Wednesday, March 17, 2004

Elementary students need later courses when they are ready for abstract subjects

How proud I was to read the thoughtful, concerned letters from Glenn Walker, who did not mention that he was a former Fayette County teacher and social studies coordinator, and from Jan Daniel, 2003 Fayette County Teacher of the Year and teacher at FCHS for 17 years. We all should appreciate their boldness in sharing their concerns about the proposed social studies curriculum and its potential impact.

Our county public schools and students, including my three daughters (classes of ‘93, ‘96, and ‘02), have been blessed to have had these and numerous other strongly competent, provocative social studies teachers.

Some outstanding ones I’d like to give kudos to and the schools where they taught at the time are Carol Love (NFE), Joyce Westbrook (FMS), Ophelia Mustain (FRMS), Joyce Blake (FMS), Becky Rountree (FMS), Phyllis King (FCHS), Kathy Cox (SCHS), Mrs. Kok (SCHS), Mr. Taylor (FCHS), and Jan Daniel (FCHS). Among other outstanding teachers in this field that I observed at FMS during 16 years of teaching there are Barbara Howell, Barbara May, and David Phillips.

Each of these teachers in their various specific disciplines within social studies followed the state curriculum while being directed by qualified county coordinators. Each teacher challenged the students, who, of course, performed at varying levels, depending on their interest, motivation, and acceptance of the challenges presented.

As Glenn Walker pointed out, all of the curriculum plans and available materials will never accomplish what the curriculum planners intended unless teachers tell the stories of history and involve students in discussions and activities to make history relevant. They also must instill in each citizen the privilege of being a part of our government, including our right and responsibility to vote and to be involved in the process of citizenship, including writing letters to newspapers on issues of interest and importance.

On a personal note, several years as a sixth grade social studies teacher for two classes a day (it was my minor), I planned my lessons and taught the curriculum, assisted by more experienced and qualified teachers at FMS.

The sixth grade students learned concepts of democracy from earlier civilizations and how they influenced the principles of our government. Most of students were unable to grasp the full implications of democratic principles.

The succeeding courses through middle school and high school further established these concepts and gave them growing relevance as the students matured and were able to ponder ideas that are more abstract.

Their learning experiences reinforce the plan of building on concepts instead of covering a whole concept once (starting in elementary school), as the proposed curriculum has as its focus.

In the late ’80s, the sixth grade curriculum added the Middle East as a part of the year’s study. During this final year that I taught social studies, we had no sixth grade textbook that included this region.

The county coordinator assisted us by supplying a paperback set we could use to prepare and have the students to use in class. We also were aided by the daily news and analysis during the Gulf War and the high level of interest generated by the events of the time. The experience was completely positive because of the support supplied, helping us understand the area, the background, and the importance of the war.

Each of us as a concerned citizen has the responsibility to help influence what our future leaders learn and how they learn. The future of our free world depends upon this foundation.

Doris C. Carey

Retired teacher