Are Teachers Stupid?–Setting and Meeting Standards in Social Studies

Abstract

This paper examines the growth of the standards movement in education and asserts that the standards movement neglects large issues and constructs in a search for a simple, quick fix solution. Most of the standards' attention is centered around the content of the curriculum and little attention is paid to students and teachers. The standards movement is a top down endeavor, largely ignoring training, student knowledge, and the nature of educational change. The document reviews today's standards that have been developed in the social studies, who the developers have been, and what might be expected to occur as a result of accepting or promoting such standards. Historical antecedents in social studies standards with the work of J. Franklin Bobbitt at the University of Chicago are noted. The history of standards has been a history of trying to teacher proof the right information with such an attempt being both insulting to teachers and doomed to failure. All of the standards are premised on the notion that teachers need direction. The paper examines education and the requirements needed for content. The number of social studies teachers produced should be smaller in number, higher in quality, which is defined through the ability to design and demonstrate good teaching in social studies, not the ability to provide the answers to every social science or history question. Social studies is a dynamic field because it reflects the dynamism of humans on earth and that is what must be conveyed and cogitated. (EH) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Are Teachers Stupid? Setting and Meeting Standards in Social Studies.