History needs a greater role in our schools

April 17, 2015

By Ruth S. Taylor and C. Morgan Grefe

Every day, we at the Rhode Island Historical Society and Newport Historical Society work to further the study of history in our state. The recent columns by Roger L. Beckett and Whitt Flora, featured in the Pro/Con on March 27 (“Should high schools beef up history, civics classes?” Opinion page), encouraged us to outline our thinking on the issue of history education, which we believe has particular importance here in our historic state.

Research shows that students who study history become more informed citizens, and also become more empathetic toward others. At the higher levels, students who study history also improve their critical thinking, writing, speaking and presentation skills — all of which have been tagged as “21st­century skills.”

Here in Rhode Island, studying local history has the capacity to support a connection to many of the great themes of our nation, and to offer our students a sense of pride in the place where they live. Rhode Island’s history encompasses and encapsulates America’s national history. From Roger Williams Park to Slater Mill to the Newport mansions to the triple­deckers of Woonsocket, our state is crowded with names and places that can introduce our students to important themes and debates about liberty, equal­ity, democracy, justice and much more.

Unfortunately, studies show that, for more than a decade, history has been getting short shrift in schools around the country. Rhode Island is no exception. Unlike English language arts or mathematics, history is not tested at the state level. As a result, many students in the U.S. graduate without being able to identify who fought in World War II or even that the North won the Civil War. Too many of our students are on track to be literate, but not broadly educated; connected, but not deeply engaged.

Neither writer in the Pro/ Con seemed to think that young people should not learn history. There is a shared agreement on the value of recognizing and understanding the past. Concerns are expressed about how this can be accomplished — in school and out.

The Rhode Island Historical Society and other educational institutions have worked hard to bring professional development to Rhode Island’s teachers through programs such as the federally funded Teaching American History program. These initiatives have been received enthusiastically by teachers, but do not receive consistent funding and support.

What may be needed most is the understanding that while current standards make renewed attention to history possible, they do not make it necessary. We need that recognition, from the education commissioner to teachers to families, that, in fact, we want our students to be literate in history.

And we need to ensure that good history scholarship is available to schools, teachers and families, both in classrooms and in less formal settings. Historical societies have a unique role to play in creating pipelines of quality scholarship to teachers in the system and to providing the lifelong learning opportunities that our museums, programs and lectures also offer.

We are committed to expanding the role that history plays in our schools and in our communities. Rhode Island’s students, teachers and families deserve no less.

Unfortunately, studies show that, for more than a decade, history has been getting short shrift in schools around the country.

Rhode Island is no exception.

Ruth S. Taylor is Executive Director of the Newport Historical Society. C. Morgan Grefe is Executive Director of the Rhode Island Historical Society.

This article first appeared in The Newport Daily News on April 15, 2015.