Home subscribe manage Las Vegas Review-Journal
  Jobs Cars Homes Shopping Travel Weddings Golf Best of Las Vegas Photo   Search:

RECENT EDITIONS
Wed Thu Fri Sat Sun Mon Tue

Opinion


VIN SUPRYNOWICZ: Don't worry, kid, you don't need to know that

The Review-Journal editorialized, back on July 25:

"To understand and explain American exceptionalism, like it or not, it may be necessary to at least understand why aeroplanes were not used in the Civil War, why the British couldn't use the train to get back and forth between New York and Philadelphia in 1788, and why the Jackson Democrats kept making such a fuss about the National Bank.

Newsvine Digg Fark Technorati reddit StumbleUpon del.icio.us Slashdot Propeller Mixx Furl Twitter MySpace Facebook Google Bookmarks Yahoo! Bookmarks Windows Live Favorites Ask MyStuff myAOL Favorites

Most Popular Stories
  • LETTERS: Professor needs to get with the program
  • LETTERS: Washington loves rewarding failure
  • FROM OUR READERS: We can't do worse than country's current leadership
  • LETTERS: Trickle-down economics is dead
  • EDITORIAL: Tip jar
  • VIN SUPRYNOWICZ: Shall we save the economy ... or the government?
  • LETTERS: Don't expect district to cut waste
  • EDITORIAL: Sending the right message
  • EDITORIAL: A tiny bit of good news?
  • EDITORIAL: 'A cautionary tale'



  • "Nevada's Council to Establish Academic Standards was scheduled to meet July 21 to adopt new public-school history standards. When some attention was drawn to what they're up to, they promptly postponed their meeting for 'lack of a quorum.'

    "Behind all the double-talk about replacing fact-driven, chronological history with a more 'thematic approach,' the unmistakable goal is to dumb down our history classes still further. The draft proposal under consideration is 'gobbledy-gook,' says Carson City School Board member (and former history teacher) Joe Enge. The stated goals are 'so broad I could drive a truck through them,' Mr. Enge says.

    "Extrapolating 'themes' from history is great. But a young person cannot possibly judge -- let alone generate -- a useful interpretation of any facet of American history if he or she cannot locate the battlefields of Gettysburg, Pearl Harbor, Bunker Hill, Guadalcanal, Normandy, and Yorktown on a globe ... place them in their proper chronological order ... and name a commanding officer from at least three.

    "Go ahead, ask them."

    In response, one Cheryl Grames Hoffman of Las Vegas writes in:

    "Kind sir, I can assure you that no job or law school application has asked any questions about the names and places of American battles of any century. More importantly ... such a view obstructs a constructive conversation about how best to teach history to kids.

    "I taught American history at UNLV for three semesters, and I really, really did not want my students simply to spew facts at me. Instead, I wanted them to learn the relevance and meaning of some key facts, and then to show me they could convey that relevance and meaning in a clear and convincing way. Sure, it would be cool for young people today to know the facts of the Great Depression. Even cooler would be for them to be able to speak and write about it well. Employers, I think, place value on that ability -- not on knowledge of important battles in our past.

    "Studying history is a means to an end: it can provide an opportunity for kids to master a much-needed set of skills. Let us focus on providing them a means for learning how to think critically, to synthesize data, and to present it for others to scrutinize. The end, however, is not that young people become more patriotic and less apathetic about all that has transpired before they arrived on this planet. The end is that our youngest citizens are ready to join us upon graduation as productive members of society, equipped with valuable, transferable skills.

    "Isn't that really what most folks would like our educational system to accomplish?"

    Well, no, Ms. Hoffman. If all we wanted was to teach the process of "synthesizing data" we could cancel the history courses and have the young people write papers analyzing the philosophy of Batman.

    You cannot process and interpret data until you've got some. English class is for learning how to craft a paper -- to improve their diction and delivery the young folk can join the Debate Club. In history class we expect them to actually commit some stuff to memory.

    If I'm reading this right, what we have here is a history teacher (albeit "former") saying it's silly -- that it "obstructs a constructive conversation about how best to teach history to kids" -- to expect college history students to be able to tell us whether Gettysburg or Yorktown came first (We said "place in chronological order," not "give specific dates") and to name a couple of the commanding generals.

    Because the question never comes up on job applications.

    I don't remember ever being asked to do long division on a job application, either, or how many electrons there are in a helium atom. (We would want our students to be able to "spew some facts" about what happened at Lakehurst in May of 1937 before they substituted hydrogen in their balloons with helium, wouldn't we?)

    What prospective employers and institutions of higher learning do ask is whether you've got an eighth grade education, or a high school diploma, or maybe spent four or five years at a day school best known for its semi-pro basketball team and being closed on weekends.

    As recently as 1965 an affirmative answer to the "eighth grade" question meant you could do long division, algebra and at least stumble through "Madame Bovary" and/or the "Commentarii de Bello Gallico." The "high school diploma" question used to mean no one had to re-check to make sure you knew "1781; west shore of the Chesapeake; Cornwallis surrenders to Washington" with extra points if you knew what the Comte de Grasse was up to, that week.

    Apparently nowadays asking about the diplomas will no longer suffice; thanks to "educators" such as Ms. Hoffman we're going to have to actually start checking this stuff.

    How do you discuss the "relevance and meaning" of Continental logistics problems or the Treaty of Paris or the 1789 debate over the need for a stronger central state if you think Yorktown was fought after Gettsyburg and you believe the American commander in 1781 was Meade or Eisenhower or maybe Robert E. Lee or you just don't care because you're convinced none of that matters, it's all just "spewing facts," that studying history is a "means to an end" -- an undisclosed "end" that apparently has more to do with moaning about the lack of advancement opportunities for 18th century women than requiring anyone to retain any "facts" or be able to explain what happened at Pearl Harbor or Bunker Hill or the beaches of Normandy ... or even who was in charge?

    How do you "think critically" about whatever theories and "trends" the government-school teacher wants to spoon-feed you if you don't know enough "boring facts" to say, "Wait a minute; that doesn't fit"?

    Should we wonder now why so few of our public servants seek to emulate Washington -- how would they even know how? -- if they have no idea what he did on Dec. 23, 1783, and then on March 4, 1797, arguably the two most important acts taken by any single man in delivering us our freedom ("If this is true," said no less a figure than George III, "then he is the greatest man of the age") ... exceeding even what "the indispensable man" did on Christmas night, 1776, a date any American should be ashamed at having to look up?

    I wipe away tears of pride. Ms. Hoffman sneers that we're "just spewing facts."

    Vin Suprynowicz is assistant editorial page editor of the Review-Journal and author of "The Ballad of Carl Drega" and the novel "The Black Arrow." See www.vinsuprynowicz.com/.



    Leave Your Comment 20 Reader Comments
    Terms & Conditions
    The following comments are provided by readers and are the sole responsiblity of the authors. The reviewjournal.com does not review comments before publication nor guarantee their accuracy. By publishing a comment here you agree to abide by the comment policy. If you see a comment that violates the policy, please notify the web editor.

    Some comments may not display immediately due to an automatic filter. These comments will be reviewed within 48 hours. Please do not submit a comment more than once.
    Current Word Count:

    Ward Griffiths wrote on August 30, 2008 10:28 AM: > Should we wonder now why so few of our public servants seek to emulate Washington -- how would they even know how? -- if they have no idea what he did on Dec. 23, 1783, and then on March 4, 1797, arguably the two most important acts taken by any single man in delivering us our freedom ("If this is true," said no less a figure than George III, "then he is the greatest man of the age") ... exceeding even what "the indispensable man" did on Christmas night, 1776, a date any American should be ashamed at having to look up?<

    Vin, you forget Washington's more important (and encouraging Clinton and both Bushs and a lot of jerks from John Adams on) key date of August 7, 1794. Check with Neil, it's a keystone date in several of his books.



    Bill Smith wrote on August 11, 2008 05:35 AM: Abe Lincoln was dead before slavery ended Marshelle. I can see you government school "education" shinning through.


    Marshelle Baxter wrote on August 08, 2008 10:29 AM: Thank you! At last there is a sane person who understands the value of a TRUE education. Teachers out there are tired of being told what to teach, how teach and actually evaluated on how well they read the teacher's manual script. Yes, you read script now to students that way all are on the same page, teaching the same thing and making sure the script is followed verbatum. History has to have chronological order otherwise all we are teaching is a fact that happened somewhere in time. I would sure hate to see the 8th grader taught about space and which president put us there only to have the next "Theme" be on Abe Lincoln's end to slavery. You cannot learn to write before you learn what the alphabet is. Careful parents, the students they teach may be your own. Stand up before it is too late and the districtrict hands out attendance diplomas to it's finest students.


    Bill Smith wrote on August 04, 2008 09:22 AM: nuevo americano, you are amusing at best and have no concept of free. People who really believe and understand liberty know nothing is free. They, however, do not believe in stealing wealth (taxes) from others to pay for things they agree with.


    John F wrote on August 03, 2008 09:35 PM: Paolo,

    I think Dana Perino's ignorance says more about the Bush Administration than it does about the state of education. One would hope that the President wouldn't choose someone so ill-informed to be his principal spokeswoman.


    Mr. S.,

    From the letter:

    "Instead, I wanted them to learn the relevance and meaning of some key facts, and then to show me they could convey that relevance and meaning in a clear and convincing way. Sure, it would be cool for young people today to know the facts of the Great Depression. Even cooler would be for them to be able to speak and write about it well."

    Obviously being able to speak and write about the Depression well requires knowledge of the basic facts of the Depression. Sounds to me you read the letter you wanted rather than the letter you got.


    nuevo americano wrote on August 03, 2008 04:56 PM: UNLV.-did you think about the university when the governor cut the budget. The RJ wants everything free --tax free. At least Reno supports their university mostly with our tax money.


    Carl Bussjaeger wrote on August 03, 2008 03:46 PM: Robert: "Face it school instuctors don't enjoy being made to appear unprepared or particularly uninformed."

    I'd like to contrast that with a remembrance of my old Astronomy 101 professor in college: Any time another student had a question about something currently visible in the sky, he unabashedly referred them to _me_. He knew I was keeping with observations at the time, and his own course-load had been keeping him away from the telescopes. I learned a lot from that man.

    Would it surprise you to learn that was _not_ a state school? Some instructors get it, while others suck at the taxpayer's jugular.


    Robert Fechser wrote on August 03, 2008 12:31 PM: Thanks again Vin, what about Burgoyne at Brandywine. Some people are ignorant about history because it is so intimidating (all those dates, names and places) I believe that a majority of todays school instuctors are bereft of technique. When I was in high school (Gorman,Valley,Vegas and Clark) I was constanly labeled a problem student because i did know My history and because I read the newspaper everyday and I had the nerve to question the status quo. Face it school instuctors don't enjoy being made to appear unprepared or particularly uninformed. What results are ignorant uneducated graduates who require remedial quick cures pryor to any remote chance of advancement in higer education. I advocate more parental involvement especially in curriculm and testing. I believe that these forgotten students need more noses in books that provoke thought. "Lies My Teachers Told Me" would be a good start. How long can administrators keep trowing good money after bad. These people keep gettin reelected only because they are the ones who refuse to really enforce educational standards, hence ignorant voters. I won't even start about the NEA and NEF...


    Joe C wrote on August 03, 2008 12:12 PM: Thank you Vin Suprynowicz for spewing real facts about what has happened to our educational system and the morons teaching and running it.

    I have been to Gettysburg twice and each time feeling like I’m there experiencing history. Getting an understanding of the battle and marksmanship of the snipers at places like the Devils Den and Little Round top.
    Places where such sad and valiant history took place, American heroes fighting for what they believed in.

    Every educator should hold their head down in shame if the share the same thinking of Cheryl Grames Hoffman.


    Brian wrote on August 03, 2008 11:22 AM: UNLV is a joke. The education you receive there is a joke.

    UNLV= University of Never Leave Vegas.


    Read All Comments