History: Yesterday, Today, & Tomorrow

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Victor Gamez L/ST 471 History: Yesterday, Today, & Tomorrow Those who do not learn from history are condemned to repeat it. This phrase, or some variation of it, is commonly repeated and widely accepted as a de facto truth. Not many will argue the importance of learning from the past and using the many lessons it has to offer as a foundation for moving forward. It only makes sense that history and social studies instruction is embedded in schools nationwide. Unfortunately, a recent shift in the focus of curriculum and assessment has put social studies education in a dire predicament that threatens to insensibly reverse the progress that both California and the larger United States have made in establishing history as a critical and necessary school subject. It is a critical matter that demands attention and action. Social studies instruction is key in molding young students into efficient and productive adults. It is far more than the impractical rote memorization of dates, names, and places. Above simply learning history, social studies instruction involves the analysis of the past, the present. Careful, guided examination of events, places, and people in history leads students to establish meaningful connections throughout time and space. This helps them better understand the world as a global society and from there logically breaking it down to relationships of smaller spans (e.g. to continental, national, and even local levels). This thorough understanding has a fundamental usefulness to students in helping them ascertain their worth and value as members of all levels of society. In short, proper social studies instruction further develops critical thinking skills that will provide students with the skills necessary to understand the world around them and their place in it. This comprehension is the fuel that will shape and mold people into productive

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