Questions and Concerns about Teaching and Learning Geography and History
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Questions and Concerns about Teaching and Learning Geography and History
It is unfair for several students registering to pursue history and Geography classes to be half-baked due to lack of resources or due to the incompetent education system. Some students go for these subjects because they are interested or because of other presenting circumstances; therefore, they should get the best out of their frequent commitment to enable them to compete with other students undertaking such subjects across the country. Change in the curriculum should be communicated earlier enough and various stakeholders should be consulted to have a unanimous opinion; thus foster an education system. Contradicting opinion can result in teachers and students’ detachment from their responsibilities due to outrage as witnessed in May when the College Board announced the radical transformation concerning AP world history. The board stated that human history will begin at the European Colonial era cusp.
History and Geography are based on facts and there is no shortcut for facts. As much as the College Board defended their actions based on the content scope but that still does not explain why other generations had to learn the rich history and the current generation deprived of the very history. Moreover, it is wrong for the College Board to yank world history into a Eurocentric model or arbitrarily pick irrelevant 1200 dates. The board ought to have built history courses around particular historical dates and events, marshaling evidence, learning, and asking queries.
History and geography are rooted in community cultural behaviors; for instance, traditionally family name is passed from one generation to another. Moreover, as an individual looks after the cattle, it is upon that person to study whether to ensure that the newly born cattle are safe. The modern example is fashion, many models dig back in the past and what they do is improve the old version to generate new fashion. Therefore, skipping several crucial events, people, and developments results in culture erosion. A lot should be covered by students, but selecting what to be covered in schools presents pedagogical goals and intellectual biases. It is only effective to understand historical climate and world history by understanding history before the arrival of the White European and the mass extinction.
Teachers and students should be aggressive to shield the education system especially history and geography. Fortunately, AP World History teachers have started a website aiming at saving AP World History by majoring in retaining history.