Much has been written of late on the crisis in American schools. A virtual flood of literature has descended upon the American public, with one of the primary scapegoats for this crisis being the inadequately prepared and compensated classroom teacher. State legislatures have unleashed a plethora of programs and reforms to address the difficulties of the teaching profession: increased educational requirements, opening of the profession to noneducation majors, mandatory competency examinations, merit pay, and increased compensation across the board. But what can the colleges and universities, and especially professors, do to enhance the teaching of history in the schools? One answer to this complex question is to enhance the professional status and opportunities for the classroom history teacher.
To some extent, the colleges and universities have already recognized some of their responsibilities to the professionalization of secondary and primary teachers of history. For example, some university history departments have established collaboratives with local school systems, in addition to being involved with such community programs as History Day or history fairs. Also ties be tween the universities and secondary schools have been strengthened through the advanced placement program, and many university history departments offer workshops for class room teachers.
In many of these programs, however, there is a problem that Carl Degler, former president of the American Historical Association, stated in past issues of Perspectives (Dec. 1986, Jan. 1987). After observing interaction between professors and high school teachers, Degler concluded, “What does not sit well is the all too common implication that professors are always the instructors and high school teachers always the students.” Thus, many classroom teachers perceive themselves as second-class citizens within the historical profession. But perhaps such a state of affairs is not inevitable. Classroom teachers and professors of history do have a great deal in common in that both groups share a passion for history and a fear that our society often displays little regard for historical accuracy or reflection. What many university professors fail to recognize is the isolation of the classroom teacher, and while the primary responsibility for breaking out of this isolation must reside with the classroom teacher, this process may be encouraged and enhanced by the universities.
But perhaps this sense of isolation requires some explanation. Although one may spend most of his or her time in an overcrowded classroom, teaching remains a rather lonely profession. On the secondary level, most of the time is spent with adolescents who are more concerned with sex hormones than historical inquiry. Although teachers of undergraduates certainly have some of the same problems, one of the main differences is that the university atmosphere offers more of an opportunity to pursue historiographical questions with one’s colleagues. This is often not possible on the secondary level due to time considerations, as well as the fact that some teachers may be certified to teach history with as little as six hours of college preparation.
Also, isolation may be even a more serious problem in small rural schools (in which I grew up) and independent schools (in which I teach). Sometimes you are the history department. But the key factor for the classroom teacher is time and responsibilities beyond the classroom. Additional duties include parent conferences, coaching, sponsoring of classes and clubs, interim reports, supervision of halls and grounds, as well as advising adolescents in search of guidance. These tasks are an indispensable part of education, but they do pre vent many teachers from pursuing their interests as historians.
However, if the level of history instruction in the schools is to be improved, teachers must break out of their seclusion and seek more professional opportunities with the aid and support of the universities. While this call for professionalization represents yet an other drain on the teacher’s limited time resources, it would be time well invested to enhance the quality of teaching.
What are some of the obvious professional outlets for history classroom teachers? Some, such as history fairs, History Day, and university workshops, have already been mentioned. I would also encourage history teachers to join state social studies councils as well as the National Council for the Social Studies. Also, there are many accessible public and independent school programs and workshops. However, such programs often neglect history for the methodology of social studies in which pedagogy takes precedence over content. While the introduction of new pedagogical techniques are, of course, important, programs with more intellectual content and historical inquiry are required to stimulate teachers who have endured the loneliness of the classroom. Such scholarly endeavors are available, and their expansion should be encouraged by the universities and history faculties. Nevertheless, classroom teachers must develop initiative and apply for these opportunities. Three years ago I decided to break out of my classroom seclusion and ascertain what type of activities were available. I was pleasantly surprised at the quality programs provided for secondary teachers.
I would like to mention some of the opportunities already available to secondary school teachers, with the caveat that the list is by no means inclusive. At the American Historical Association, for example, current efforts under the di rection of the organization’s Teaching Division include support (with the OAR and the NCSS) of the History Teaching Alliance, the sponsorship of regional teaching conferences, waiver of annual meeting registration fees for area teachers, and an annual luncheon for Advanced Placement teachers. The AHA’s commitment to teaching is further demonstrated through its establishment of a new award for teaching and through participation in the National Commission on the Social Studies and the Brad ley Foundation Commission on History in the Schools.
The AHA also publishes the regular column Teaching Innovations in which this article appears in Perspectives and has an impressive list of publications on teaching, including Teaching Afro-American History, Teaching Women’s History, Preparation of Secondary-School History Teachers, Teaching History with Film, and a full series of pamphlets on teaching specific topics. The organization’s newest contribution to teaching is a series of Essays on Global and Comparative History.
The Organization of American Historians is also to be commended for its programs for classroom teachers. Teaching and historiographical sessions have been included at recent OAH conventions, and Rockefeller scholarships have been offered to teachers to defray travel costs. The OAH has also established the Magazine of History, which includes lesson plans, historiographical essays (essential for updating teachers), and opportunities for secondary teachers to publish their research.
As a consequence of such efforts, a strong network of history teachers now exists within the two organizations. That network is the basis for the newly established Organization of History Teachers, which will meet at both the AHA and the OAH annual meetings. The leaders of this new organization hope to focus the profession’s attention on the role of historians in elementary and secondary schools.
The National Endowment for the Humanities also offers ample opportunities for the secondary school teacher. Grants are available for outstanding students wishing to engage in summer re search and teachers desiring to implement innovative techniques and pro grams. In 1987 numerous grants were available for Constitutional bicentennial projects. Teachers interested in con ducting summer research could contact Independent Study in the Humanities or Travels to Collections for grant applications.
The NEH also sponsors a number of summer institutes for secondary school teachers. An institute is normally offered by an outstanding scholar in an institution of higher learning. Sample institutes in 1986 included the Agrarian Tradition at the University of North Carolina and the Age of Franklin Roosevelt at Bard College. The institutes usually have some pedagogical focus, while the NEH summer seminars center on textual analysis rather than class room application. I was fortunate to participate in a seminar on Churchill’s The Second World War offered by Professor John Lukacs at Chestnut Hill College. The seminar was most stimulating and conducted as a community of scholars, rather than students studying at the feet of the master. I returned from my experience with newfound colleagues and an enthusiasm for learning, which I trust was conveyed to my students. I would strongly advocate that professors become involved in these NEH pro grams, as I believe their respect for classroom teachers would increase with their participation. Many university his tory departments also offer excellent summer programs such as the Coe fellowships and the institute at Stanford University.
International study is also a possibility for the classroom teacher. While many opportunities exist for teachers to take students to Europe during summer vacations, the Fulbright program offers classroom teachers the chance to study in Europe without worrying about group travel itineraries and chaperoning adolescents. In addition to teacher exchanges, summer seminars are avail able in selected nations. My first occasion to visit Europe was a Fulbright sponsored summer seminar program in The Netherlands. While the Fulbright stipend does not cover all expenses (as the NEH institutes and seminars tend to do), generous allowances do make travel within reach of most teacher budgets.
One of the more innovative programs for fostering communication between the schools and the universities is the History Teaching Alliance, mentioned earlier, sponsored by the American Historical Association, the Organization of American Historians, and the National Council for the Social Studies. Teachers seeking to expand their intellectual and professional horizons may wish to con tact Deborah Welch, Director of the History Teaching Alliance at the Department of History, University of Florida-Gainesville, who will attempt to net work teachers with university colleagues seeking to formulate alliances. The projects are seminars on important historical concepts rather than “refresher” classes for teachers. To enhance the idea of collaboration between the schools and the universities most projects have as codirectors professors and representatives from the schools. Funding is available through grants from the Exxon Corporation and Rockefeller Foundation for guest speakers and classroom leave, but dollars remain somewhat scarce in the Western states. History Teaching Alliances have been formed in twenty states, for a total of thirty-four projects.
In summary, programs are available for teachers who seek to broaden their intellectual horizons, but I would encourage universities and professors to participate in existing projects and to expand the available offerings. In creased communication between teachers and professors should break down perceived barriers and increase the quality of history education in our schools.
In addition to established programs, there is a great deal teachers can do independently to enhance their role in the historical profession, if they are encouraged and welcomed by the universities and professors. First and foremost, I would advocate that classroom history teachers continue to research and write. Why should a classroom teacher want to publish? We certainly do not want the intrusion of any publish-or-perish scenarios into the schools, but continuing research may enhance the teaching of history. Teachers should not be simply disseminators of historical facts, but also active creative historians. My continued efforts in the research field have certainly made it easier for me to identify with the difficulties encountered by my students with essay and research assignments. In fact, I have shared my endeavors with my students, who tend to respect the printed word and have read some of my articles. But even more instructive is the sharing of a rejected manuscript. Students find it simply amazing that a twenty-five page manuscript complete with a hundred foot notes might not be suitable for publication. They learn that scholarly trappings are no substitute for solid historical conclusions based on the available evidence. Rather than simply assign research, teachers should engage in historical inquiry along with the students. Outlets for publication are easily within range for classroom teachers in education journals, state and local historical societies, and various specialized historical journals.
I would also encourage classroom teachers to augment their knowledge by joining historical societies and attending conferences in their areas of interest. This is a good way to keep up with new advances in the field, as well as provide a vehicle for one to present his or her research for criticism by teacher and professor colleagues. Book reviews in historical journals should also provide an outlet for classroom teachers to amplify their views. Book review editors should welcome the contributions of teachers who are in the position to pro vide very practical and unique perspectives on selected works.
Of course, the question arises as to how professors may respond to teachers intruding upon their traditional ground. Will professionalization of his tory teachers be a threat to the status of professors and provoke somewhat of an elitist response? In some cases, I am sure this will be the reaction of professors who have difficulty in accepting classroom teachers as historians. However, my overall experience as a secondary teacher seeking to practice my historian’s craft at conferences and in journals has been most positive. A majority of the historical profession tends to place quality and professional commitment above a title and place of employment.
In conclusion, what is the purpose of professionalizing the status of the history teacher? The goal of this process is not to make high school teachers into university professors, but to improve the quality of classroom instruction in the nation’s schools. The responsibility of the colleges and universities is to encourage, not discourage, this process. We have to be realistic and certainly not expect classroom teachers, with the impositions on their time, to produce the key monographs or become president of the AHA. On the other hand, there is no reason why a second class citizenship for classroom teachers should exist within the profession. Referring back to Professor Degler’s quote regarding professors always being the instructors and teachers the students, the two groups have much in common and need to learn from each other, if we are to improve the quality and status of history education in the United States. I have considerable faith in the historical profession, and I urge my colleagues on both the secondary and the university levels to cooperate in professionalizing the status of history teachers as one way of enhancing history education and dealing with the crisis in education.
Ron Briley is Assistant Headmruter of San dia Preparatory School in Albuquerque, New Mexico.
