter Two:
We Need It.
This chapter uses quotes from Presidents as
well as examples from history to demonstrate the importance of
history. Its role
in a democracy, its importance in Patriotism and Nationalism are
all discussed. In
addition, looking at current events like Iraq, Palestine and
terrorism, we see how important knowledge of the past is to an
understanding of today. Skills
we learn by studying history are also discussed.
Again the purpose here is to show why history education
is needed not only for the student, but also why we need
historically educated students in our country.
Chapter Three:
Just what is the Problem?
This chapter contains the most data.
Here we see the results of tests nationwide taken by
students of history. We
see what the congress and the president are doing about it and
we describe the meaning behind the results.
Chapter Four: Hypocrites
This chapter describes how the American
Public says how important history is yet acts differently.
We discuss all the talk that is done, all the programs
and scholarships that are given and then compare that to the
paltry amount of education in history that a student gets.
(Sometimes as little as one year.)
We compare what different states require for history
education and what different organizations do to promote
history.
Chapter Five: … but we hated it in
school.
This chapter begins with a short discussion
of who hates history then goes on to break the problem down into
three main sources of the problem:
the school, the teachers and the materials.
In this chapter we discuss the basic problem in our
schools for the history student without getting bogged down in
education reform questions. For example, the problems a child experiences when being one
of 2,000 students in an average high school are addressed.
The purpose here is to get the parents attention and help
them to realize what they can do to help their child survive
school.
Chapter Six: Teachers
This chapter is based on the reaction by
many political and education pundits (including governors,
professors, school boards and National Education Secretaries).
We see what they say about teachers and we try to explain
why history teachers are sometimes the source of the problem. We
look at why history teachers are so poorly educated in their own
field, why so many students are taught by coaches and how our
society has established a system that perpetuates bad teachers.
Chapter Seven: The
Textbook
This chapter has the most meat of any
chapter. It
discusses in detail the power that the textbook companies have
over the classroom and how the textbook adoption process has
corrupted what our students learn.
I believe that this chapter will be the most enlightening
to parents and politicians.
Most people understand that textbooks are boring but very
few realize why and to what extent they control the classroom.
Data, quotes and analysis is provided to back up the
arguments.
Chapter Eight: What’s
being done?
This chapter looks at what organizations
like the National Council for History Education, governments,
school boards and civic groups are doing to try to solve the
problem and demonstrates why these programs are not working.
Chapter Nine: Is
there any good news?
This chapter talks about programs like
National History Day and the great resources such as History
Alive that are out
there. We see how
the concerned parent and teacher can do something significant
and we give empowerment to the people who need it.
Chapter Ten: What
should be done and what can done?
While trying to end on a positive note,
this chapter discusses the practicalities of what can be done
alongside what should be done.
We discuss the limited power of the President and the
power of the individual parent compared with the awesome
juggernaut of the textbook company.
We discuss the philosophy and culture of our country and
how the only way there can be any real change is if there is a
fundamental shift in Americans way of thinking.
Upon reading this chapter and concluding the book, people
will feel a sense of understanding.
Some will come away with a desire to do more, others will
come away with a desire to help their child and still others
will come away with a motivation to do something on a grander
scale. Regardless,
I believe this book will enlighten many parents, teachers and
others who seem to know there is a problem, feel like something
should be done, but are unaware what the problem is and how to
solve it.
Bibliography:
A list of all the articles, books and
websites used for the research of this book will be provided.
To discuss these issues or the book itself, please send an email
to historycrisis@youngheroesofhistory.com
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