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I was amazed when first coming to the US on how, many Americans (based on where I live) know very little about other countries. It's only since having my children at school here, that I realised, its because they teach nothing about other countries in school. Surely the history of other countries, gives you a greater understanding of a multitude of issues and opportunities.

Why is this? :-6

ThePheasant;704483 wrote: I was amazed when first coming to the US on how the average American (based on where I live) knows very little about other countries. It's only since having my children at school here, that I realised, its because they teach nothing about other countries in school. Surely the history of other countries, gives you a greater understanding of a multitude of issues and opportunities.

Why is this? :-6


Pheasy - I don't understand this either.. When I was younger I lived in Saudi Arabia for a few years and went to an American school.....

We never got taught about the history of other countries either :-3

pinkchick;704485 wrote: Pheasy - I don't understand this either.. When I was younger I lived in Saudi Arabia for a few years and went to an American school.....

We never got taught about the history of other countries either :-3


Yes its very strange and I don't know why. I remember learning a lot about, pretty much most countries. I think it gives you a better understanding (and compassion) for other countries/cultures, broadening your outlook and opening your mind to other opportunities. :-6

When I was at school (many moons ago ), I was taught 'geography', 'History' and 'Religious Studies (not preaching, but looking at different religions and beliefs around the world).

It seems to me there are two sorts of history. There's the narrative story, and that can come either from a historian or from a novelist. There's evidential history, which is an analysis of objects. Teaching history in schools has very much turned into the second. As with so much of k1-k13 schooling in England it's taken a subject as taught to undergraduates and placed it earlier in the curriculum. I've seen k4 teaching that's obviously focused on analysing source documents in classrooms where none of the stories of the period are even mentioned. What used to be foundational - the actual storyline - is now considered irrelevant. You're left with undergraduates equipped with a knowledge the subject's techniques but no setting in which to use them.

Obviously the storyline is biased, and you can read alternate versions presenting, say, a whig history or a socialist history of the English Civil War and find it hard to recognize they're discussing the same events were it not for a coincidence of names. That's fine, bring both versions into the classroom but for goodness' sake get the stories back into circulation.

There's one current narrative history of the British Isles and of Europe which is overwhelmingly fresh and readable and those are Norman Davies' "The Isles" and "Europe: A History". Are they suitable for k1-k6? No, they're far too complicated. The same goes for focused looks at aspects of history, say Thomas Packenham's "The Scramble For Africa" or Harrison Salisbury's "The Long March" or Bob Woodward's "State Of Denial: Bush At War, Part 3", but the essential aspect of all of these is that they're story-based. They're readable. They put the structure in place within which evidential history can be examined. How do you make that accessible to a schoolchild? You find a broader simpler version first. Charles Dickens wrote A Child's History of England in 1853. I didn't read it when I was that age but it would have stood me in good stead if I had. It's so interpretive that it's practically fiction, but it does give the essential hooks for a child to hang later histories onto. That, it strikes me, is what history teaching at school has ditched. That's what's left children ignorant about what they used to take for granted. There are dozens of those old narrative accounts in second hand shops, they make ideal Christmas presents.

The other problem is how to pick up world history instead of national history. It needs a tool equivalent Google Map where you can see everything at one magnification and focus in to rooftops at the other extreme, a "synchronoptic view". Hyperlinked history on a site like http://www.hyperhistory.com/online_n2/History_n2/a.html is the only way I know to get that sort of perspective. It's not unlikely that a child would enjoy spending time there.

I mentioned novelists - that's a great way of taking in accurately-based narrative history. Here's an example if you want to see what I'm talking about: Jill Paton Walsh, "The Emperor's Winding-Sheet". Your average young teenager could read that with no trouble and the whole book is history.

I think it's also being an island nation we are used to the idea of travelling abroad. It's very seldom you meet even a child who hasn't been abroad. In Europe it's even easier to travel to a foreign country. Besides it's hard to study british history without coming across other countries as we've been at war with most of them at some time or other.

do other countries get taught US history as a regular part of their curriculum?

jimbo;704523 wrote: yup :p:p:p:p


so do you learn everything about the US or just instances where they have played a role in history like their participation in a war for example, etc.?

sunny104;704521 wrote: do other countries get taught US history as a regular part of their curriculum?


Yes - I certainly did :p

sunny104;704532 wrote: so do you learn everything about the US or just instances where they have played a role in history like their participation in a war for example, etc.?


Obviously, wars and such, are big events in history and most would be covered. But I wasn't just taught about wars, we were also taught about general history of a country too, like early inhabitants, their lifes, there cultures. Also, we were taught about presidents/rulers/kings and queens of a country. Religions and beliefs.

so then why do most foreigners think there are 52 states?? :p

sunny104;704532 wrote: so do you learn everything about the US or just instances where they have played a role in history like their participation in a war for example, etc.?


England's state schools employ a common curriculum. The keywords for the History section can be seen at http://www.nc.uk.net/webdav/harmonise?P ... q8qMplywJJ which might give you a clue of the extent to which America figures in what's taught in our lessons.

http://www.curriculumonline.gov.uk has a list of teaching resources for the classes and here's a selection of kits that schools can order. I know it's a list in an otherwise discursive thread but it does give a flavour of what's been asked about:



KS3 History Activities 6: Black Peoples of the Americas

Useful bank of activities for KS3 which covers issues such as the slave trade, and the battle for civil rights in the USA.

The Great Depression-Part 1

Post-War Boom and Bust After the initial slow economic recovery from WW1, most countries in the developed world started to flourish. The early 1920s in America was a time when everybody spent money, took out credit and enjoyed life. Then suddenly,...

The Great Depression-Part 2

Reaction and Recovery This second film carries on where the first left off. How did factors such as the Gold Standard restrict economic growth? How should a balanced economy circulate money? What is 'Protectionism' and how did this affect the world...

HistoryMole: US Revolutionary War (1775-1783)

US Revolutionary War: When America won its independance from the British. (Part of the HistoryMole Service.)

Cities of Smog

During the early part of the 20th century industrial production across Britain, Europe and North America increased 13 fold due to the use of fossil fuel, mainly in the form of coal. By the 1950s major cities such as London were experiencing...

History Lessons with Homework: Black People of the Americas

Interesting homework tasks which are linked to corresponding classroom activities and which provide valuable continuity of learning at KS3. Based on NC guidelines, assessment opportunities are included. Topics include: Discovering the extent of...

Reader 100: America in 20th Century

A collection of 100 historical sources on life in the USA during the 20th Century through to the 1970s.

History In Focus: 1940-1949

Not only did President Roosevelt lead the American people through the Great Depression of the '30s, but he also led them through most of World War II. Through the use of actual footage, viewers will see Hitler's blitzkrieg as he marched through a...

History In Focus: 1960-1969

The '60s were a turbulent era for America, both domestically and internationally. With the use of newsreel and television footage, viewers will be able to see many of the events that occupied America during this period. They will be transported...

What was the early contact between Europeans and Native Americans like?

Part of the Learning Curve, this resource focuses on the first contact between English settlers and Native American Indians.

Big Quiz: The American West

Starters or revision activities - multiple choice quiz for the whiteboard. Tailored specifically for the 'American West' option of the SHP GCSE - Plains Indians, Pioneers, Cowboys, Homesteaders, Law and Order, and War on the Plains - these quizes can...

Expansion

Expansionism is an idea that exists deep in the American psyche. This programme discusses how the need to break new frontiers has manifested itself in American life, from the early European settlers and their move West, to the recent spread of the...

History In Focus: 1950-1959

The 1950s saw America becoming a major international power and the world divided between communism and democracy. This programme uses actual film footage of the period to review major events and the people that created the headlines. Topics

Was Vietnam a turning point in the Cold War?

Part of the Learning Curve, this resource is part of an exhibition on the Cold War. This section focuses on the Vietnam War.

Was the Vietnam war a turning point? The Archive

Part of the Learning Curve, this resource is part of an exhibition on the Cold War. This section features extra information for students and teachers wishing to extend their studies.

History In Focus: 1910-1919

From the time war broke out in Europe in the summer of 1914 until 1917, there was much uncertainty in the United States. Woodrow Wilson's policy was to remain neutral. As a major world power, this became impossible to accomplish. Through actual film...

Plains Indians

From Crick Software, a free set of ClozePro activities to download, designed to allow students to show and check knowledge of the Plains Indians of North America.

The settlement at Roanoke: what went wrong?

Part of 4schools, Durham University Library's education zone, this investigation looks at the failure of the Roanoke settlement. It considers the problems faced by the settlers and looks at reasons for its failure. The investigation uses original...

Hodder History: A World Study After 1900 and the Black Peoples of America CD ROM

Interactive activities to match the Hodder History Key Stage 3 books on the same subjects. Chapters are divided into starter, main and plenary activities to be used throughout the lesson.

Vietnam War CD-ROM

This CD-Rom presents free-standing video clips from ITN's unsurpassed news archive to support the study of the Vietnam War at Key Stage 3 and 4. This resource combines the assets of video and textbook and encourages ICT skills. The CD-ROM contains...

JFK and the Cuban Missile Crisis

Part of the Learning Curve, this resource forms part of an exhibition on Heroes and Villains. This section focuses on JFK and his role in the Cuban Missile Crisis.

The Mexican Day of the Dead Festival - Mexicolore. Interactive Videoconference Lesson

An interactive lesson presented over videoconference in which students will learn how to decorate a Mexican 'ofrenda' (family altar) the traditional Mexican way as part of the Day of the Dead - the biggest festival in the Mexican calendar, in which...

Enslaving the millions: how did so many Africans become slaves?

Part of 4schools, Durham University Library's education zone, this resource asks how 12 million people came to be enslaved. It asks students to consider how and why so many Africans were enslaved. Based on eighteenth and early nineteenth century...

USA 1919-1980 History CD-ROM

This CD-ROM presents free-standing video clips from ITN's unsurpassed news archive to support the USA 1919-80 at Key Stage 3 and 4. This resource combines the assets of video and textbook and encourages ICT skills. USA 1919-1980 TV-ROM contains...

'Agonising and insufferable': the Atlantic slave trade

Part of 4schools, Durham University Library's education zone, this resource considers the horrors of the Atlantic slave trade. It asks students to investigate what happened on board ships during the 'Middle Passage'. Based on original eigthteenth and...

The struggle to end slavery

Part of 4schools, Durham University Library's education zone, this resource looks at the campaign to end slavery that took place in Britain in the late 18th and early 19th centuries. It asks students to consider the arguments of both the supporters...

'Miserable, desolate and discouraging': the reality of slave life.

Part of 4schools, Durham University Library's education zone, this resource looks at the reality of life as a slave. It asks students to consider various aspects of slave life to see if Booker T Washington's description of it being 'miserable,...

HomeBeats: Struggles for Racial Justice

Describes the history of Britain's relationship with Africa, Asia and the Caribbean, slavery, colonialism, migration to Britain, British black history, the fight against racism and the making of Britain as a multicultural society.

sunny104;704558 wrote: so then why do most foreigners think there are 52 states?? :p


:wah: You mean there's not !! :wah:

sunny104;704558 wrote: so then why do most foreigners think there are 52 states?? :p


I know! I know, please Miss!

Because most foreigners think the indigenous inhabitants of Puerto Rico and Guam have representation in Congress, Miss?

spot;704570 wrote: England's state schools employ a common curriculum. The keywords for the History section can be seen at http://www.nc.uk.net/webdav/harmonise?P ... q8qMplywJJ which might give you a clue of the extent to which America figures in what's taught in our lessons.

http://www.curriculumonline.gov.uk has a list of teaching resources for the classes and here's a selection of kits that schools can order. I know it's a list in an otherwise discursive thread but it does give a flavour of what's been asked about:



KS3 History Activities 6: Black Peoples of the Americas

Useful bank of activities for KS3 which covers issues such as the slave trade, and the battle for civil rights in the USA.

The Great Depression-Part 1

Post-War Boom and Bust After the initial slow economic recovery from WW1, most countries in the developed world started to flourish. The early 1920s in America was a time when everybody spent money, took out credit and enjoyed life. Then suddenly,...

The Great Depression-Part 2

Reaction and Recovery This second film carries on where the first left off. How did factors such as the Gold Standard restrict economic growth? How should a balanced economy circulate money? What is 'Protectionism' and how did this affect the world...

HistoryMole: US Revolutionary War (1775-1783)

US Revolutionary War: When America won its independance from the British. (Part of the HistoryMole Service.)

Cities of Smog

During the early part of the 20th century industrial production across Britain, Europe and North America increased 13 fold due to the use of fossil fuel, mainly in the form of coal. By the 1950s major cities such as London were experiencing...

History Lessons with Homework: Black People of the Americas

Interesting homework tasks which are linked to corresponding classroom activities and which provide valuable continuity of learning at KS3. Based on NC guidelines, assessment opportunities are included. Topics include: Discovering the extent of...

Reader 100: America in 20th Century

A collection of 100 historical sources on life in the USA during the 20th Century through to the 1970s.

History In Focus: 1940-1949

Not only did President Roosevelt lead the American people through the Great Depression of the '30s, but he also led them through most of World War II. Through the use of actual footage, viewers will see Hitler's blitzkrieg as he marched through a...

History In Focus: 1960-1969

The '60s were a turbulent era for America, both domestically and internationally. With the use of newsreel and television footage, viewers will be able to see many of the events that occupied America during this period. They will be transported...

What was the early contact between Europeans and Native Americans like?

Part of the Learning Curve, this resource focuses on the first contact between English settlers and Native American Indians.

Big Quiz: The American West

Starters or revision activities - multiple choice quiz for the whiteboard. Tailored specifically for the 'American West' option of the SHP GCSE - Plains Indians, Pioneers, Cowboys, Homesteaders, Law and Order, and War on the Plains - these quizes can...

Expansion

Expansionism is an idea that exists deep in the American psyche. This programme discusses how the need to break new frontiers has manifested itself in American life, from the early European settlers and their move West, to the recent spread of the...

History In Focus: 1950-1959

The 1950s saw America becoming a major international power and the world divided between communism and democracy. This programme uses actual film footage of the period to review major events and the people that created the headlines. Topics

Was Vietnam a turning point in the Cold War?

Part of the Learning Curve, this resource is part of an exhibition on the Cold War. This section focuses on the Vietnam War.

Was the Vietnam war a turning point? The Archive

Part of the Learning Curve, this resource is part of an exhibition on the Cold War. This section features extra information for students and teachers wishing to extend their studies.

History In Focus: 1910-1919

From the time war broke out in Europe in the summer of 1914 until 1917, there was much uncertainty in the United States. Woodrow Wilson's policy was to remain neutral. As a major world power, this became impossible to accomplish. Through actual film...

Plains Indians

From Crick Software, a free set of ClozePro activities to download, designed to allow students to show and check knowledge of the Plains Indians of North America.

The settlement at Roanoke: what went wrong?

Part of 4schools, Durham University Library's education zone, this investigation looks at the failure of the Roanoke settlement. It considers the problems faced by the settlers and looks at reasons for its failure. The investigation uses original...

Hodder History: A World Study After 1900 and the Black Peoples of America CD ROM

Interactive activities to match the Hodder History Key Stage 3 books on the same subjects. Chapters are divided into starter, main and plenary activities to be used throughout the lesson.

Vietnam War CD-ROM

This CD-Rom presents free-standing video clips from ITN's unsurpassed news archive to support the study of the Vietnam War at Key Stage 3 and 4. This resource combines the assets of video and textbook and encourages ICT skills. The CD-ROM contains...

JFK and the Cuban Missile Crisis

Part of the Learning Curve, this resource forms part of an exhibition on Heroes and Villains. This section focuses on JFK and his role in the Cuban Missile Crisis.

The Mexican Day of the Dead Festival - Mexicolore. Interactive Videoconference Lesson

An interactive lesson presented over videoconference in which students will learn how to decorate a Mexican 'ofrenda' (family altar) the traditional Mexican way as part of the Day of the Dead - the biggest festival in the Mexican calendar, in which...

Enslaving the millions: how did so many Africans become slaves?

Part of 4schools, Durham University Library's education zone, this resource asks how 12 million people came to be enslaved. It asks students to consider how and why so many Africans were enslaved. Based on eighteenth and early nineteenth century...

USA 1919-1980 History CD-ROM

This CD-ROM presents free-standing video clips from ITN's unsurpassed news archive to support the USA 1919-80 at Key Stage 3 and 4. This resource combines the assets of video and textbook and encourages ICT skills. USA 1919-1980 TV-ROM contains...

'Agonising and insufferable': the Atlantic slave trade

Part of 4schools, Durham University Library's education zone, this resource considers the horrors of the Atlantic slave trade. It asks students to investigate what happened on board ships during the 'Middle Passage'. Based on original eigthteenth and...

The struggle to end slavery

Part of 4schools, Durham University Library's education zone, this resource looks at the campaign to end slavery that took place in Britain in the late 18th and early 19th centuries. It asks students to consider the arguments of both the supporters...

'Miserable, desolate and discouraging': the reality of slave life.

Part of 4schools, Durham University Library's education zone, this resource looks at the reality of life as a slave. It asks students to consider various aspects of slave life to see if Booker T Washington's description of it being 'miserable,...

HomeBeats: Struggles for Racial Justice

Describes the history of Britain's relationship with Africa, Asia and the Caribbean, slavery, colonialism, migration to Britain, British black history, the fight against racism and the making of Britain as a multicultural society.






interesting!

here's a typical high school history course here: http://www.mcps.k12.md.us/schools/bcchs ... kerin.html

sunny104;704586 wrote: interesting!

here's a typical high school history course here: http://www.mcps.k12.md.us/schools/bcchs ... kerin.html


Thats interesting, my son has just started Grade 7 and not touched on most of these areas. At what grade level is this taught and is it optional - it looks like grade 12.

Don't grade 12 students, select their subjects?

spot;704579 wrote: I know! I know, please Miss!

Because most foreigners think the indigenous inhabitants of Puerto Rico and Guam have representation in Congress, Miss?


nope only 50! Don't make me get the paddle out!

ThePheasant;704590 wrote: Thats interesting, my son has just started Grade 7 and not touched on most of these areas. At what grade level is this taught and is it optional - it looks like grade 12.

Don't grade 12 students, select their subjects?


we had modern world history in our second year of high school, so around age 16.

we had 2 years of history and it wasn't optional, modern world at 16 and US history in the 3rd year of high school at age 17. :-6

We learned all about British history. I think the name of the film was Monty Python and the Holy Grail.

YZGI;704608 wrote: We learned all about British history. I think the name of the film was Monty Python and the Holy Grail.


:wah:Nice on Wisey ......................

ThePheasant;704613 wrote: :wah:Nice on Wisey ......................


aw, Spot's not a looney! :-1









:wah:

In Texas, I'm surprised they learn any History since all they seem to be teaching for is the statewide TAKS test. Which consists of writing, math and reading. :-5

I had Word History, American History, and Texas History in school. And I always had a coach for a teacher. which meant, 20 minutes of discussing the chapter in the text book, then the rest of class was the coach discussing what ever up coming game with the athletes in the class. :rolleyes:

:-6

Probably this is irrelevant to what you are all talking about but randall thought that it might be worth tossing into the billy-can.

Fascinated by history of the so-called "Wild West". The "Prairie Schooners " wagon trains and all that since childhood I thought I had better catch on the real history.

I wrote to the "College of the Sea" for a book on the "History of Texas"

All they could recommend to me was "The Big Sky"

They must be joking thought I

No, all they could offer was a fictitious novel.

God Bless.

randall

:)

In Ireland when I went to School the curriculum focused entirely on modern Irish history from 1800-onward and general European history from 1640-1930ish. We didn't study U.S. History, though there were crossovers because of the effect of the Franco-British wars in the Americas, and the impact of the revolutionary war on the subsequent revolutions in Europe. So our curriculum was focused in a small geograhical area, of course European history is quite a complex (to say the least) subject as at any time you are dealing with many nation states, and groups within those states, as well as their colonies and empires, etc etc.

What I will say is that thankfully my experience of learning about history in school from my excellent teacher (a Mr Fahey from Co Galway) instilled a great love of the subject that I have kept to this day. I would also recommend those books that spot has about the British Isles and Europe, while Paul Johnson's "History of the American People" is a very good one volume book on U.S. history from the Roanoake colonies up to Clinton's presidency. For Ireland, there is a one volume I mean to keep reading I must check it out as I kinda don't read that much about Ireland, as I know the subject enough to make it boring. I actually just got a copy of Casaer's "The Gallic Wars" from Amazon so I am looking forward to that one!

sunny104;704521 wrote: do other countries get taught US history as a regular part of their curriculum?


yes we do

I have been taught Western European History, and Russian History, and Asian History as well.

sunny104;704558 wrote: so then why do most foreigners think there are 52 states?? :p


Canada?? Aren't we the 52nd state in many peoples eyes :wah:

:-6

As a Scot I am convinced that we received a very much censored and sanitized version of the relations between Scotland and England. Sometimes I feel that it was totally whitewashed to lean toward the amorous relations between Scotland and England.

"The Auld Alliance" which we touched upon convinced me that the Scots were too keen to help the French but the French just used us to their advantage.

Not very different from the way they are using the EU?

I can only remember being taught about Henry XIII th "Star Chamber" and everything seemed to stop there.

It took me many years into my adult life to be able to visualize in my brain exactly where the Napoleonic Wars, Crimea War, Ashanti War and the Boer War were in relation to the first world war were.

I did come across an interesting one "The War of Jenkins Nose"?

Leaving school at fourteen I feel that I literally had to learn history by myself - at least that way it stuck.

God Bless

randall

:)

minks;705028 wrote: Canada?? Aren't we the 52nd state in many peoples eyes :wah:


With relatives living in Canada - I know I would be written out of the will had I said that :wah: Hang on .... I'm not in their will !!

:-6

My Aunts, Uncles and cousins in Detroit would disagree with you Minks.

They have claimed that Scotland is the 52 nd state for a long time - the 51st State before Alaska nudged Texas off its perch.

God Bless All

randall.

:)

:-6

PINKY DEAR, is it warm or cold where you live?

God Bless

randall

:)

:-6

What learning CURVE?

To me the Americans have never learned one thing from the Vietnam War or any other.

In my long lifetime they simply repeat the same mistakes over and over again despite the warnings and advice of "friendly allies".

I honestly and sincerely feel sorry for them.

In the First World War the Germans said that the British Army were warriors (or words to that effect) led by Donkeys. They alway trained in peacetime to fight the "last War".

"When will they ever learn. When will they ever learn?"

What heart rending words.

TIMES are very bad indeed when your own generals come home and roundly criticize the conflict he has just been engaged in and says it just cannot be won.

As Bob Dylan said, "He wasn't to blame. He was just a pawn in the game."

"Tis all a great chequer board of nights and days,

Where DESTINY with men for pieces plays,

Hither, thither moves mates and slays,

Then at last back in the closet lays."

Old men start wars.

Young men have to fight and die in them.

God bless All

randall

:-5

15/10/2007

Last year, I had to help my son study Social Studies, so I was reveiwing his chapter, I make notes on flash cards, your brain takes a picture and it will last.

Any how, he had to learn several other countries, religious beleifs,rules of the Koran,etc, and like 3 questions on christianity and Jesus, OH WOAH BACK THE TRAIN UP!!!!!!

WE LIVE HERE!!!!!! will my son ever go to Iraq-HELL NO-I WONT LET HIM, so what if he is 50 and I am 74. All I am saying is teach them about home first.

Indian Princess;709697 wrote: WE LIVE HERE!!!!!! will my son ever go to Iraq-HELL NO-I WONT LET HIM, so what if he is 50 and I am 74. All I am saying is teach them about home first.
The only reason my daughter's living in Damascus at the moment is that she spent a term learning about the Middle East at school. She's having an exciting time there. I'm sure she'd still be living here if she'd not had an education which covered the world.

In high school, I had regular social studies (that was in 8th grade, but it's housed at the high school in my community). Next, it was Louisiana History, followed by WOrld history, followed by American history. All of those were required courses. In addition, during the American history you of course learn of other countries when looking into various issues relating with said countries. Now, in college, I was required to have 2 history courses, but you could select your preferences. I took both early world civilization and modern world civilization. Others that were offered varied over different countries, cultures, states, etc.

Personally, while I don't care for history at all in an academic setting, I preferred the history of my immediate area, as it's what I'm used to, what I know, and what mostly concerns me. That doesn't mean history of other areas doesn't interest me, it just means they are more peripheral.

I like history, so much history has made us what we are today. I got a clearer picture of this and a further appreciation of this when I went to the UK and France and was amazed to see some of the structures and monuments that I had only read about or learned about in class. Huge WOW factor for me.

minks;709771 wrote: I like history, so much history has made us what we are today. I got a clearer picture of this and a further appreciation of this when I went to the UK and France and was amazed to see some of the structures and monuments that I had only read about or learned about in class. Huge WOW factor for me.


You were a huge WOW factor for us too, of course.

It works for people in England visiting iconic locations too, even if they're close by. London may be crawling with tourists but a lot of those are rustics like me. Each time I go there I see things I recognize that I've never set eyes on before, and I lived there for fifteen years.

Studying the history of other nations, peoples, societies, etc. enlarges our viewpoints on past and current events. Social Studies curriculum in the United States is sadly lacking in a more rounded examination of other world areas. Usually at one point in the K-12 currriculum it is taught, and many major areas never reviewed again until entrance to college. Only at the university level are History majors required to study more than one specific area. At the higher levels, multiple world/culture areas are added, and languages according to major.

I really disliked teaching Social Studies at the middle school level, and returned to teaching science again. I felt being constricted within pre-set curriculum and subject areas was not the way to teach History/Social Studies. I choose only to do that at the college level now. I found I can emphasize and enhance content area on my grade level, for Social Studies, by teaching science. We enlarge the curriculum set for 6th Social Studies, and as they tote off to another world area, I take them in-depth to Meso-American culture and other world areas, including learning Mayan glyphs, numerical calculations, astronomical ideas, etc. The subjects I touch on are not covered by the Social Studies curriculum, but the students do remember them afterwards-besides all of the science I teach.