Social studies reform: Q&A with Gary B. Nash. (Curriculum Update: the latest developments in math, science, language arts and social studies).

Social studies reform: Q&A with Gary B. Nash. (Curriculum Update: the latest developments in math, science, language arts and social studies). Q: What is your take on the "turf wars" within the social studies profession, with the debate about the use of history-centered curriculum vs. an integrated social science approach to the subject? A: This tension goes back many decades. The social science approach was prompted in part by dissatisfaction with the conservative cast of history when the profession was heavily dominated by white male Protestants. Now, [it] looks much like America. A more inclusive and democratically conceived history is playing a role in re-establishing history as core knowledge within the social studies. The trend is toward solid courses in world and U.S. history. Q: How do the National Council for History Education The National Council for History Education (NCHE) is a United States-based non-profit advocacy group that promotes the importance of history. OverviewThe National Council for History Education was incorporated in 1990 as a successor to the Bradley Commission on History and the National Center for History in the Schools differ? A: Both organizations promote bridge-building between academic historians and K-12 history teachers.... NCHS NCHS National Center for Health StatisticsNCHS Naperville Central High School (Illinois)NCHS North Central High SchoolNCHS Natrona County High School (Wyoming)NCHS National Center for Health Services [also produces] primary source-based curricular units ... devised through partnerships of K-12 teachers with academic historians. Q: What aspects of history education care in most critical need of reform? A: The greatest need is for professional development among those who teach world history. [It] is beginning to achieve a rightful place in the curriculum, but ... teachers have frail frail?1?adj. frail��er, frail��est1. Physically weak; delicate: an invalid's frail body.2. backgrounds [in] this vast subject NCHS's curricular units and on-line projects are helping to fill this need. Q: What advice can you offer districts about improving history education? A: First, subscribe to Verb 1. subscribe to - receive or obtain regularly; "We take the Times every day"subscribe, takebuy, purchase - obtain by purchase; acquire by means of a financial transaction; "The family purchased a new car"; "The conglomerate acquired a new company"; the Organization of American History s Magazine of History and the World History Association's Journal of World History. Both teem teem?1?v. teemed, teem��ing, teemsv.intr.1. To be full of things; abound or swarm: A drop of water teems with microorganisms.2. with lesson plans, syllabi syl��la��bi?n.A plural of syllabus. , book reviews, historiographical essays and other materials created by and for teachers. Second, encourage teachers to [attend] history conferences. Q: What trends are you seeing in history education partnerships? A: The Gilder-Lehrman summer institutes are doing a great job promoting this. The Teaching American History grants are doing even more with hundreds of grants to districts collaborating with college history departments, historical societies and museums. Gradually, we are bridging the chasm separating history educators in the schools and the colleges. Q: What should administrators keep in mind as they make history textbook selections and other curriculum decisions? A: Stay abreast of the wholesale diversification of the history profession and how this has resulted in more inclusive and balanced textbooks that invite critical thinking and student engagement. Beware of those who deplore de��plore?tr.v. de��plored, de��plor��ing, de��plores1. To feel or express strong disapproval of; condemn: "Somehow we had to master events, not simply deplore them"historical revision; who would deplore "revisionism re��vi��sion��ism?n.1. Advocacy of the revision of an accepted, usually long-standing view, theory, or doctrine, especially a revision of historical events and movements.2. " in chemistry, physics or any other topic? When listening to those who want to go back to earlier renditions of history, retrieve a history textbook used in the schools 40 years ago or so. You are likely to be shocked at the narrowness and Eurocentric bias of these books. History on Trial: Culture Wars and the Teaching of the Past (Knopf, 2000) investigates arguments over whose history to teach and how to teach it and the flare-up in the 1990s of this perennial question. www.sscnet.ucla.edu/nchs/ www.gilderlehrman.org/teachers www.ed.gov/offices/Oll/portfolio/history.html Gary B. Nash is director of the National Center for History in the Schools at the University of California, Los Angeles UCLA comprises the College of Letters and Science (the primary undergraduate college), seven professional schools, and five professional Health Science schools. Since 2001, UCLA has enrolled over 33,000 total students, and that number is steadily rising. . He also serves on The National Council for History Education's board of trustees board of trusteesPolitics The posse of thugs who oversee an institution's administration. See Board of directors. .