A Review of the Revisions to the Texas Social Studies Standards: Grades 1-2

As promised, today starts our review of the revisions to the Texas Social Studies standards. Let's begin with the standards for first and second grade. You can view the revisions here.

First, it is important to mention something about language. Since there has been a lot of debate over "who and what is in" and "who and what is out" of the standards, it is important to realize the difference between the use of the phrase "such as" and the use of the word "including."

If a standard says: "The student is expected to describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day..." this means that the standard is offering San Jacinto Day, Independence Day, and Veterans Day as possible examples or "illustrative examples" of holidays. I would imagine, and I could be wrong about this, that teachers will have the option of teaching any holiday they so desire and still meet the standard. To be honest, I have no idea how these "illustrious examples" will impact the content decisions of textbook publishers.

If a standard says: "The student is expected to identify contributions of historical figures including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr. who have influenced the community, state, and nation," then teachers are required to cover these individuals and students must master details about their lives. These standards are obviously a bit more controversial since students are forced to learn about the figures that the State Board of Education wants them to learn about.

First Grade Standards:

p.6: Students are asked to "identify historical figures including Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals, who have exhibited individualism and inventiveness." Edison is pretty well-known and I would think most parents would want their kids to learn about him as a great inventor. The same might go for Alexander Graham Bell. Garrett Morgan is an African-American from Ohio who invented something similar to the modern-day gas mask. Richard Allen was a black preacher who founded the African Methodist Episcopal Church. Morgan was added by the scholars who reviewed the original standards. Allen was added by the members of the State Board of Education. Few would probably have any qualms with students learning about these men, but the decision to include them just seems so random. Why should Texas students learn about these inventors and individualists and not others?

p.9: Students are "expected to identify historical figures such as Nathan Hale, Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship." Again, the mention of all of these figures seems fine to me, but what was the motivation behind including these four people and not others who have exemplified good citizenship? This is a "such as" standard, so teachers could choose for their lessons whatever "good citizens" that they want. It is good to see that teachers, at least in this elementary curriculum, are getting the power to shape their lessons as they see fit.

Second Grade Standards:

p.12: "The student is expected to identify contributions of historical figures including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation. Since this is an "including" standard, it means that students must master information about these figures. I am glad that Thurgood Marshall made the cut. Irma Rangel, a Texas politician, was the first female Mexican American legislator in Texas. Hancock and Roosevelt seem to fit the bill for this standard as well. The Board definitely tried to maintain diversity here in terms of race, gender, and political persuasion, but, again, the choice of these four figures just seems too random.

A similar thing could be said for the next standard: "The student is expected to identify historical figures including Amelia Earhart, Robert Fulton, George Washington Carver, and W.E.B. DuBois, who have exhibited individualism and inventiveness."

I am sure that the choices of these historical figures are the result of fierce debate among the board. I am also sure that there was a lot of compromise here.

p.14: "The student is expected to identify historical figures, including Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASP's) and Navajo Code Talkers, and Sojourner Truth, who have exemplified good citizenship." Again, we have diversity here, but why were these individuals and groups chosen and not others?

p.14: "The student is expected to identify selected patriotic songs such as "The Star Spangled Banner and "America the Beautiful." Fair enough, but I imagine that a teacher could also introduce a more left-leaning patriotic song here, such as "This Land is Your Land."

Apart from the random choices of individuals, these early elementary standards look pretty good. Students get a flavor of important historical figures from a variety of political, ethnic, and racial perspectives.

Stay tuned: 3rd grade is next.