Teaching Writing in United States History

Abstract

History is an important part of our American culture. It is fun to read and tell and can contribute to a student's personal experience. Too often, though, the subject is teacher-directed, lecture-oriented, focused on the most prominent individuals and events, and supplemented only by a dry, vocabulary-controlled text. Both methodology and content are too remote from the student's own experience, making the study of history monotonous at best. Just think of how inspiring history can be if the methodology is student-directed and the content focused on the daily realities of ordinary people and the places where they lived, worked, worshiped, and played. Encouraging students “to do” history should be the fundamental objective of every teacher, and there is no better way “to do” history than researching and writing it. Professional historians and educators concerned about the inadequacy, both in quality and quantity, of history taught at the secondary level have emphasized the need for more writing in the curriculum. Not only is writing essential to develop critical thinking skills, but it is also indispensable for developing the kind of knowledge and social responsibility required for constructive citizenship. Accordingly, a student's understanding of historical subject matter lies in his or her ability to explain cause-and-effect relationships, interpret the significance of past events, and clearly articulate a position and defend it.