I get the chance to work with all sorts of teachers, across the state and around the country. We’re all different. But when the conversation turns to teaching and learning social studies, I often hear the same thing:
“I have to lecture (or have students read their textbooks out loud, create outlines from the chapter, complete fill-in-the-blank worksheet packets, or watch a 30 year old video converted from 16 mm film) because the kids have to know their facts. It’s not fair asking them to think historically without the basic facts.”
I get it. And I don’t disagree. Kids do need the facts. But I think for too long we’ve just assumed that acquiring foundational knowledge and historical thinking are two distinct and different activities. We fill up their heads with facts and then, if we have time in the school year and after the state assessments are over, then . . . we can try some of that historical thinking stuff.
We need to stop doing that.
The brain is not a basket that we can just fill up with stuff. The brain is a bucket full of holes. The brain works very hard to find ways to forget things and if something is not important enough to be useful, it’s gonna find its way out one of the holes.
Our task is not to fill brains with facts. Our job is Read more