What our children and young citizens should learn

As other states are doing – Texas most notably in the national headlines – North Carolina is currently re-examining its SCOS for Social Studies. This is the statewide document that defines the measurable goals and objectives that public schools must meet as they offer history, geography, civics, and other social studies material to children and teens from kindergarten through 12th grade.

When states revise the SCOS for any subject, it is occasion for careful examination, reflection and debate. To what degree is content being sacrificed for skill sets? How can a knowledge of the past be combined with the “twenty-first century skills” that schools are encouraged to facilitate in their student populations? Can there be analysis and critical thinking without learning the facts of the past? How much history should be taught? What history should be taught? How do we assess learning?

In many ways, these are perpetual questions. I have seen the NCSCOS revised twice in the past twenty years, and this third time around raises many of the same philosophical and practical questions. It’s healthy to ask them. It’s the responsibility of citizens to hold governments accountable in democratic republics.

The NCAH is deeply interested in the revision of North Carolina’s social studies curriculum. The organization’s second vice-president, Rebecca Seaman of Elizabeth City State University, will be posting information on this blog about the various changes being discussed regarding the teaching of these important elements of educating young citizens.

Please feel free to comment. This is an issue that affects us all, whether or not we are trained historians – whether or not we are classroom teachers – and whether or not we have children in the public schools of North Carolina.

Kathy Carter
Managing Editor, JNCAH
Deep River Press