Keith Benson

Curriculum Analysis

Dr. Ben Justice

4.18.2008

(I tried to see if I can answer the question in one true paragraph – I don’t know if I
did or not)

The reading by Tyack starts off by stating that social studies textbooks

are so “dull” but cause much “controversy”. In class last night, you handed

out a recent article about Matthew LeClair’s concerns over his AP social

studies textbook, the question “Where were the teachers in all this”. This

leads me to attempt to rectify the paradox mentioned on the syllabus. It

seems to me the controversy does not take place within the schools

themselves but occurs at higher bureaucratic levels and among a few

“rabble-rousing” students and their parents. Teachers, those who choose to

use them, as has already been stated, use them without much objection at

all. And this is one area where I wish I could have been more effective in

communicating during class at times. Sometimes we sit together in class and

discuss what is wrong and ineffective about teaching social studies, but with

the exception of a few students, the concept that this profession is a public,

governmental position escapes most of us. Teachers are not working in

cubicles dealing with inanimate objects, nor are they hired to be

revolutionaries necessarily. In addition like most professions, especially those

of public service, being the person making waves is looked down upon, even
if the person has a valid, sustainable argument. The phrase “the nail that

sticks out, gets hammered down” is a near perfect depiction of teaching

social studies in a public school. As a result, most teachers, especially older

teachers with tenure, those nearing retirement, or those not confident in the

subject find it easier work-wise, and safer occupationally to simply use what

tools have been given by their board of education and supervisor. In class,

Lowen’s quote about 70 percent of social teachers teaching solely from the

textbook in traditional fashion was taken to task, but I would venture to say it

is probably even higher. The motivation to do more in the classroom, to go

the extra mile, is most times simply not there. (But the motivation to do

more in any profession is usually the exception and not the rule.) Add to it,

the fear of being told on, fear of getting a negative evaluation, or simply

being hassled is usually enough to stop teachers from upsetting the apple

cart. Unfortunately, for our students, the message government and politics

dictates is communicated unchecked and unchallenged – as wrong as they

often are.