A proposed change to school district policy would eliminate world history as a graduation requirement. I oppose this surprising change to the studies of young people growing up in a post-9/11 world, fraught with volatile and confusing conflict in the Middle East and elsewhere. Our district’s mission statement says in part, “…where students…contribute to a changing world.” Studying world history in depth is to understand change. This subject is also the perfect context for knowing what makes America different, what constitutes our identity and diversity. As a nation of immigrants, we are automatically connected to the world at large. Being exposed to a broad range of historical viewpoints, influenced by time, helps young adults develop their own. Although middle schoolers learn some world history, this learning should continue in a venue where assimilation of facts can converge with mature questioning. A general current events class would not meet the same needs. To apply critical thinking in developing responses to larger issues, students need background and context. Understanding world history is going to take more than casual conversation at home. A chance to learn history of world civilizations, political connections, and conflicts, perhaps even starting with their grandparents’ era, could lead to some authentic conversations that arouse curiosity. If the motivation to cut is to solve logistical problems around scheduling and staffing, there are several excellent online courses that could be enriched with face-to-face conversations in a classroom. A well-planned world history course should continue to be a graduation requirement.
Patty Brown