A Time for Change

Abstract

The first time I remem ber learning about history was in my fifth grade class. We had a map of the world and I was the student cho sen to trace the sea route of Magellan in yarn. Since I had never learned any his tory prior to this moment, 1 was petrified that I would mess up and make a fool of myself in front of the en tire class. Thus, the begin ning of my hatred of history. 1 proceeded to get con tinually the horrible social studies teachers. Since I did not like the teachers, I never learned anything. In eighth grade, for the first time in my life, 1 got a fabulous and enthusiastic social studies teacher. Because she made history interesting, I paid attention and learned a tremendous amount about the United States of America and its formation. Many high schools have a great social studies pro gram, if the student is in high level classes. Yet, the order in which the classes are taken throughout a student's four years at school does not comply with the typical student's outlook on life at that point. In ninth grade, a student does not care about how the law applies to him specifi cally because he or she is not yet active in society at age fourteen. The student then proceeds to take American Government. Once again, this complex class is above the average freshman's attention span and interests. Although the teachers for these classes are excellent and very en thusiastic, they lack the student's interest, which is necessary for a truly posi tive outcome and success on the part of the student. In tenth grade the stu dent is, once again, put through a dreadful year of United States History. There is not one interesting or even caring teacher for this class. Unless the stu dent motivates himself, this year is a waste because of apathetic teachers. In eleventh grade, the student learns more about the constitution of the United States. Then, for the first time in high school, the student learns some European history in Contemporary World His tory. In his senior year, the student can opt to take Consumer Economics, usually geared toward the lower phased students; Psychology or Sociology for the average and majority of the people; and Advanced Placement courses, United States or European History, or nothing! I feel that this system of courses should be rear ranged. Freshmen should be taught European his tory because this is a period when students want to learn new things and are tired of American History. Then the student should be offered the choice of classes in Psy chology or Sociology, Consumer Economics, etc., because tenth grade is an appropriate year for stu dents to learn about life. In their junior year, stu dents should take cither American History or Advanced Placement American History, depend ing on placement accord ing to teachers. It is in their senior year that students should take Law and the Individual and American Government. The student is finally realizing that he will have a life beyond high school. Therefore, the student is interested in how the law applies and works for him. I feel that the present order of the social studies curriculum in high schools is not adequate. I have proposed a change in this order which is practically a reversal of the present situation. It is my actual experience in taking these courses which has prompted this opinion. Perhaps the fact that this proposed change comes from a student is a good enough reason to seriously consider change in this situation. G$fc